God’s gift of free will gave people the power to think and to act in accordance with and contrary to His wishes. This power separates humans from all the other creatures on earth. Having free will also enables every person to think of others and to treat others kindly. This is the essence of the Greatest Commandment, which Jesus taught during His ministry. Even before His birth, Mary the Mother of Jesus exemplified this spirit of sacrifice and deep faith in God. After the Pentecost, the first Apostles traveled throughout the known world telling people about Jesus’ life and death, and urging everyone to believe and to follow His example. Last week, the students completed a project describing the lives of some of the outstanding men and women who heard the Word of God and lived it in their own unique ways. We will continue to listen to the students’ accounts of the saints in the coming week.
The lives of the saints offer many lessons for us, including examples of perseverance, persecution, altruism, and leadership. Saints arose from every possible background in every conceivable family situation. By researching and sharing these stories, everyone will gain a broader awareness of the possibilities that open to her or him. After seven more students give their reports on Monday, we will pray the Magnificat and reflect on its message. The class will then complete the preliminary assessment on page 83, using the chapter for reference. We will discuss the answers in class so that everyone gains a clearer picture of the ideas concerning free will, sin, and salvation. Monday evening, students are to study Chapter 7, and to prepare for Tuesday’s quiz.
Each summative assessment is designed to allow students to answer questions and demonstrate their mastery of the material. As with all other assessments, Tuesday’s quiz will also help students to identify any gaps that might exist in their knowledge, so that the student can reinforce that area. In the evening, everyone is to discuss this chapter’s message of service and sacrifice, especially as demonstrated by the saints, with his or her parents. Each student is to identify two ways she or he can do something in the family that would be of service and a sacrifice for the student. We will discuss these on Wednesday in class, so that everyone can benefit from the ideas of each student. Afterwards, we will turn to Chapter 8, “Jesus, The Promised Messiah.”
God’s people were waiting anxiously for a messiah during the century before the birth of Jesus. Several Old Testament prophecies pointed to that time and a few sects developed in anticipation of the messiah’s arrival. The actual arrival, early life, and mission of Jesus were quite unlike what most Israelites expected. In Chapter 8, we will explore these aspects of His life and place them in the context of God’s ultimate plan for His creation. Students will read the Bible passages called the Infancy Narratives on Wednesday and discuss the multiple levels of meaning contained in those passages. Everyone should see that the three Evangelists of the Synoptic Gospels use these narratives to inform the readers about the true form of Salvation which God is offering to mankind. For homework everyone is to read page 90 and complete the activity on that page.
We will begin Thursday’s class by sharing some of the ways that students are living their faith. These examples can reinforce other students’ convictions and also provide new examples of simple ways students can practice their faith in today’s world. The class will then discuss the story of Jesus being left in the Temple and His subsequent return to Nazareth with His parents, where He remained obedient to them. This story will enable the class to recall and to talk about the implications of the 4th Commandment in their lives. For homework, each student is to write about tasks which are difficult and times when it is hard to obey one’s parents. We will talk about these on Friday before we finish this Chapter with a brief review of the concept that Jesus was true God and true man. We will re-read the opening lines from John’s Gospel that proclaim this precept so well and then survey the Seven Sacraments to see how Jesus is present today in the Church. Our full study of the Sacraments comes in the second semester, but this introduction will help students to envision Jesus more clearly in the Sacraments for the time being. Over the weekend, students are to write about a memorable occasion with one of the sacraments, such as a special Mass or Baptism, when the student was at least seven years old.
National Elections, National Parties and a Return to Colonial America
The occurrence of a quadrennial national election on Tuesday provides an opportunity for the 7th graders to examine a few of the institutions and processes that characterize this event. Over the weekend, every student was to select an article about a national issue and write a short reaction piece. We will begin class on Monday with an exchange of the students’ thoughts and feelings. From this activity, we will shift our attention to the history and development of the two major parties. Students will see that the newly-independent colonies wanted to avoid the fractious behavior demonstrated by Britain’s Parliament, but that early leaders like John Adams, Alexander Hamilton and Thomas Jefferson created political parties to promote their policies. Since then, other charismatic leaders and interest groups have formed and shaped political parties for various purposes. For homework, each student is to ask a parent to identify one President in U.S. history who had a hand in shaping one of the two major parties and to describe an action which that man took.
In addition to a review of the party system, the class will also examine the Electoral College process. This unique institution dates back to the 1787 Constitutional Convention in Philadelphia, where independent states designed a presidential election process that would maximize the power of the smaller states while giving the more populous ones a fair role. At the same time, the process denied the American people the power to elect their president directly. Americans do vote for their president within the Electoral College process and most voters get their information about the candidates from the media. For homework, students are to interview their parents and find out which type of media - TV, radio, newspaper and internet - the parent uses most, second, third and least, and why. We will discuss the results of this survey on Wednesday as well as the results of the election in the context of the EC process. That night, students must return to the 18th century as they read and take notes on Section 1 of Chapter 5, pp. 138 – 145.
The steady growth of the Colonies population and the demand for new farmland caused hundreds of families to move west into the piedmont and eventually over the Appalachian Mountains. Those mountains formed not only the Continental Divide but also the tacit boundary between French and British territory. Further complicating matters was the close working relationship French traders had with the Indian tribes in the Ohio River Valley. The arrival of British farmers and traders threatened to upset that relationship. Consequently, in the early decades of the 18th century, France sent over soldiers, arms and munitions to strengthen its hold on that fertile land, which today is home to 31 million Americans. Britain and France had been sparring in Europe for centuries, and it only took a spark in the New World to reignite that conflict in 1754. Who could have imagined then that the man who made that spark would become the first president of the first colonies to gain their independence from Great Britain just 30 years later.
Truth can be stranger than fiction, and the fact that George Washington started the war between France and Britain in 1754 is remarkable. Serving then as a young officer in the British colonial army, he gave the command to attack the French troops near the Ohio River that grew into the conflagration we call the French and Indian War [also known as the Seven Years War in Europe]. On Thursday, we will discuss the causes of the conflict and the sequence of events, from Britain’s early defeats to its eventual victory. For homework, students will complete a work sheet with questions about the war and a map of the region. Students will share their answer to the questions on Friday so that everyone gains a deeper understanding of the mid term and long term consequences of the war. We will examine the map in some detail so that everyone has a clear picture of how the geography of that region dictated the strategy of the conflict. Over the weekend, everyone is to read and take notes on Section 2, pp. 146-153.
Highlights Thursday October 30 - Social Studies Test
Friday October 31 - Saint’s Project Due
Knowing Jesus More Fully – New Quarter and New Unit
The second quarter begins on Monday and this marks the start of a new unit in Religion entitled, “Who is Jesus?” During the next six chapters, students will learn more about God’s promise of a redeemer, His vision of a spiritual kingdom, and the life of Jesus Christ. Everyone will gain a deeper understanding of the words and works of Jesus during His ministry. The class will also see the connections between the promise of a Messiah in the Old Testament and the arrival of Jesus in the Infancy Narratives. Because Jesus came to teach and show people how to live according to God’s plan and because All Saints’ Day is next Saturday, each student is also working on a small project about a saint who exemplified Jesus’ message.
Over the weekend, everyone was to conduct research about his or her saint and write the facts in the religion copybook together with the proper citations. On Monday, we will begin class with a discussion about the steps in the writing process. Students will then have ten minutes to prepare an outline of their paper, using the facts gathered over the weekend. The class will then move to Chapter 7, “The Promise of Salvation.” Students will understand that all human beings face temptations and make mistakes, but God never loses love for His creation. Consequently, He sent prophets, patriarchs and eventually His only Son to offer us salvation. After reading the short story on page 77, students will work in small groups to discuss how they can help friends and classmates who are in trouble. We will share some of these ideas in class so that everyone acquires a broader understanding of the strategies available for helping others. That night, everyone is to write a first draft of the Saint’s paper, which is to be 200-250 words in length.
Peer support and peer review are two important skills being developed across the curriculum in seventh grade at St. James, and we will work on these Tuesday in Religion class. Students will sit in pairs with a review sheet and read the other student’s first draft. This process will help both students to improve their final product while also helping them to learn empathy. After this, we will travel back to the Old Testament times and read some of the major stories in Genesis and Exodus. Students will understand more fully the unending love God has shown for His people. In class, each person will then complete the activity on page 79. For homework, students are to rewrite their Saint’s paper and gather some graphics or illustrations to accompany the final work. Though the project is not officially due until Friday, anyone may bring in the poster on Wednesday or Thursday. I look forward to seeing the finished products and displaying them in the classroom. Each student will also speak to the class briefly on Friday or Monday about his or her Saint. Through this, everyone will see more clearly that saints began their lives in a variety of stations from rich to poor. Their paths were different; yet they all heard God’s call to serve Him by serving others.
On Wednesday in class, I will be available for the first ten minutes to assist anyone who requests help on the Religion paper. We will then return to the Old Testament and read some of God’s promises regarding the Messiah. Students will gain a keener appreciation for the belief held by the Israelites that God would send a powerful, secular king to save His people from the cycle of enslavement and abuse they were suffering. Everyone will then take a few moments to reflect on ways that people in today’s world have turned away from God and then write a short message, in the style of the Old Testament prophets. There is no Religion homework on Wednesday, so that students can devote a little more time to preparing for their Social Studies test.
Mary, the mother of Jesus is a model for all, boys and girls, men and women. On Thursday, we will examine her life and recite the beautiful prayer Luke attributes to her called the Magnificat. This prayer has several important parts which everyone should read and reflect on in their daily lives. The students will discuss their vision of Mary and the example she provides for us today. For homework, everyone must finish the Saint’s project and bring it in by Friday. We will listen to volunteers describe their Saint on Friday and again on Monday. Over the weekend, students should write in their journal about the example provided by Mary and the saints and resolve to be more like them in the future.
Working and Playing, Learning and Praying: Life in the Thirteen Original Colonies
The stories of the creation and development of the thirteen original colonies contain both interesting anecdotes and important lessons for today’s American students. Last week, we examined the genesis of Maryland and the Carolinas. Students saw the different ways of life that developed in the South, especially in the tidewater regions where large-scale slavery took root. The seeds of secession were sown early in the country’s development, and students will see more clearly in the coming months how decisions taken in one century can carry through to the next. Likewise, the spirit of free enterprise and self sufficiency that pervaded 17th century colonial life made the colonists unwilling to accept the one-sided, Mercantilist policies the English tried to impose in the 18th century. Monday’s class takes a look at the last three aspects of this formative period, i.e. work, education, and family life including the practice of religion.
Most people in the colonies spent most of their time working. The continent was rich in natural resources but human labor was needed to meet human needs. All along the Eastern seaboard men and women toiled from dawn to dusk. Most worked the land but there were a few craftsmen, professionals and businessmen. Education was a scarce commodity everywhere, but the religious beliefs and town-centered communities of New Englanders led them to construct many simple schoolhouses. Elsewhere in the colonies, the dispersed nature of life made education difficult. Literate mothers or fathers were often the only teachers their children ever had. For the slaves, education was forbidden.
The class will examine the various occupations and strata that existed in the first half of the 18th century in the English speaking New World. Students will also see how the availability of land and the demand for skilled labor enabled thousands of families to move up from one level to another. For homework, everyone is to re-read Section 5 and answer questions 4, 5, and 6, on page 130. Tuesday’s class will begin with a discussion of the Great Awakening. The class will be able to see how that movement appealed to ordinary people and infused them with greater confidence, confidence that would be necessary when Great Britain began exerting pressure on the colonists in the latter half of the 18th century. The spirit of the Enlightenment also traveled the Atlantic and aroused discussions among some of the leading men of the times, most noteworthy perhaps being Benjamin Franklin. Students will learn how Franklin used this new empirical, questioning philosophy to look for practical improvements rather than just theoretical ones. Tuesday evening, everyone will complete a handout that will assist in a review of the last two sections. Each student is also to write two “why” or “how” questions concerning matters in Chapter Four.
Wednesday’s class will begin with a review of the handouts. Each student should pay attention and confirm their understanding of the key facts or correct their misconceptions. We will then answer the why and how questions students have generated so that everyone strengthens his or her grasp on the essential ideas of this chapter. That night the class should be sure they have a strong grasp of the principal places and people involved in the formation of the original 13 Colonies. Thursday’s test
will allow students to demonstrate their knowledge of the geography, personalities, and problems that characterized the creation of the original colonies. Thursday night, everyone is to ask his or her parents who the candidates are in the national elections for the neighborhood in which the student lives.
The Week Ahead Monday, October 20 - Thursday, October 23
Highlights: Religion Test - Thursday, October 23
Our God: Creator, Savior, and Inspirer
Our focus in the first quarter has been on the nature of God. Understanding the Almighty is a desirable though ultimately unachievable goal for all Catholics. Last week’s discussion addressed the third person of the Blessed Trinity, i.e. the Holy Spirit. Students learned about the role the Spirit played in the Old Testament, primarily with the Prophets, and in the New Testament with Jesus and His apostles. Each person also composed a prayer to the Holy Spirit asking for his guidance today in the face of life’s challenges. In addition to studying the Blessed Trinity in three discrete sections, the students also learned The Apostles’ Creed, so that they could have a ready summary of the Catholic faith at hand. The end of the first quarter coincides with the end of Unit One in our text, We Live Our Faith. This week, the seventh graders will review the unit and prepare for a test on Thursday.
Monday’s class will begin with the students submitting their Saint’s name and relevant information. Over the coming long weekend, students are to conduct research on their Saint and submit an outline of their report on Monday, October 27. The final paper and small poster are due on Thursday, October 30. The full requirements will be provided on October 23. In class on Monday, students will work in small groups to review and to gist the first six chapters. Then each group will brief the rest of the class on the important elements of that chapter. In this way, all the students will have an opportunity to strengthen their knowledge of the core ideas in the first unit. For homework, everyone is to complete a two page practice assessment, using their text book and their Bible as references.
We will go over those assessment questions in class on Tuesday. Each student will share his or her answer to one of the questions and the class will gain a clearer picture about God’s nature and His plans for us. That night, everyone is to answer two of the five essay questions provided, each in a full paragraph, three to five sentences in length. Some students will read their work on Wednesday, so that everyone can hear new insights on the main issues raised in this unit. The class will then answer the assessment questions on page 71, in class. We will examine each question so that every student has a firm grasp on the core concepts. That night, everyone should answer questions 14 – 18 on page 72 and either question 19 or 20 on the same page. Thursday’s test will provide all students with an opportunity to demonstrate their knowledge of this subject and the tenets of the Catholic Faith.
Over the three-day weekend, each student is to prepare an outline of the report the he or she plans to write the following week. The outline and the sources are to be submitted on the following Monday, as part of the writing process.
Catholics, Slaves, and Convicts: the Southern Colonies Take Shape
The uniformity of life in Protestant New England stands in sharp contrast to the variety of life styles in the South. The students entered seventh grade with a good working knowledge of life in colonial Virginia and then added new information in recent weeks. On Monday, we will examine the other four colonies that make up this eclectic collection, starting with Maryland.
After the Protestant movement began in the16th century, the kings and queen of England were torn between the Catholic Faith, the Church of England, and the Puritan Movement. King Charles I, who took the throne after James I, is a good example of this tension. Even though he belonged to the C of E, Charles I married and loved his Catholic wife, Queen Henrietta Maria of France. The Puritans despised the Catholics and distrusted Charles because of this, eventually killing him and ruling England as a republic. While Charles I reigned, however, some wealthy Catholics convinced him, with the help of Henrietta Maria, to grant a small charter for Catholics in the New World. Cecil Calvert, Lord Baltimore, organized the expedition and with the Church’s blessing established a colony between the Potomac River and the Chesapeake Bay in 1634.
The colony grew slowly and steadily, welcoming immigrants of all faiths and mandating non discrimination in the landmark, Act of Toleration. Like Virginia and Massachusetts, Maryland matured in terms of self government during the decades of England’s internal conflict. When Charles II, the son of Charles I, returned to the throne of England in 1660, he owed debts to many people. Last week, the students saw how Charles II began by thanking his brother James with the gift of New Amsterdam and New Netherlands – now New York and New Jersey. Charles II then rewarded eight wealthy and powerful benefactors with a vast tract of land between Virginia and Florida. The tract was originally called Carolina, in honor of Charles I. The land’s proprietors began selling large estates to Englishmen who were already engaged in sugar cane plantations in the Barbados. Those men settled along the Atlantic coast and experimented with crops that could be profitably grown on southern soil with slave labor in the Carolina climate. Rice was the crop that fit the bill, and the plantation owners grew rich as absentee owners with fields in the lowlands and homes in Charles Town. The early and heavy reliance on slave labor marked South Carolina as a unique colony from its inception. Students will focus on this factor and look ahead to the world-changing events at Ft. Sumter in April 1861.
The English general and philanthropist, James Oglethorpe, was the last of the dynamic characters who shaped the formation of the 13 Colonies. In 1733, he led colonists, including a substantial number of men from debtors’ prison to a new home at the mouth of the Savannah River. Oglethorpe named the colony Georgia, after the King who agreed that debtors and other prisoners could be given a fresh start as farmers and craftsmen in the New World. Oglethorpe forbade slavery and large plantations, but powerful men in South Carolina and Virginia pursued that path anyway, eventually forcing Oglethorpe to abandon his dream and return to England. Students will understand the value of philanthropy and the pitfalls of greed through a discussion of Georgia’s early formation. Monday night, everyone is to re-read Section 3 and answer questions 5, 6, and 7 on page 119.
Tuesday’s class will begin with students sharing their responses to these questions. It is important that everyone appreciate the differences between life in the Tidewater and the back country, as well as the increasing role that slavery played in the plantations. The importation of slaves to the Southern Colonies or to the Caribbean islands formed one leg of the multilateral trade patterns that developed in the 18th century. Exporters, ship captains, and investors developed trading routes that involved three or four legs to maximize the profits of each run. Students will learn about the most famous pattern known as “the triangular trade” on Tuesday night when they read Section 4.
Triangular and quadrilateral trade routes were early expressions of globalism and exemplified the basis of Adam Smith’s core concept of free trade, i.e. Comparative Advantage. The businessmen who pursued this trade understood its value, but most European governments, including England, clung to an older model of trade known as Mercantilism. Students will see how the policy of mercantilism is based on short-sighted government greed with a hint of insider influence and corruption. Many businessmen on the American side of the Atlantic bridled at British interference and began a pattern of deliberate disobedience to the Crown. At the same time, all 13 colonies had some type of representative government to address problems. While voter qualifications varied somewhat, the franchise was much broader than in Great Britain, giving Americans a greater sense of ownership in their colony. Even though American men enjoyed more rights and power in general than their British counterparts, women, Indians, and slaves remained relatively powerless. Wednesday night, students are to read and take notes on Section 5, “Life in the Colonies.”
On Thursday, we will focus on the lives of women and children in colonial America. As students at St. James School, our children understand the value of a good education. The class will see that ideas like mass education and mandatory attendance are new. We will also trace how differences in the education systems, especially between the North and the South, contributed to the eventual split of the Civil War. Women played critical roles in the family and the community from Plymouth landing to the end of the Oregon Trail. Students will compare the role of women then with the roles women play today to appreciate how far women have come in this country during the past 200 years. Over the long weekend, everyone is to re-read Section 5 and complete a short handout on that section.
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The Week Ahead Tuesday, October 14 - Friday, October 17
Highlights: Social Studies Quiz - Thursday, October 16
Religion Quiz - Friday, October 17
The Holy Spirit at Work in the World
The long Columbus Day weekend began after our initial examination of the Holy Spirit, the third person in the Blessed Trinity. Tuesday’s class starts with students reading from the Old Testament to show that the Holy Spirit has been a part of the triune God since the dawn of creation. One of the primary ways the Holy Spirit revealed itself was through the prophets. Students will read selections from the writing of the Prophets, and then compose three sentences using the words “prophet,” “prophecy,” and “prophesy.” As students share their work, everyone should gain a clearer picture of the words’ meaning and their implications. The Credo which the Apostles created and carried on their missions also contains a clear statement about the Holy Spirit and its unity with the other two persons of the Blessed Trinity. For homework, the class is to read page 64, and write a prayer to the Holy Spirit asking for guidance, in addition to writing the Apostles’ Creed in the Religion notebook.
Wednesday’s class begins with the students’ prayers. By sharing their thoughts, students should broaden their awareness of the Holy Spirit and deepen their faith in the power of the Holy Spirit to help us through life. As in the Old Testament, so too in the New Testament can we see the work of the Holy Spirit. From the time of Jesus’ conception, throughout His ministry and up to the Pentecost, the Spirit acted with God the Father to help His children on earth. Students will read pages 65 and 66 in class to sharpen their focus on the work of the Spirit in the Gospels, the Acts of the Apostles, and the Epistles. That evening, each person should write his or her reaction to the experience of Pentecost, as suggested by the activity on page 66.
The Apostles’ Creed is a succinct recitation of the core beliefs every Catholic shares. Each student will learn this Creed to ensure she or he has a firm grasp of the essential elements. In class on Thursday, everyone will read pages 67 and 68, so that we can have a fruitful discussion of the ways that the Holy Spirit has been and continues to be active in the church. The class will then answer the questions on page 69, using the book when necessary. Our review of the students’ answers should help everyone to clarify their thinking about the role of the Holy Spirit and the amazing events of Pentecost. That evening, students should re-read the chapter and be sure of their mastery of the Apostles’ Creed. Friday’s quiz will enable everyone to demonstrate that he or she understands the working of the Spirit and knows the Apostles’ Creed. Over the weekend, students are to select one saint for a project and write down the saint’s full name, date and place of birth.
Two Colonies Become Thirteen: Immigration and Colonization in the 17th Century
Religious persecution in Europe during the 17th century became a positive force in the colonization of British North America. On Friday, we looked briefly at three groups of immigrants, who left England to practice their religion more freely in the New World. These three were the Puritans, the Catholics, and the Quakers. We also labeled a map of the 13 original colonies, to give students a clearer picture of the geography in which people were operating. Over the long weekend, everyone was to learn the names and locations of the original colonies as well as read and outline Section One of Chapter 4. On Tuesday, we will begin with a review of the basic geography and then focus on New England. Students will see how the desire for religious freedom continued to spawn new settlements, even in the new world, as men like Roger Williams and Thomas Hooker left the oppressive regime created by the Puritans, after they themselves had fled oppression under Charles I in England. The natural resources of New England also led the settlers to adapt new ways of life, as they operated small farms while making a living from the forests and the sea. Students will see that the small town became the focus of community life in New England and the class will discuss how this affected institutions like government and education. As the English population grew, the likelihood of conflict with the Native Americans did also.
War erupted in New England in the summer of 1675. The two original leaders of the rival groups - Winthrop and Massasoit - who had maintained peace for decades, were dead, and their successors chose conflict over compromise. The ensuing conflagration was marked by atrocities on all sides and ended with the enslavement of 1,000 defeated Indians. This pattern of expansion and conflict, which began in Jamestown, would continue for 200 more years. Students will review the causes and consequences, in an effort to devise alternative solutions. On Tuesday night, everyone is to re-read Section One and write notes using the Cornell System.
The Cornell Notetaking System encourages students to identify the main points and to summarize big ideas in coherent sentences. On Wednesday, we will go over the notes students took and offer suggestions for improvement. The class will use the Cornell System for Chapter 4 and 5. After assessing the students’ notes, the class will work in small groups to analyze the strengths and weaknesses of the New England settlements. Each group will present its conclusions so that the entire class can gain a deeper understanding of this important region. That night, everyone should read and take notes on Section 2, the Middle Colonies. There will be a short quiz on Thursday covering the first two sections as well as the basic geography of the 13 original colonies. After the quiz, we will trace the development of New York and New Jersey. Students will see the humble origins of this now-great state as a Dutch trading entrepot. The importance of geography is critical in understanding the phenomenal growth of New York, and students will discuss some of the key factors. New Jersey had a separate history with a record of a lax colonial government and a welcome environment for early immigrants. Thursday evening, everyone is to re-read Section 2 and answer questions 1, 5, and 6 on page 112.
Pennsylvania has a unique and remarkable history. The founder, William Penn, had everything any man could want in England, until he converted to the vilified Society of Friends. Due largely to the debt the King owed to Penn’s father, William received a charter from Charles II to settle the area that now bears Penn’s name. Students will examine the Quakers’ governance style and religious tolerance, as well as their treatment of Indians. That tolerance induced craftsmen and traders as well as farmers to immigrate to Pennsylvania. This in turn helped the colony to grow in wealth and diversity. Overall, the settlers in the Middle Colonies prospered with a longer growing season and more fertile soil than New England. Towns were less important due to the larger size of farms and counties came to be the general political unit. Over the weekend, everyone is to read and take notes on Section 3.
The Week Ahead Monday, October 6 - Friday, October 10
Highlights: Religion Quiz Wednesday, October 8
Social Studies Chapter Test Thursday, October 9
The Good News of Jesus and the Inspiration of the Holy Spirit
Last week’s student assessments of Jesus’ many parables provided excellent insights into the mercy of God and the operation of His Kingdom on earth. Over the weekend, every student was to read another passage in one of the Gospels and prepare a short prayer based on that passage. This week, we will begin using student prayers to open class, so that each member of the class can become a more integral part of the faith experience. As the students grow in their knowledge and mature in their faith, they will become better able to express their relationship with God. On Monday, the focus of attention shifts from the Parables, which feature so prominently in the three synoptic Gospels, to Jesus’ miracles and His message of love in John’s Gospel.
John wrote last and wrote with the assumption that readers knew some or all of the synoptic Gospels. Consequently, John omits the Infancy Narratives and begins with the theology of the Holy Trinity. Students will read this Chapter of his gospel and note the differences between it and the other three. We will discuss a few of the miracles John describes and discern the message of God’s love for humanity that fills each event. Monday evening, everyone is to re-read this chapter and then complete the exercise on page 58. In this way, each student can reflect on and express the meaning of the Good News in his or her life. A primary element in all of Jesus’ preaching is the message of hope He brings to the world. Students should also practice the Act of Hope at home so that they can repeat it this month in school.
Tuesday’s class will begin with some students sharing their thoughts about the good news of Jesus. Everyone will then complete the summary questions on page 59. We will review these questions in class so that everyone can gain a firmer grasp on the main ideas and the traits of the four Gospel writers. All students should study this chapter Tuesday evening to prepare for Wednesday’s quiz. That assessment will allow students to demonstrate their knowledge and to identify any gaps that might need to be filled in this area. There is no Religion homework Wednesday evening, so that students have more time to prepare for Thursday’s Social Studies test.
The operation of the Holy Spirit in the life of our church and in our lives is the focus of the next chapter. On Thursday, we will open our discussion of the Holy Spirit with a prayer designed to center our minds and allow us to hear the Holy Spirit more clearly. The class will then discuss the best ways to seek guidance and to find the right answer when faced with a difficult decision. In this way, students can become more aware of the need to think and to pray for guidance as they mature and encounter new situations. That night, students are to write a short statement advising a friend on what to do when that friend announces that he or she is planning to do something risky and wrong. We will share some of these ideas on Friday and discuss other options that are available. The class will then read page 64, and complete the activity on that page. In composing prayers with specific purposes, students will grow in their ability to communicate with all three members of the Blessed Trinity. Over the weekend, everyone is to write one journal page about a dilemma he or she faces and ask the Holy Spirit for guidance.
Cooperation, Self-sufficiency and Self government
The men who struggled to survive the winters at Jamestown during the early years of the settlement provide a good lesson in self-sufficiency through cooperation. The settlers’ initial impulse of “every man for himself” that characterized the first six months at Jamestown proved disastrous, with a death toll exceeding 50%. Cooperation was essential for success and John Smith was able to enforce this mode of operation before the entire colony died. Students discussed this phase of enforced cooperation in class on Friday. Many of them recalled the maxim they learned a few years before in their Virginia history lesson, “No work, no eat.” The class saw that Smith had to overcome the pervasive selfishness of the early settlers in Jamestown. The mentality of most people in the next American settlement, Plymouth, was diametrically opposed to that seen in Jamestown.
The Majority of the Plymouth settlers were members of a Christian religious group seeking to build a new society based on their beliefs. These immigrants arrived in families and they cooperated from the outset. Their late-December arrival combined with setbacks on the journey to yield a winter death toll almost as bad as that of Jamestown. The Pilgrims’ fortunes changed with the seasons, and the survivors worked together through the spring farming and fishing. Their good relations with neighboring Indians also helped, especially the assistance of the multi-lingual native, Squanto.
On Monday, students will compare the goals and methods of the two early settlements. Everyone should see more clearly how important cooperation is within a group and how critical diplomacy is in dealing with other groups. Monday night, students are to re-read Section 5, and answer questions 1, 2, and 3 on page 97. Tuesday’s class will begin with a discussion of the rise in religious intolerance in Europe that occurred after Luther’s protests began splitting the Church into sects. Students will learn how kings and princes used religious differences for personal power and how the rise in “established churches” created discrimination and dissension in Europe. The class will also examine the Mayflower Compact. Everyone should understand more fully how this short, common-sense document helped maintain good relations among the immigrants in Plymouth and set the stage for future, written guidelines, culminating in the U.S. Constitution.
Tuesday evening, everyone should review his or her notes and quizzes to prepare for Wednesday’s discussion on the highlights of this remarkable period of time. That discussion will consist of short lecture on the differences between the Iberian method of colonization and that of the other three European countries. Students should be able to define the Encomienda system and contrast that with the freehold system used by England, France, and the Netherlands. Everyone should also be able to compare the first two permanent English settlements: Jamestown and Plymouth. That night everyone should study diligently for Thursday’s test on Chapter 3. There is no Social Studies homework Thursday evening.
Religious persecution continued in Europe for centuries after Luther’s original protest. On Friday, we will look at three more groups of immigrants, who left England to practice their religion more freely in the New World. These three are the Puritans, the Catholics and the Quakers. Friday’s class will look at each of these and examine their early colonies as well as their first leaders. On Friday, we will also introduce a new method of note taking known as the Cornell System. This method builds on the skill students have acquired in previous Chapters and adds a new dimension to improve students’ ability to summarize material. Over the weekend, everyone is to read Section 1 in Chapter 4, and take notes using the Cornell System.
The Week Ahead Monday September 29 – Friday October 3
Highlights: Religion Quiz Tuesday, September 30
Christ as the Teacher and Model of God’s Love
God’s enduring love for His children is noted many times in the Psalms, and ultimately embodied in Jesus Christ. Last week’s analysis of the Psalms enabled all students to reflect on the close relationship God’s people maintained with Him in the Old Testament and to project that connection into the students’ own lives. We will continue that line of inquiry this week, as we begin our examination of Christ’s ministry on earth. Before moving on to the Good News of Jesus Christ, the class will strengthen its grasp on the fundamental concept of God’s boundless love for us and the pivotal role Jesus played in conveying that relationship.
Monday’s class will begin with the students working in small groups to enumerate the many ways Jesus manifested God’s love while on earth. The groups will share their ideas so that everyone can gain a broader awareness of the ways that Jesus demonstrated the love of God in ways that humans could emulate, though perhaps not always replicate. The students will then complete the preliminary assessment questions on 49. Volunteers will share their answers to spark a discussion of the main concepts covered in Chapter 4. Everyone should review the chapter Monday evening to prepare for Tuesday’s quiz. That quiz will enable students to demonstrate their grasp of the material and to identify gaps in their knowledge. That evening, everyone is to interview one parent, asking the questions on page 52 in the Religion book.
Receiving and reacting to the news is essential for successful living in the modern world, but opinions vary about the mix of “good” and “bad” news in the media. On Wednesday, each class will compile the results of the survey and discuss the answers received as well as the motivation of the media. This will prepare the students to begin their examination of the Good News of Jesus Christ, especially as presented in the four Gospels. Students will understand more fully the desire of the Gospel writers to convey God’s message for His people, as lived and taught by Jesus. Everyone will deepen his or her awareness of the four writers, Matthew, Mark, Luke, and John.
Students will learn that the Gospels were based on eyewitness accounts but after the Resurrection and the Pentecost, which provided inspiration and conviction of Christ’s Divinity. The class will look at the different audiences that existed at the time, such as orthodox Jew and Greek polytheists. The knowledge and beliefs of people in these groups subtly influenced the manner in which the writers presented their ideas. Wednesday night, each student is to read two parables, select one for a closer examination and write a 2-3 sentence analysis of the Parable’s message. Thursday’s class will begin with the students sharing their analysis so that everyone can gain a broader understanding of the manner in which in which Jesus spoke to people during His ministry. We will also discuss the Church’s general organization of the Gospel readings in three-year cycles featuring Matthew, Mark, and Luke so that students can see more clearly how the Church strives to keep all the Good News available to Catholics on a regular, recurring manner. Thursday evening, students are to imagine they were alive in the Middle East during the time of Christ and enrolled in an equivalent to 7th grade at a local school. Each person is then to write down one reaction to the stories about Jesus and one question he or she would ask other students in class. Our actual discussion on Friday will help students grasp the enormity and complexity of the events at the time, which is partly reflected in the four Gospels. Over the weekend, each student will choose a Gospel passage, read it reflect on it and compose a short prayer based on the ideas contained in the passage.
Exploration and Exploitation
Columbus’ first voyage across the Atlantic ushered in a vast movement of people, animals, plants, ideas, and diseases that changed the world in numerous and far-reaching ways. In less than 100 years from his return to Spain, the lives of millions of people on four continents had been irrevocably altered. Last week, students examined some of the forces that shaped those changes, loosely referred to as the “Columbian Exchange” and the process of colonization that Columbus unleashed. Other brave explorers were at work during this time, and students learned of their exploits. Friday’s quiz was designed to focus student’s attention on the specific elements that comprised the Columbian Exchange and encourage students to assess the relative impact of the exchange on both sides of the Atlantic. Monday’s class will begin with a review of the quiz, so that everyone can gain a sharper vision of the main ideas.
The Spanish government and businessmen quickly took advantage of Columbus’ discovery. We will focus on two of the most noteworthy conquests: Cortez and Pizarro. Over the weekend, everyone was to read and outline Section 2 of Chapter 3, which describes the exploits of these men in some detail. During the class discussion, students will see more clearly the interplay of courage, greed, strategy and luck that enabled these two men to overcome tremendous odds and topple two mighty empires. Monday evening, everyone should re-read Section 2 and answer questions 2, 4, and 5 on page 80. The spotlight of Tuesday’s discussion will be on the actions of the Spanish government, the conquistadors, and the Church during the rise of their mighty empire in the 16th century. Students will be able to describe more clearly the cause and effect of conquest that characterized this era, focusing especially on Spain’s creation of the three communities: Pueblos, Presidios and missions, and four social classes: Peninsulares, Creoles, Mestizos, and Indians.
Tuesday night, we shift our attention to North America as students read and outline Section Three, pages 81-86. After the Spanish and Portuguese staked their claims in the New World, the rest of Europe followed. Students will see that this period of exploring the Americas was similar to the dot com phenomenon. Scores of men with various talents combined their efforts to obtain wealth, fame or both. On Wednesday, we will begin by examining these ventures so that everyone gains a fuller understanding of the 16th century version of the “space race.” Students should also be able to explain why certain European countries gravitated to certain regions in North America. This discussion will lead the students to see more clearly the sequence of events that led to the English settlement in modern-day Virginia. That night, everyone is to create a graphic organizer, and use it while re-reading Section 3, to sort out the differences among the various colonizers in that foundational 16th century. Students will share their ideas and insights on Thursday, and the class will look back over the first three sections. Students will grasp some of the important differences among these countries and see more clearly the impact of the religious schisms in Europe on developments in North America.
On Thursday night, students move into familiar territory as they read Section Four, “Building the Jamestown Colony.” While the material is old hat for most students at St. James, everyone must prepare a good outline so that we can have a fruitful discussion on Friday. The class discussion will focus on the evolution of individual responsibility and self sufficiency into representative government in the colonies. This is a theme the students will pursue several times during the year, and it is good to analyze its roots in early America. Over the weekend, we move to Plymouth, the next successful colony in English North America.
Many of the families who braved the Atlantic in 1620 did so to escape religious persecution in Europe. By examining the Pilgrim’s earliest work, students will see both the aforementioned connection between individual responsibility and representative government and the creation of a sanctuary for people of varying religious beliefs. The settlement of Plymouth also benefited from cooperation between the English and the Indians, contrary to the contentious relationship that characterized relations in Virginia. Students will understand this better by reading Section Five, and preparing a thoughtful outline.
The Week Ahead Monday September 22 – Friday September 26
Highlights: Social Studies Chapter Two Test Tuesday September 23
Social Studies Quiz Friday September 26
God’s Love is Eternal
Children experience their parents’ love in a variety of tangible ways. At an early age, children are held and fed and cared for on a daily basis. These recurring, comforting experiences engender a reciprocal loving feeling in children toward their parents. Our relationship with God the Father can become like the one we have with our parents, but the process takes time and introspection. Chapter Four in our Religion book provides guidance for part of this faith journey.
Middle School students are beginning to expand their horizons, and this is the impulse that will help them gain a greater appreciation for the fact of God’s love for each and every person on the planet. In Science and Mathematics, middle schoolers are reaching beyond the limits of their senses and using their minds to comprehend the complexities of the universe. One of the most important concepts for students to grasp is the loving nature of our Creator, despite the fact that we are incapable of seeing Him directly or experiencing His love tangibly as we do that of our parents. Students will look for signs of God’s love and work to be more aware of His love in His creation. On Monday, the class will read pages 42 and 43. The students will then answer the questions on page 42 and complete the exercise on page 43. There is no Religion homework on Monday night, so that everyone can concentrate on Tuesday’s Social Studies test.
In class on Tuesday, the class will review some of the moments when God interacted with His chosen people, especially Abraham and Moses. The Covenant that God made with Moses included the Ten Commandments, which God provided as a guide for His people to follow in their daily lives. God ultimately sent His only son, Jesus to expand on the Old Covenant and to create a new one based on Christ’s example of self-sacrifice. The students will work in small groups on Tuesday to turn the prohibitions of the Commandments into exhortations, phrases that urge people to engage in positive, helpful behavior. That night, everyone should read page 47 and complete the activity on that page. Some students will share their ideas on Wednesday, so that the entire class can benefit from the variety of insights students possess.
We will continue to examine ways that God reveals His love for us by reading and discussing a few of the Psalms. These inspired works communicate with the faithful on several levels. For homework, each student is to select one Psalm with a message about God’s love, copy the relevant part of the Psalm down and write 3-4 sentences about what that Psalm means to that student. Every student will present her or his Psalm in class on Thursday. That night, each student should create a mini poster, with paper provided in class, to display the message of their Psalm. On Friday, the class will begin its examination of Jesus as the personification of God’s love and the best example for God’s children. Students will work in small groups to compile lists of the ways that Jesus acted during His ministry and then share their lists with the entire class. Over the weekend, everyone is to write one journal page about how he or she can act more like Jesus.
Exploration, Conquest, and Colonization
Over the weekend, all students were to review Chapter 2, and to write three questions based on the material in that Chapter. Those questions will provide the jumping off points for Monday’s re-examination of the key concepts covered in the chapter. Everyone should study diligently Monday night for Tuesday’s test. The exam provides students with an opportunity to communicate what they have learned and to identify gaps in their knowledge. For homework on Tuesday, everyone is to write three things he or she knows about Christopher Columbus and his historic voyages plus two things the student would like to learn about this amazing phase of the world’s history.
Columbus’ first voyage across the Atlantic changed the world in numerous and far-reaching ways. In less than 100 years from his return to Spain, the lives of millions of people on four continents had been irrevocably altered. Students will understand more fully the forces that shaped those changes, loosely referred to as the “Columbian Exchange” and the process of colonization that Columbus unleashed. Other brave explorers were at work during this time, and students will learn of their exploits. Wednesday evening, everyone should read and outline Section 1 of Chapter 3. We will continue our discussion of this era on Thursday in class. Students should be able to articulate the forces and factors that accompanied Columbus’ journeys across the Atlantic Ocean. For homework, everyone should re-read the chapter, answer questions 1, 2 and 5, and prepare for a quiz on Friday. That quiz is designed to focus student’s attention on the multiple effects that Columbus’ voyage had on the world.
The Spanish government and businessmen quickly took advantage of Columbus’ discovery. After Friday’s quiz, we will focus on two of the most noteworthy conquests, that of Cortez and Pizarro. Over the weekend, everyone is to read and outline Section 2 of Chapter 3, which describes the exploits of these men, and others, in some detail.
Week Ahead Monday September 15 – Friday September 19
Highlights Religion Quiz Friday September 19
Social Studies Chapter Test September 23
The Mystery of the Trinity and the Apostles’ Creed
The Middle School years are a time of significant growth in size as well as in knowledge and faith. The latter two changes are often less noticeable, but they are actually more important. This week’s lesson focuses on the central mystery of the Catholic Faith: The Blessed Trinity. During His time on Earth, Jesus conveyed to the Apostles His relationship to God the Father and to God the Holy Spirit. The Apostles themselves experienced the power of the Holy Spirit at Pentecost. Armed with this strength and knowledge, the Apostles spread the message of the Trinity throughout the world as they spread the good news of God’s love and Christ’s sacrifice. As followers of Christ, we incorporate the Trinity in our everyday life by repeating the three parts in our Sign of the Cross. On Monday, the students will read pages 34-35 alone and then work in small groups to brainstorm about other aspects of life that combine two or three parts in one whole. When students share their insights, everyone will gain a better understanding of the concept of the one God in three persons. For homework, students are to write a short prayer using the three parts of the Trinity.
We will begin Tuesday’s class with these prayers so that students can hear some of the many ways of communicating with God that are possible. Next, we will look for ways to relate one of the main themes of the Trinity, i.e. strong relationships, to our own lives. Students will reflect on the purpose and importance of relationships. We will discuss this in class so that everyone gains a broader understanding of the importance of developing positive relationships with other people. That night, everyone is to complete the acrostic on page 32. The answers students develop will provide an excellent starting point for Wednesday’s class. Everyone should learn more about the positive traits others desire in friends and family members. The ultimate model for good relationships is God in his three parts, Father-Creator, Son-Savior and Holy Spirit – Inspirer. Just as God made us in His image and likeness, so we should emulate His example and manifest our Christian faith in our everyday lives.
At home on Wednesday, students should read pages 36-37 and fill in the small grid on page 37. This preparation will enable students to discuss and to grasp more fully the constant need to live their faith, especially the Greatest Commandment – as living witnesses of Christ. We will discuss evangelization in class and develop realistic goals for students to pursue. Everyone will answer the review questions on page 39 before we discuss them in class. Thursday evening, students should re-read the Chapter and prepare for Friday’s quiz. Over the weekend, students should write one page in their journal about ways they can be a better friend, sibling, and child in the weeks and months to come.
World Trade, The Crusades and their Unexpected Consequences
Over the weekend, students were to make a brief comparison of one Pre-Columbian, American civilization with an ancient Eurasian civilization. This task is intended to help students connect and compare material they learned last year with this year’s information. After a discussion of these points on Monday, we will begin an examination of life in Eurasia/ Africa before Columbus’s epic voyage. The primary focus of Monday’s discussion is the trade routes that men developed between the far reaches of those huge landmasses. Students will also see how the growth and movement of certain religions influenced trade. Monday night, everyone is to read and outline Section 3 of Chapter 2, pp. 50-54.
Tuesday’s class will focus on a few of the major trade routes in use during that time. Students will also discuss the rise of the city-state and its role in the development of trade in Eurasia and Africa. In contrast to the many city-states of the Middle Ages, there were a few kingdoms, such as those in Mali and China. The class will discuss the primary focus of those kingdoms and contrast it with the later motivations of many European nations. Our focus will leap forward for one day, September 17, as we look at the amazing American Constitution.
To prepare for Wednesday’s class on the Constitution, all students are to interview one parent and ask her or him to describe two or three important facets of the U.S. Constitution. We will share some of these observations in class on Wednesday and discuss the role that the Constitution plays in our lives today. Of particular importance during this election season is the operation of the Electoral College. Students will see more clearly how this unique system arose out of the state representatives’ desire to retain the power of the individual states in the process and to limit the power of the general population. For homework, students return to the Middle Ages and the Feudal system. Everyone is to read Section 4, pp. 55-60, and write a good outline.
Several aspects of the American way of life trace their roots through Europe to ancient Greece and Rome. Students will examine a few of these on Thursday, and connect them to ideas or institutions in the United States. Two of the most important lessons the founders took from the Greeks and Romans were democracy and the republic as a form of government. On the economic front, we will discuss the rise of feudalism during the dark ages. For homework on Thursday, everyone should review Section 4 and answer questions 1-4 on page 60. The Students’ response will open our class discussion on Friday. Everyone will gain a deeper appreciation for the role that trade and science played in the eventual push by Western Europeans that led them to the New World. Over the weekend, all students are to review Chapter 2, and their notes, and then write three good questions based on materials we have covered in this Chapter.
Week Ahead Monday September 8 – Friday September 13
Highlights: Social Studies Test Chapter One Tuesday September 9
Religion Quiz Chapter Two – Friday September 13
Learning Our Faith in Scripture and Tradition
We ended last week with an introduction to the Scriptures as a source of information and enlightenment about Our Faith. Over the weekend, everyone was to begin their journals with their thoughts about God and the truths we know about the Divine Creator. Monday’s class will begin with a discussion of these ideas, so that each student can benefit from the insights of the others. Scripture is our greatest source of knowledge about the nature of God and the teaching of his Son, Jesus. Everyone will read about the Covenant God made with the Israelites through Moses and the ten rules He set down for his followers. This week, the class will confirm its knowledge of the Ten Commandments and understand their foundational position in the Catholic Faith. There is no Religion homework on Monday evening, so that everyone can devote more time to preparing for Tuesday’s Social Studies test.
In Religion class on Tuesday, we will examine the Bible more carefully and discuss some of its major components. Students should gain a broader understanding of the elements, including the Old Testament, the Psalms, the Gospels and the Epistles. For homework, everyone is to read pages 24 and 25, and write a complete sentence with each of the key worlds from those two pages in their copybooks. We will begin Wednesday’s class with some of these sentences to enable all the students to gain a firmer grasp of the main ideas concerning Holy Scripture. Our attention will then shift to Tradition and how the Church has developed traditions to assist its members in their understanding and practice. Students will discuss family traditions in small groups to help connect their own experiences with the experiences of the early Church. Everyone will then complete the grid on page 26, which asks for examples of Catholic Traditions. For homework, each person is to write a 3-5-sentence paragraph in the Religion copybook answering the question on page 26, “How would you explain God’s Revelation through Tradition to a younger Catholic?”
We will share some of these ideas on Thursday, before turning to the teaching authority of the Church, also known as the Magisterium. The leaders of the Church are constantly reviewing Scripture and Tradition to ascertain the Truth about God and His plan for His Church. The class will then answer the questions on page 29 to confirm their understanding of the main ideas and to identify any gaps that need to be addressed before Friday’s quiz. For homework, everyone should review the chapter and highlight the definitions of the key words. Over the weekend, everyone is to write in their journal about how rumors and gossip are often far from the truth and always contrary to Christ’s teaching.
Geography in Our Lives
Chapter One reminds us how important geography is in our lives, both as a tool for understanding the history of our country and as a means for preparing for our future. Every event in the past or the present is linked to some place on this planet. Likewise, everything takes place in a certain timeframe. The class has focused on these ideas during the first days of school, and has tried to link broad concepts with specific facts from their own lives. This is the basic pattern we will follow all year, as students connect new knowledge to existing frames of reference. Over the weekend, everyone was to review Sections 1 & 2 and compose three questions from the information in the text. By asking and answering questions, students will gain a firmer grasp on the concepts.
Monday night, everyone should study diligently for Tuesday’s test, paying particular attention to their outlines, their class notes, and the online review provided by the publisher, Prentice Hall. The test will cover the entire chapter, with short answers, map skills and multiple-choice questions. For homework Tuesday evening, students are to read and outline Section One of Chapter Two, pages 36-41.
We will begin class on Wednesday with a review of the geography and history students learned in 6th Grade. Chapter Two is a rapid recapitulation of the material covered last year, with an emphasis on the Americas. Students will learn about some of the pre-Columbian civilizations that arose in the Americas, especially the Mayan, Aztec, and Inca. Wednesday night, the class is to read Section Two, pages 42-48 and prepare an outline of the main ideas.
The Native Americans created a rich and varied culture during the 10-12,000 years they inhabited North America. Students will discuss aspects of this culture in class and then choose a particular tribe for additional attention. Thursday evening, each student is to examine the culture of one tribe mentioned in the book and relate that culture to the climate, region, and place in which that tribe lived. We will share these assessments on Friday, so that all the students expand their appreciation of the connections between geography and culture. Over the weekend, everyone is to read and outline Section Three, pages 50-54.
Week Ahead Tuesday September 2 – Friday September 5, 2008
Key Dates: Social Studies Quiz - Wednesday September 3
Religion Quiz - Thursday September 4
Social Studies Test - Tuesday September 9
Living In Faith, Searching for Truth
Our Christian beliefs urge everyone to use his or her mind to understand the world, and at the same time to accept God as a loving Creator. The middle school years are a time of greater exploration and deeper questioning. The principal textbook for Seventh Grade Religion, “We Live Our Faith” (Sadlier, 2007) has built its lessons with these tendencies in mind. The theme of the introductory Chapter aptly captures this concept with the Big Question, “How do I know God is present in my life?” Students familiarized themselves with the new book and the opening chapter during the first week of school. In our second week, we will address this question more directly, before turning our attention to the broader topic of “Truth.”
Tuesday’s class will begin with each student sharing a sentence from his or her homework, in which the student used the five key vocabulary words from the chapter in a sentence. This exercise will help all the students to gain a stronger grasp on the meanings of the words in a contemporary context. The class will then complete the short questionnaire on page 12 as a quick personal assessment. Afterwards, we will discuss prayer and its role in communicating with God. Finally, the students will review the Act of Faith, which is our school prayer for September. At home, everyone is to write the Act of Faith twice in the Religion copybook and memorize the prayer with at least 75% accuracy.
All students are expected to know the core beliefs and basic prayers of the Church, including the Act of Faith. We will start Wednesday’s session with a review of this prayer. After writing it from memory, students will discuss its meaning for them. Everyone will recite the prayer together and then write it again, to ensure mastery. Students will then answer the review questions on page 19, to measure the degree of certainty each person has about the chapter’s core concepts. That night, everyone is to reread the chapter and prepare for Thursday’s quiz
After the quiz, we will turn to Chapter 2, “The Truth Revealed.” Students will discuss what they have already learned about Christianity and Catholicism, focusing on the primary means by which God reveals Himself to us: Scripture and Tradition. We will move from these specific areas to the larger issue of discerning truth from the multiple media sources available today. Students will work together in small groups to assess the strengths and weaknesses of various media. We will place this discussion in the larger context of writers’ bias and imperfect memories. For homework, students should complete the activity on page 23. We will begin Friday’s class with the answers to the puzzle and a discussion of the various sources contained therein. Students will then work in small groups to summarize and compare the Bible stories of Jesus’ passion. Over the weekend, everyone is to write one page in the Religion journal describing some of the Truths about God that the student has learned from Scripture or Tradition.
Geography is an essential discipline for students of history. Everyone must be able to visualize the spatial context in which important events took place to understand why people acted as they did. In many ways, knowledge of geography enhances our analysis of conflicts today and facilitates our ability to formulate policies. Last week’s lesson focused on the five themes of Geography that were created by the National Geographic Society and are used by many practitioners. Students also gained a better grasp on the essential aspects of the area in which they live. Throughout the year, we will relate people and events in history to life in Falls Church.
Over the Labor Day weekend, every student was to conduct his or her own historical research about 7th grade in previous generations. Each student was to interview an older relative about that time, collecting not only specific facts but also general stories.
We will collate this data on Monday to generate pictures of previous 7th grade classrooms. This work will help students to understand the work that historians do with primary and secondary sources, which is the subject of Section 3, pp. 20-25. Everyone should read that section Tuesday evening and create a good outline.
We will have a short quiz on Wednesday to help assess progress and to allow students to adjust their notetaking skills as needed. A major change from 6th grade to 7th grade is the increased need for everyone to pay attention and to take good notes in class. Class participation is also part of the learning process in which the students become more active learners in the classroom. After the quiz, we will review the key elements of Section 3, paying particular attention to chronology. For homework, students should read and outline Section 4.
“Economics and Other Social Sciences” is the title of the fourth and final Section in this Chapter. We will address the central questions of all economics and briefly discuss the operation of the American Free Enterprise System. Time does not permit a more in-depth analysis of economics or these other disciplines in school, but parents are encouraged to broach the subjects at home as opportunities present themselves. Over the weekend, everyone is to re-read the first two sections and write three questions based on that material in their copybooks. We will begin class on Monday with those questions as we prepare for Tuesday’s Chapter test.
Social Studies Homework for Labor Day weekend 29AUG2008
Homework:
Interview one of your oldest living relatives about his or her seventh grade experience and answer these seven questions in your copybook
1. City and state [or country] where relative attended school.
2. Year in which relative attended school.
3. Name of school.
4. How did she/he get to school?
5. Courses? Lessons?
6. Uniforms?
7. Discipline system?
Optional: special memories about 7th or 8th grade.
Religion Homework for Labor Day weekend 29AUG2008
Unit One Section 1, "Who Is God?"
Use each of the five Key Vocabulary [Faith] words in a complete sentence. Underline the word.
The Week Ahead Monday June 2 – Friday June 6
Completion and Transition
The month of June brings the school year to its end. Students, parents, and teachers can reflect on the massive amounts of knowledge acquired over the previous ten months. At the same time, everyone can look forward to a summer of reading and playing. The focus this week in Religion is on the end-of-year, comprehensive test. By Friday, everyone should know, by heart, the Apostles’ Creed, the greatest commandment, the three theological virtues, the four cardinal moral virtues, one set of the rosary mysteries, the Seven Commandments, the Eight Beatitudes and the Ten Commandments. On Monday, students practiced the Creed and the greatest commandment with the write, write right method. Their homework is to write the eight beatitudes in their copybooks and then use four of them in sentences that begin with the words, “I can.” Tuesday’s class will begin with students sharing their ideas voluntarily so that everyone can have a broader and stronger grasp of these gentle guidelines. Afterward, everyone will write the Beatitudes from memory and check their own knowledge. Finally, we will discuss the theological and moral virtues. Students should be able to explain more clearly how these virtues help us to understand God and to treat other people. For homework, everyone is to write a sentence for each of these seven virtues.
On Wednesday, our attention shifts to the Sacraments. Through our review of these rites, students will see more clearly how Jesus makes himself available to us as a friend and as a savior. Everyone will complete a worksheet on the Sacraments Wednesday evening, to reinforce her or his understanding. The Ten Commandments are clear instructions from God. On Thursday, we will review these laws and look at the broader implications they hold for Christians. That night, everyone should study for Friday’s end-of-year comprehensive assessment.
Reconstruction and Radical Reconstruction
The death and destruction wrought by the Civil War was horrific. Many Americans wanted to put that sad time behind them and rebuild their nation. Unfortunately, some men on both sides wanted to continue their efforts in the legislatures even after they had won or lost on the battlefields. President Lincoln urged both sides to come together in a spirit of conciliation and work to rebuild the country, without the institution of slavery. Some southern planters refused to cooperate and attempted to subjugate the newly-freed slaves through state laws. Lincoln’s assassination removed the one man who might have been able to heal the wounds of war or at least keep two sides from entering into a cycle of reprisals. That cycle began in 1865 and continued for years. The biggest losers were the freed slaves but in many ways, every American lost as a result of the bitter feelings and blatant racism that infected the country. Students were to read sections one and two for homework and complete the related worksheets on Monday. Tuesday’s class will begin with students’ answers to these questions. Everyone should see how the federal structure of the country influenced the course of Reconstruction. Students will also see that the devastated economic state of the defeated south made competition between freed slaves and poor whites extremely serious. This competition would add another layer of complication to relations between African Americans and whites in the south and eventually in the north as well. Tuesday evening, everyone is to read Section 3 and answer questions 3, 4, 5, and 6 on page 529.
The decision of the Radical Republicans to impose their will on the south by force is understandable on one level, but the negative consequences for everyone, including the freedmen, were enormous. Students will discuss this on Thursday and Friday. The class schedule is open to some change to accommodate the student performances in language arts. Over the weekend, everyone is to read the fourth and final Section of the Chapter, and the book, pp 530 – 533 and complete a one-page worksheet.
The Week Ahead Tuesday May 27 – Friday May 30
Highlights Religion Quiz - Tuesday May 27
Religion Unit Test - Thursday May 29
Social Studies Chapter 17 Test - Friday May 30
It is remarkable to see how far the Seventh Grade has come this year and how close we are to the finish line. This week marks the end of new instruction and testing. Over the past week, the focus of attention in Religion class has been on the Mass and the Sacrament of the Eucharist. Students discussed the Sacrament’s origins and examined the various elements from Scripture and Tradition that comprise today’s experience. Over the long weekend, everyone was to review this Chapter [20] and pay attention during Mass to prepare for Tuesday’s quiz. The quiz will enable students to demonstrate their knowledge of the Eucharist and to identify any gaps that might exist in their knowledge before Friday’s Unit Three Test.
Tuesday evening, everyone is to gather their quizzes from Unit 3 and re-read Chapter 18 and 19 [pp 136-150]. In class on Wednesday, students will review the main ideas of these sections, paying particular attention to the Theological and the Cardinal Moral virtues. Everyone will then complete the Review on Page 187 in class. The ensuing discussion will help students see more clearly the progression of examples Jesus gave during his public ministry, from his first miracle at Cana to his Ascension with the promise of a second coming. Students should be able to discuss key aspects of the Sacraments, Vocations, and Virtues. Wednesday night, everyone must review the chapters in this unit, paying particular attention to the chapter reviews, and complete the one-page worksheet, to prepare for Thursday’s Test.
On the Unit Three Test, students will demonstrate that they understand how Jesus Christ was and is the Life for the early church as well as for Christians today. Students will have the entire period on to complete the test. There is no Religion homework on Thursday, so that everyone can devote their time to studying for Friday’s Chapter 17 Test in Social Studies. On Friday, students will complete the Personal Inventory on page 188. The students’ answers will provide the starting point for the class discussion, as the students develop a better appreciation for the importance of their personal decisions day in and day out. Everyone should be able to articulate ways that she or he can act to continue Jesus’ work of compassion and caring. Over the weekend, students are to write one page in their journal about ways they can help others during the summer.
America at War with Itself
The War Between the States was and we pray, always will be America’s bloodiest conflict. Memorial Day is an appropriate moment to remember and to honor the sacrifices that thousands of men and women have made for their country since its birth 230 years ago. The Social Studies aspect of the Civil War focuses as much on the economic and political dimensions as the military aspects. Over the long weekend, everyone was expected to read the last two sections of Chapter 17 and complete the related worksheets. The student’s answers to these questions will provide opportunities for discussion. The students will be able to see more clearly the difficult decision Lincoln faced in late 1863 regarding a shift in Union tactics from limited military engagements to total warfare. Students will understand more fully the idea that every prolonged conflict creates winners and loser in both the short term and the long term. With regard to the political and military dimensions, students should be able to articulate some of the turning points in the war and some of the connections between the war and Lincoln’s re-election. Tuesday night, students should re-read their notes and their worksheets to prepare for Wednesday’s practice test and Chapter review.
The practice test questions come from the test book and provide an opportunity for everyone to ascertain how carefully he or she has been reading. Students will go over the questions in class and discuss the answers to gain a cleared picture of the key actors and events that shaped the War. Wednesday night, everyone should study their class notes carefully and write two “why” questions related to the course of The War. These questions will provide the springboard for Thursday’s class discussion. There will then be a short lecture, tying together some of the most important political, economic and military aspects of the Civil War. As always, there will be a review session after school from 3:15 to 4:00. Friday’s test will cover the War years, from Lincoln’s election to his assassination. Over the weekend, everyone should read the first section of Chapter 18 Reconstruction and the Changing South, and then answer questions 1, 2, 3, 4, and 5 on page 519.
The Week Ahead Monday May 19 – Friday May 23
Important Dates: Gettysburg Field Trip – Tuesday May 20
Field Day - Friday May 23
“Do this in remembrance of me.” Christ’s command to celebrate the Eucharist
The focal point of Christian worship is the Mass. During the Pope’s brief visit to the United States, his biggest events were celebrations of holy mass. This week, students will examine the history of this ceremony and then create their own service. Monday morning, everyone will start by reading the Gospel accounts of the Last Supper and noting the key elements. In this way, students will reinforce their recollection of the actual event in which Christ initiated His life-giving sacrament. Students will then work in small groups to recall as much about the Mass as they can. The groups will share their ideas so that the class can construct all the elements of a Mass. Lastly, the students will take separate assignments covering all the parts of the ceremony. There is no homework on Monday evening, as a gift from Fr. Posey for all the supports parents have shown thus far in the struggle against the proposed hotel.
On Wednesday, everyone will read pages 154 and 155 and answer the questions on those pages. This work will help the students gain a clearer understanding of the symbols and meanings of the parts of the Mass. Students will then work to assemble all the parts of a standard mass, including the songs, readings and response. That night, everyone is to write definitions for the “Words to Know” on page 155. We will begin Thursday’s class with a review of those terms, so that everyone can gain a firm grasp of their meanings. The students will then continue preparing for the class mass. There are no classes on Friday, as that day is set aside for special activities. For homework over the long [four-day] weekend, students are to talk with their parents about a memorable Mass, which the student attended. Everyone is to write about this event and be prepared to describe it for the class on Tuesday, when school re-opens after Memorial Day.
The War – and the Suffering – Begins
Over the weekend, students were to read Section 2 “No Easy Victory” and complete a related worksheet. Monday’s classes will be held in the adjacent classroom with the ActivBoard, so that students can see the progress of The War more clearly. The presentation will include maps and outlines to help students gain a better understanding of the miscalculations that preceded the War and the decisions that enabled the war to last for four, long and bloody years. There is no homework Monday evening as a “thank you” from Fr. Posey. Tuesday morning, we meet at 7:10 am to board the buses for Gettysburg.
The battlefields at Gettysburg offer an accessible and realistic opportunity for students to walk in the shoes of the Civil War soldiers and to visualize the plans of the Generals. The fate of the nation hung in the balance on those broad fields during those hot days in July 1863. For homework, each student is to write a fictional letter to his parents from the perspective of a young soldier, who is preparing for battle at Gettysburg. The letter will include the historic context and express the feelings of the soldier. We will share some of these letters on Wednesday, before reviewing the major points of that battle and its significance in the War Between the States. Students should be able to understand and to articulate the reasons for Lee’s move into Pennsylvania and the consequences of his defeat. That night, everyone is to read and outline Section 3.
On Thursday, selected students will write their outlines on the board to help start the discussion about the Emancipation Proclamation and the role of African Americans in the War. The content and timing of the Proclamation are noteworthy, as are the unintended consequences in the North and in Europe. Over the long weekend, everyone is to read the last two sections of Chapter 17, and complete the worksheets. We will review these sections on Tuesday, when classes resume.
The Week Ahead Monday May 12 – Friday May 16
Important Dates: Social Studies Chapter 16 Test - Thursday May 15
Religion Quiz – Friday May 16
Gettysburg Field Trip – Tuesday May 20
Happy Mothers’ Day – Recognizing and Appreciating Faith and Sacrifice
Mary’s example, from the Annunciation to the Crucifixion, serves as a model for all parents. Her Faith in God enabled her to say yes to bearing baby Jesus. She raised Him to adulthood and then stayed by His side until His death. Every mother and father helps their child to grow, makes sacrifices for the family, and stands by their child during hard times. Over the weekend, each student was to write one journal page about his or her mother, noting especially nice things their mother has done for them during the past two years. Monday’s class will start with some students sharing their recollections, on a voluntary basis. In this way, each prson will appreciate better the sacrifices that every mother makes for her children. After this discussion, our attention shifts to the married life.
Statistically, this will be the path most students choose. Everyone was to read page 179 and answer the question on that page. In the time remaining on Monday, class members will share their suggestions and compare them with the other lessons the students have learned, such as the Beatitudes and the Virtues. This discussion will help students relate various other concepts to the institution of marriage, which is both a Sacrament and a core element of the Catholic Church. Monday night, everyone is to read pages 180 and182, then answer the questions on page 182.
Tuesday’s focus is on the religious vocation. This marvelous yet demanding way of life is open to all, and perhaps some of our students will answer this call. We will talk about the different types of religious vocations and the vows that they have in common. Several students will read aloud the imaginary interview with a recently ordained priest. Other students will describe their experiences at an ordination. In this way, everyone can gain a clearer picture of the ceremony and the meanings involved with ordination. Students will divide into small groups next to prepare scenes from the lives of selected priests. That night, each student it to read his or her lines and find one important fact about the priest in the scene.
Each group will introduce their priest during Wednesday’s class, and then describe his life briefly before presenting the scene. Through this activity, students will learn more about several priests and see more clearly how these men moved from ordinary lives to extraordinary lives. Students will also understand that their inspiration and vocation can come from many directions at any time in life. There is no religion homework on Wednesday, so that everyone can devote more time to preparing for the Social Studies’ Test. Thursday’s Religion class will focus on vocations and virtues. Students will understand more fully the need to be open to the will of God, while developing the talents He has given them. We will complete and discuss the Review questions on page 184, so that everyone has a firmer grasp on the key elements of the primary vocations. Thursday evening, everyone should study for the Religion Quiz on Friday.
Divisions Deepen, Tempers Flare, and the Nation Moves toward Separation
The decade of 1850 to 1860 began with the devil’s bargain between Northern and Southern states known as “The Compromise of 1850.” Southern Senators allowed California to enter as a free state, thereby giving free states a slight majority in the Senate. In return, Northern Congressmen agreed with the Southerners to create a powerful piece of federal legislation designed to assist planters with the capture and return of escaped slaves. Slaves had become increasingly valuable due to the ban on importation and the demand for slaves in the cotton fields. Southern Congressmen showed their true colors in seeking the FSA because it directly contravened the Southerners’ much-vaunted cry for “States’ Rights!” Matters worsened after the Compromise of 1850 was concluded, when Southerners sought to put aside the 1820 Missouri Compromise and to create new slave states in the lands of the Louisiana Purchase.
Illinois Senator and Presidential contender Stephan Douglas cooperated with the Southerners in this effort and actually introduced the Kansas Nebraska legislation in 1854. The Bill eventually passed. Outrage among Northerners was followed by violence in Kansas, as supporters and opponents of slavery entered the territory before the first election of the legislators. On Monday, students will discuss the legislation and the subsequent behavior of the “border ruffians” who became involved. The Supreme Court also weighed into the debate with its decision in the Dred Scott case. In dismissing Scott’s request for emancipation, the Court declared that slaves could never have standing in the U.S. legal system and that the Missouri Compromise contravened the Constitution. This decision pushed many moderate Northerners toward abolition, as the nation became increasingly polarized. In this setting, a new political party arose to stop the expansion of slavery.
The Republican Party began modestly in 1854. Slowly, it attracted support from various people in the Northern and Western states. Students were to read Section 4, “The Republican Part Emerges” over the weekend. On Monday, we will focus on the man who came to personify the Republican Party in the 1850’s – Abraham Lincoln. Students will see more clearly how Lincoln’s faith in God and sense of right vs. wrong impelled him to hold a principled position on the question of expanding slavery in the territories. Students will also learn how the quixotic raid of John Brown shaped public opinion on both sides of the North-South Divide. Monday night, everyone is to read Section 4 again and answer questions 3, 4, and 5 on page 476.
Tuesday’s class will begin with students writing their answers to these questions. The ensuing discussion will help everyone to gain a clearer picture of the actions and reactions that influenced the course of events in that ominous decade. There will then be short lecture about the election of 1860, which saw multiple candidates compete and Abe Lincoln prevail. His election triggered secession movements in several Southern states, as the planter-dominated legislatures raised the level of rhetoric against the Republican President to a fever pitch. Tuesday evening, everyone should read and outline Section 5, so that we can discuss these events again on Wednesday. Thereafter, we will review the main ideas of this decade to prepare for Thursday’s Chapter test. That night, everyone should study diligently. Thursday night, students are to read the first section of the next Chapter, “The Civil War” pp 486-489, and prepare a good outline using the Cornell Method.
The Week Ahead Monday May 5 – Friday May 9
Important Dates: Gettysburg Field Trip May 20;
Permission slip and check due by May 9
The Ascension of Jesus, the Mission of Christians, and the Month of Mary
The celebration of Jesus’ Ascension into Heaven and His parting message for His Disciples merit close attention. The readings for the Ascension in Matthew’s Gospel, the Acts of the Apostles and Paul’s Epistle provide valuable insights for all Christians, as we live our faith in the world. Monday’s class will begin with students, working in groups, reading these passages and writing at least two key ideas about each passage. The class will share their ideas so that everyone can gain a clearer understanding of the essential parts of Christ’s message around the time of the Ascension. Students should see that the Lord told his followers then, and now. to spread the good news of salvation in word and deed. The ways that people spread the good news will vary depending on their vocation in life. Monday night, students will read page 178, and write in their copybooks thoughtful answers to the questions posed.
Tuesday’s class will begin with students sharing their responses to the questions, so that all members of the class can gain a broader perspective of the responsibilities adolescents have and the ways that young people can nourish their spirituality. The single life is the first, and only, stage that all teens must experience as they mature and contemplate their true vocation. Students will understand better through this discussion that they should strive to follow Jesus as they grow and learn about their place in the world. Several paths are open, and everyone will see that he or she should pray for guidance in choosing the right one. For some, the single life will remain the best way to live. Tuesday night, students are to talk with their parents about a single adult, such as a close relative, teacher or coach, who has been a positive part of that student’s life. Each student is then to write two paragraphs about that adult, describing his or her service for others and the qualities that make that person like Christ.
When classes resume of Thursday, the class will discuss their reports so that everyone can increase their understanding of the ways single people participate in the life of the Church. Our attention then shifts to the married life. Statistically, this will be the path most students choose. Everyone is to read page 179 and answer the question on that page. The class will then share their suggestions and compare them with the other lessons the students have learned, such as the Beatitudes and the Virtues. This discussion will help students relate various other concepts with the institution of marriage, which is both a Sacrament and a core element of the Catholic Church. Thursday night, everyone is to read pages 180 and182, then answer the questions on page 182.
Friday’s focus is on the religious vocation. This marvelous yet demanding way of life is open to all, and perhaps some of our students will answer this call. We will talk about the different types of religious vocations and the vows that they have in common. Several students will read aloud the imaginary interview with a recently ordained priest. Other students will describe their experiences at an ordination. In this way, everyone will gain a clearer picture of the ceremony and the meanings involved with ordination. Over the weekend, students are to write a full page in their journals about their mother and all the nice things she has done form them in the past two years.
Reform Movements Arise, Slavery Takes Center Stage
The Women’s Rights Movement in America was born in the early years of abolition, when male abolitionists refused to let women speak at rallies. Many women objected to this practice and decided to challenge the country’s widespread gender-based discrimination, while still fighting against slavery. As the debate over slavery intensified, most of these women unselfishly put their own movement on the back burner. Over the weekend, everyone was to read about the birth of the Women’s Rights Movement in Section 3, re-read Section 1 and complete the related worksheets. Monday’s class will begin with a discussion of this timeless topic. Students should see how far women have progress in the developed world during the past 100 years.
We will stay on this topic Monday evening when everyone should read the excerpt from the Seneca statement on p. 600, and then answer the three questions on page 600 in their copybooks. These answers will provide the springboard for Tuesday’s discussion about the Seneca Falls Convention. Students should see more clearly how these bright and motivated women were using the language and techniques of the early American Independence movement to promote their own independence. As noted earlier, the anti-slavery movement eclipsed all other reform efforts by the middle of the 19th century. Tuesday evening and Wednesday, students are to read and to outline the first two sections of Chapter 16, “Slavery Divides the Nation” pages 460-466.
The cotton planters’ insatiable desire for more land combined with their reliance on slavery to push the country toward an irreconcilable disagreement. Last week, students learned about the five forces that supported the institution of slavery in the early decades of the 19th century. These forces operated in addition to the geographic factors which favored large plantations in the South. With the benefit of hindsight, historians can see how Whitney’s invention of the cotton gin set in motion the forces that would carry the people of the United States into a bloody civil war. Over the next ten days, students will trace that route and learn about the actors as well as the actions that swept our nation into that terrible whirlpool.
Jefferson’s acquisition of the Louisiana Territory from France seemed like an unadulterated benefit for the young nation; yet that purchase contained the seeds for the nation’s eventual dissolution. As noted above, the invention of the cotton gin created a tremendous demand for that fiber both in New England and abroad. To satisfy this demand, planters needed land and slaves. Large parts of the Louisiana Purchase seemed suited for cotton and the planters pushed to have slavery in the states, which Congress carved from that land. The first crisis arose in 1819, when Missouri applied for admission as a slave state. On Thursday, the class will examine the events leading up to the “Missouri Compromise” and discuss the actions of the national government. Everyone should see that there was still a general reservoir of goodwill in the country which helped people on both sides of the issue to reach a satisfactory compromise. The discussion will then shift to the Compromise of 1850.
Again, students will see that the acquisition of land, i.e. the Mexican Cession, brought challenges as well as opportunities. Our discussion will focus on the actions of the leading players in this drama, so that everyone can see more clearly how powerful individuals can shape decision-making. Thursday evening, everyone is to read Section 3 and complete the worksheet. The class will examine the Kansas-Nebraska Act on Friday to understand how planters and abolitionists were increasing their power in Congress, thereby diminishing the possibility of achieving a good compromise. A weak President and a strong Chief Justice of the Supreme Court also played important roles in the drama that was unfolding in Washington, D.C. Students will understand better how the separation of powers operated in this context. Over the weekend, everyone is to read and complete the worksheet for Section 4.
The Week Ahead Monday April 28 – Friday May 2
Important Dates: Social Studies Test Wednesday April 30
Religion Quiz Friday May 2
Inspired to Go Forward as Followers of Christ
Over the long weekend, everyone was to read selected passages from the Acts of the Apostles and answer questions about these passages on page 173. These readings roughly coincide with the liturgical calendar, as the early church members waited for courage after the Ascension and before the Pentecost. Monday’s class will start with students sharing their analysis of these stories about the changes that the Holy Spirit caused in the Apostles. Everyone will see more clearly how God can inspire anyone to do more, to love more, and to live more consistently with Christ’s greatest commandment.
Monday evening, everyone is to write one journal page about an aspect of his or her life where the student needs the strength of the Holy Spirit to be more courageous and to improve some aspect of life. Our focus on the Holy Spirit continues on Tuesday, when students will work in pairs to answer a series of questions about the work of the Spirit in the Church. The sharing of these answers will enable everyone to gain a deeper understanding of the long role that the Spirit has played in God’s plan. There is no religion homework on Tuesday.
The history of the early Church offers valuable lessons for students in today’s world. It is important for students to see how this tiny community of believers, persecuted by outsiders and divided internally, overcame its differences and grew to be the largest religion in the world. On Wednesday, students will work in small groups to learn some characteristics of the early church and to compare that community with the church today. Everyone should see the importance of Christ’s teaching and the centrality of the Mass then and now.
We will review the message from the Sermon on the Mount, and students will discuss ways that they can embody some of the traits Jesus praised. That night, everyone is to write one complete sentence for each of the Beatitudes describing a way that she or he can be more like Jesus. On Thursday, we will review the work of the Holy Spirit then and now. Everyone will answer the Review questions on page 176 in class and then discuss these issues. Students will grasp more firmly the essential facts surrounding the Pentecost and see how the Holy Spirit helps all Christians throughout the ages. Everyone should study diligently for Friday’s quiz.
King Cotton and the Cottonocracy
America’s geography conspired with our political and economic systems to divide the young nation into two distinct regions. Last week, the class examined this separation and looked at some of the major innovations which debuted in the first half of the 19th century, including the railroad and the telegraph. Over the weekend, everyone was to read about developments in the Southern States during this same period of time. Cotton was the dominant feature of the southern economy, and with it came slavery. Though few families were planters, the planters wealth and education enabled them to dominate the state legislatures as well as the national offices. Because the planters depended completely on the preservation and expansion of this insidious institution, it became the central plank of their political platform. During Monday’s class discussion, students will see the dimensions of slavery, the denigration of human rights the institution caused, and the way America’s federal form of government and republican system gave the planters so much power. That night, everyone is to re-read the first two sections and complete the handouts.
Major changes in technology, government or economics often bring both benefits and detriments to members of society. The wondrous innovations of the 19th century greatly improved the material position of millions of people in the United States. Manufactured goods were more plentiful and less expensive than ever in history. The speed and capacity for transportation and communication increased substantially. Not everyone benefited equally from these changes, especially the changes in manufacturing. Much of the work that women and men had done at home by hand, was moving to factories. On Tuesday, students will discuss some of these changes and list the good and bad consequences that flowed from them. That night, everyone should review the chapter and their notes to prepare for Wednesday’s test. Students should be able to describe the major innovations of this period and some of the consequences. Everyone should also know the 31 States of the Union at the mid-century mark.
The Southern planters’ increasing dependency on slavery was matched by an increasing objection to that institution among Northerners. The Abolitionist movement was one of several reform programs that appeared in the United States in the early 19th century. Wednesday night, everyone should read and outline Section 2 in Chapter 15, pages 439-442, “Opposing Slavery.” On Thursday, students will discuss the reasons why many people in the North and South tolerated slavery, even though they were not slave owners. That night, everyone is to read about the other reforms that percolated in America during that wonderful time of possibilities, in Section 1, pages 434-437 and prepare an outline or complete the worksheet. Students will work in small groups on Friday to discuss and describe the various reform movements that took shape in the mid 1800s. Over the weekend, everyone is to read about the birth of the Women’s Rights Movement in Section 3, and read the excerpt from the Seneca statement on p. 600; then answer the three questions on page 600 in their copybooks.
Week Ahead Monday April 21 – Thursday April 24
Highlights: Social Studies Test - Tuesday April 22
Religion Quiz - Wednesday April 23
Faculty meeting, No Classes - Friday April 25
The Pope as Successor of Peter and Bishop of Rome
Last week’s Papal visit provided good opportunities to learn more about the history of the Church and the roles of the Pope. Over the weekend, students were to reflect on the visit and write their thoughts in their journal. We will begin Monday’s class with students sharing their reactions and recollections regarding this historic event. The visit focused attention on several parts of the Catholic Church, including the position and responsibilities of Bishops. Students will work on a short handout about Bishops in class and then discuss the topic, so that everyone gains a clearer image of the part that Bishops play in the life of the Church.
There is no Religion homework on Monday evening, so that students can devote more time to preparing for Tuesday’s Social Studies test. In Religion class on Tuesday, we will go over Chapter 22, “The Victory of Jesus” and discuss the answers to the chapter review on page 170. Students should gain a stronger grasp on the facts surrounding Jesus’ last weeks with his early Church as well as the ways Christians can encounter Him today. Tuesday evening, everyone should study the chapter and the review page to prepare for the quiz on Wednesday. The quiz gives students a chance to demonstrate their knowledge and to clarify any misunderstandings that might have arisen.
The Easter message and the class focus remains on the risen Lord and his followers in the next Chapter, “The Church Alive with Jesus’ Spirit.” Wednesday night, everyone should read page 172 in their Religion book and answer the question in their copybook. On Thursday, we will begin class with a brief discussion of Helen Keller’s experience in suddenly understanding language and communication. Students will then share their answers from the homework about an important turning point or “learning point” in the student’s own life or the life of someone close to them. Through this discussion, everyone should gain a deeper understanding of inspiration as gaining knowledge and strength. Over the long weekend, everyone is to read about the Pentecost in the Acts of the Apostles and answer the questions on page 173, so that we can discuss this miraculous event on Monday, when classes resume.
An Age of Expansion, A Time of Industrialization
For the past two weeks, we have been learning about the remarkable period of territorial expansion in the United States that culminated in the 1840s with the annexation of Texas, the Mexican Cession, and the recognition of U.S. control over the southern half of the Oregon Territory. The transcontinental map that is so familiar to Americans today was put together through various means by brave men and women 160 years ago. Over the weekend, everyone was to review her or his notes and write two good questions about events in this period. Students have been making a new study device called a “foldable” for this chapter. During the week of Terra Nova testing, no new work was assigned; rather, students were to re-read the sections and write questions in the foldable. Tuesday’s test will include a page of student-written questions in place of a short essay. Research indicates that students learn better from textbooks when they formulate their own questions. Monday’s class will begin with students asking questions. The ensuing discussion will help everyone clarify their understanding of the material. There will also be a short lecture, which summarizes America’s growth from 1803 to 1853, a fifty-year span during which the country grew in size by 200%. Students will be able to identify the major acquisitions and the strategies used to make these acquisitions. That night, everyone should study their notes and their foldables as they prepare for Tuesday’s test.
While the national government was working to acquire more land for the nation’s growing population, the American people were working hard to develop their country. Our attention turns to the American people for the next two weeks, as we explore their lives and the inventions that are changing those lives during the first half of the 19th century. Tuesday night, everyone should read and outline Section 1, “Industry in the North” pages 408-411. Wednesday’s class will begin with a short lecture about the importance of the railroad in our country’s development. Students will gain a better appreciation for the government’s general policy of laissez-faire, which was occasionally modified to provide incentives for private businesses to make large investments in infrastructure. The students will then work in small groups to focus on specific inventions that marked this period. Each group will concentrate on one invention and explain to the class how that invention changed America in both good and bad ways.
Innovation of every kind was especially prevalent in the Northeastern States. This caused enormous changes for many people in that region. Wednesday night, students should read and outline Section 2. We will discuss the positive and negative aspects of industrialization in class. Students will see how people struggled to preserve their families and their values in the face of difficult conditions. Everyone will also recognize the need for businessmen to maintain core Christian principles when making decisions that affect the lives of others. As the future leaders of our country, our students should have a clear understanding of their individual responsibility to act in accordance with Christ’s example at home and at work. Over the long weekend, everyone should read and outline Sections 3 and 4. These short pieces describe the central role that cotton played in the southern economy and the control that plantation owners exerted over Southern states, despite the fact that most Southerners owned no slaves.
The Week Ahead Monday April 14 – Friday April 18
Important Dates: Terra Nova Testing
Papal Mass Thursday 10 a.m. to Noon
Witnesses for Christ
The arrival of the Pope and the attendant focus on the Catholic Church provides a good opportunity for everyone to reflect on the humble origins of the church 2,000 years ago. This week, students will review the history of the Church, starting with the Resurrection and ending with Pope Benedict XVI. Friday’s class focused on the Ascension and the realization of the Apostles that they were responsible for spreading the salvation message of Jesus. Few Christians are called to leave their home and family to preach the Word of God to the people of the world. On the other hand, all Christians are asked to be witnesses of the Risen Lord through their words and actions. Over the weekend, everyone was to reflect on the meaning of the message Christ gave to his apostles and disciples before rising to heaven. Each student was then to write in his or her journal about how he or she can be a better witness for Christ in the world today.
Monday’s class will start with students sharing their ideas about ways to be better witnesses as Christians. Through this exchange, everyone will learn new ways to act so as to exemplify Christ’s teaching and to bring the Kingdom of God closer to reality. Everyone will then begin working on a series of hypothetical scenarios designed to encourage adolescents to think about other people, about prejudice and ways of living the Beatitudes. Students should complete their answers to these hypothetical Monday evening, so they can discuss these important issues on Tuesday. Through this discussion, everyone should see more clearly how he or she can be a positive force in his or her school or neighborhood or community.
Our focus of attention shifts to the Pope and the Papacy Tuesday evening, coinciding with his arrival in the United States. Students are to read a handout and to complete a worksheet on the papacy, so they can discuss this subject on Wednesday. Students should see that the papacy embodies the continuous line of the Church’s authority from the time of the Apostles. Students will also learn about the authority and power of the papacy. That evening, students will read about and answer questions concerning the current Pope. Each man who puts on the fisherman’s ring brings a unique background and skill set to the job, and uses these to guide the Church with the inspiration of the Holy Spirit. Pope Benedict is a dynamic man with a fascinating history. On Thursday, we will watch the Pope as he says mass and speaks on television. Students will understand better that he is priest, bishop, and Vicar of Christ, caring for the Church as did all of his predecessors. Thursday, evening, everyone is to write a short essay on the general message of the Pope and its meaning for adolescents. We will discuss these in class on Friday so that students can share their insights and expand their appreciation of this momentous event.
California Gold Rush
Last Friday’s class discussion addressed the broad outlines of the Mexican War. Over the weekend, students were to use their new “foldable” study guide while re-reading Section 4, and writie at least three important facts in the Mexican War section. This war was controversial politically and portentous militarily. The latter aspect was realized 15 years later when the Union generals tried, unsuccessfully, to replicate the three-pronged strategy that had worked well in Mexico. We will start class on Monday, after the Terra Novas, with a discussion of the Mexican War and a review of the students’ notes. Everyone should grasp more firmly the main decisions and actors in this drama, which enabled the United States to increase its size by a third and to realize its “Manifest Destiny” by stretching from the Atlantic to the Pacific. Monday’s class will end with a short brainstorming exercise about the California gold rush. That night, everyone is to read the fifth and final section of this chapter and to choose one of two ways to make notes: Cornell two-column system or Prentice Hall two-sided worksheet.
Note taking, whether in class during discussion or at home while reading, is an essential skill which students need to sharpen as they progress through school. In choosing one system or another, students should consider their own strengths and the nature of the material. On Tuesday, we will discuss the California good rush and its implications for the Union. The timing of the discovery, just four months after U.S. forces defeated Mexico, was extremely fortuitous. By examining this, students will see more clearly that chance plays a role in the course of events, but students will also recognize that the U.S. forces fought well under good leadership, thereby bringing a rapid end to the Mexican War. The discovery of gold in California, at a time when the global economy was based on the gold standard, sent shock waves around the world. California became a magnet for men from many countries. This massive wave of immigrants – estimated at 80,000 by the end of 1849 – made the population of California the most diverse of any state in the new country. It is arguable that this variety is still influencing the culture of that state directly and the culture of the country indirectly. The rapidity of California’s population growth was matched by the speed of its admission to the United States, which came in 1850.
Tuesday night, everyone should re-read Section 5 and write at least three important facts about this event in their foldable. In class on Wednesday we will discuss how to turn these facts into useful, complete-sentence questions so that students can begin to prepare themselves for assessments on longer, more complex segments of study, whether it is History, Religion, Science or English. Wednesday we will also talk about Brigham Young and the Mormons. Students will see how this group migrated west, cooperated along the way and eventually irrigated a barren land near a great salt lake. That evening, everyone should re-read Section 1 “Oregon Country” and write in their foldable three full-sentence questions about important facts in that section.
Students will ask each other their questions on Thursday to generate a focused review of the Oregon Country’s early history. This exercise will help all students to clarify their thinking and to strengthen their uanderstanding. Thursday night, everyone should repeat this exercise for Section 2, re-reading and writing three questions in their foldable. Friday’s class will provide an opportunity for students to think about the independence of Texas and its eventual union with the United States. Over the weekend, everyone is to re-read their notes and prepare for Monday’s review session, which will help students prepare for Tuesday’s Chapter Test.
The Week Ahead Monday April 7 – Friday April 11
Important Date: Wednesday April 9 - Social Studies Quiz
Singing Songs of Joy
Our Easter celebration continues this week. Every student will realize more fully that God’s love and Christ’s sacrifice are present for each person today, as they were 2,000 years ago for His first followers. Just as most of the disciples did not see Jesus between Easter and the Ascension, yet still believed and practiced their new religion, we modern-day Christians can also believe with the gift of faith. As part of this celebration, each day, the class will sing a joyful song selected by the students.
This week, students will discuss and understand how Christ is present in the Sacraments, specifically and in the world, generally. Monday’s class will resume where Friday’s ended – with students discussing the Biblical references to Christ’s appearances after His resurrection. Everyone will envision more clearly the key events and conversations of that time and grasp their significance more firmly. The class will then read selections from Paul’s epistles relating to the message of resurrection. Afterward, students will discuss the meaning of these passages for Christ’s contemporaries and for Christians today.
Monday night, everyone is to complete a worksheet on the Sacraments, which Jesus incepted for His new church. Through this work and the class discussion on Tuesday, students will be able to identify ways Jesus is present today and understand the significance of certain sacred signs, also known as sacramentals. That night, everyone is to read page 168 in the workbook and write down a personal plan of action for next week. We will discuss these in class on Wednesday and Thursday to share ideas that are realistic, age-appropriate, and consistent with Christ’s greatest commandment. Many students are performing volunteer service in their neighborhood as a gift for the Holy Father. On Thursday evening, students are to write in their journals about their experiences in performing this service. In this way, each person can gain a better understanding of the sacrifices and the rewards involved in helping others.
The Ascension of Christ into Heaven is one of the great moments in the history of the early church. It is a key element in the Apostles’ Creed and a core part of our faith. On Friday, the class will discuss the Creed and the Ascension. Students will understand the significance of the Ascension better and will draw some parallels to their own lives, such as graduation. Over the weekend, everyone is to reflect on the meaning of the message Christ gave to his apostles and disciples before rising to heaven. Each student is then to write in his or her journal about how he or she can be a better witness for Christ in the world today.
Remember the Alamo
The focus of attention in Social Studies shifts from the rainy northwest coast to the arid plains of Texas. Over the weekend, students were to research the Oregon Trail using at least one source and write a short, narrative essay about the difficulties settlers faced on that illustrious trail. Monday’s class will begin with students working in small groups to put that movement into a timeline which stretches from America’s War for Independence to 1844. The groups will share their products so that everyone can see more clearly the key events and main actors that set the stage for our acquisition of this territory. Texas evolved over the same period of time as Oregon and some of the same global events influenced decisions in this part of North America.
Geographical features and political developments far away from Texas both played important parts in the emergence of the independent country known as the Republic of Texas. Monday’s class will conclude with a short lecture on these two areas. Students will be able to put the events of the 1830s in a broader yet more relevant time frame. The students will also see how geography and politics helped Sam Houston and Steve Austin wrest independence from Mexico. Monday night, everyone is to read Section 2 and complete the related worksheet.
Tuesday’s class will begin with selected students writing their answers on the board. Afterward, the entire class will share their insights about how a few hundred men achieved what must have seemed impossible to many outsiders. Everyone will see how courageous and determined forces at San Jacinto won the day over a larger army, much as General Washington did against the Hessians at Trenton. Students will also see that Mexico’s vast barren terrain between the capital and the area of conflict impeded that army’s abilities. Finally, the class will recognize the importance of immigration, private property, cheap land, and free enterprise in the ultimate disposition of the territory we call Texas. Tuesday night, everyone should study Sections one and two to prepare for a short quiz on Wednesday. This quiz will enable students to demonstrate their knowledge and to identify any gaps as we move through this long Chapter. Wednesday night, everyone is to read Section 3 and answer the questions on the worksheet.
The vast region of New Spain between the Rocky Mountains and the Pacific Ocean was lightly populated at the dawn of the 19th century. The harsh, dry climate seemed ill-suited for either faming or grazing. Hardy missionaries like Fr. Junipero Serra, had planted churches along the coast, moving north from San Diego. The priests who ran these missions developed a mutually supportive relationship with the indigenous people. This peaceful coexistence ended in 1821, when Mexican Creoles achieved independence from Spain and then rewarded themselves by taking much of the mission land and turning it into private ranches. Americans trickled into this region, mostly by ship, during the next two decades, and twice the United States government offered to buy the territory from Mexico. American naval officers and commercial shippers often touted the value of the harbors at San Diego and San Francisco. As the United States grew in population and wealth, many Americans came to believe that the country should stretch “from sea to shining sea.” The presidential election of 1844 brought this question of “Manifest Destiny” to a head when the Democrats nominated a little known, but pro-expansion candidate, James Polk. He defeated the more famous [and some might say more infamous], but more cautious Henry Clay in a close election, thereby setting the stage for the next massive expansion of American Territory, one that surpassed the Louisiana Purchase in size and actually made the country a transcontinental power.
Thursday’s class will begin with student’s in small groups reviewing the history of political parties in America and writing the Presidents’ names with their main ideas. The class will then focus on the election of Polk and look at the issues that concerned voters at that time. The students will see more clearly how issues and personalities combine in political campaigns to influence voters’ decisions. In the election of 1844, the issue of manifest destiny dominated the debate, and the majority of the votes went to the candidate who took the stronger stand in favor of that concept. Thursday night’s homework continues on this topic, as students read about Polk’s actions after he reached the White House. Everyone is to read Section 4 and answer the questions on the related worksheet.
The Mexican War was controversial in its time because many Americans, including Abraham Lincoln, likened it to the same sort of imperialism Americans criticized in Britain and Spain. Other Americans believed that the constitutional democracy we had created was a liberating form of government. Polk and his supporters adhered to the second school of thought. He wanted both the Oregon and the California Territories, but he know the United States could not fight both Britain and Mexico at the same time. His strategy was to bluff the Brits while preparing for battle with the Mexicans. Fortune smiled on both ventures. On Friday, students will share their answers to the homework questions. They will then work in pairs with North American maps to trace the sequence of events that led to victory in Mexico. Students will see more clearly the need for leadership, training, courage, and initiative in large-scale engagements like the Mexican War.
This war also introduces many of the major figures of the coming War Between the States. Over the weekend, each student is to chose one of these leaders from a list and write a short biographical essay about that person, using at least one outside source.
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The Week Ahead Monday March 31 Friday April 4
Key Dates Social Studies Test Preparation - Tuesday April 1
Social Studies Test - Wednesday April 2
Religion Quiz - Thursday April 3
The Dawn of Modern Politics in America:
Populist Campaigns and a President who Pushes Congress
Our seventh President, Andrew Jackson, is notable for several reasons among which are his rise from poverty to wealth and his willingness to push his plans in Congress. Before the Easter break, the class discussed Jackson’s ideas about rotating ordinary citizens into government jobs during each new administration, a practice that became known as the “spoil’s system.” Jackson also wanted to eliminate the national bank and the Electoral College. Though he was forceful, he was not always successful. Students will examine some of these major debates and gain a better understanding of the separation of powers in the United States government.
Before the Triduum of Easter, everyone was to read and outline the third and last section in this short chapter on the Jacksonian Era. That section focuses on two separate, but equally important developments: the nullification crisis and the Indian Removal Act. In both crises, students will see the importance of interpersonal relations and political ambitions among the main actors in Washington. The nullification crisis flowed from the enactment of new – and even higher – tariffs on manufactured goods in 1828. These tariffs passed in Congress due to a coalition of northern manufacturing states and western agricultural states seeking federal aid for infrastructure projects. The losers were farmers and planters in the southern states. Jackson, a planter living in the west but originally from the Carolinas, could see both sides of the argument, but he placed preservation of the Union above all other considerations. He made this clear in his statements and eventually he prepared to use force against South Carolina, as it moved toward secession. On Monday, students will discuss the main positions and try to persuade each other in small groups as to the merits of the different sides. The Indian Removal Act does not lend itself to a similar debate insofar as the dominant mores of those times characterized the matter.
Aside from a handful of Christian missionaries, no whites spoke on behalf of the Indians who occupied the southern states. Like most men of his time, Andrew Jackson had a simple, paternalistic view of these human beings. This view, combined with a small, laissez faire national government and enormous pressure to cultivate new lands in America, convinced Jackson that all Indians should be moved west of the Mississippi. He pushed this plan through Congress and then enforced it throughout the rest of his time in office. Students will discuss this chapter in American history and compare the decisions made in Washington with the commands of Jesus Christ. The class will also suggest alternate strategies that might have been more just. Monday night, everyone is to re-read section 3 and complete a one-page handout.
Tuesday’s class will begin with students sharing their answers to the questions on the handout. This will help strengthen their grasp on the key features of the section, including the nullification crisis and the banking crisis of 1837. Afterwards, the class will review the main elements of this chapter, especially the operation of the Electoral College and the birth of the Democratic Party. Everyone should study their notes and their worksheets Tuesday evening to prepare for Wednesday’s test. There will be no Social Studies’ homework on Wednesday, so that students can prepare for the Spanish and Religion quizzes on Thursday. Thursday night, everyone is to read the first section of the next Chapter, “Westward Expansion.”
The story of America’s growth across the continent is filled with individual acts of courage and kindness. This pageant also took place in a global context, at a time when millions of people were choosing to leave their homes and move in hopes of making a new and better life. In discussing the Oregon Territory on Friday, students will come to see more clearly why and how ordinary families accomplished extraordinary things. Over the weekend, everyone will write a structured narrative taking one of the roles in the amazing adventure known as the Oregon Trail.
The Resurrection and the Glory of Jesus Christ
Holy Week ended in school on Thursday with a half day of quiet reflection and preparation for Easter. Students spent part of their time Thursday morning brainstorming ideas for service in the spirit of Pope Benedict’s request. Over the Easter Holiday, everyone was to resolve to do more in their lives to make the world a better place, starting with their family. On Monday, the class will revisit the service projects and take a few minutes to discuss possible group activities. The students will then turn their attention to the crucifixion of Christ.
The early arrival of Easter in 2008 –one of the earliest dates possible in history – has separated the sequence of the school’s text, Christ Our Life from the liturgical calendar. This inconsistency notwithstanding, the overall structure of the base text retains strong internal structure. Consequently, the sequence of study will follow the book. Monday, the students will work in small groups to read and analyze the “seven last words of Christ” as recorded in the Gospels. Each group will present its work to the class so that everyone can gain a broader understanding of these phrases. Monday night, everyone should write in her or his journal, thanking Jesus for His sacrifice and asking Him for strength to make sacrifices here on earth.
Tuesday’s class will begin with the remainder of the student groups giving their explications of the “final words.” The class will then discuss the trial and execution of Jesus in its historical context. Students will see that although many ordinary people flocked to Him, a few powerful individuals used their positions improperly. While this was done for the fulfillment of the Scriptures and the salvation of mankind, it also demonstrates at the human level how some people can act selfishly and abuse the power entrusted in them. There is no Religion homework Tuesday evening, so that everyone can study for Wednesday’s Social Studies’ Test.
The symbols of the Passion permeate Christian prose and pictures. In class on Wednesday, students will examine some of these symbols and describe their meanings. We will discuss this in class to clarify students’ thinking. Everyone will then write about a scenario that requires contemplation of death and the afterlife. While this is a serious exercise, it will not be allowed to devolve into a negative or depressing experience. That night, everyone should re-read the chapter and review their notes in preparation for Thursday’s quiz. Thursday evening, each student is to write in his or her journal about ways the student can more in the family, the school or the community to help others.
Friday morning, we begin the glorious section of Christ resurrected. Students will read pages 166 and 167, then read the related Bible passages, which demonstrate how Jesus returned to his apostles and disciples. The students will see and understand that Jesus is with His people for all time.
The Week Ahead Religion and Social Studies
The week Ahead - Holy Week
No Tests or Quizzes This Week
Dawn of Modern Politics in America
The results of Friday’s chapter test were good, supporting the value of the Cornell system of note-taking. We will use this two-column system again for Chapter 12, The Jacksonian Era. Afterwards, we will discuss the merits of this method and compare it to the others we have used this year. In class, our focus shifts forward to Andrew Jackson and the period of time in which he dominated the political landscape in the United States.
Monday night, everyone was to read and outline section one, “A New Era in Politics.” Tuesday’s class will begin with selected students writing their notes on the board, while the remained write down their ideas and perceptions of modern elections. Then, everyone will share their ideas and write them on the board. The class will then connect the political innovations that occurred during Jackson’s time with modern politics. In this way, students will se the origins of America’s current political process and be able to place this year’s Presidential campaign in a solid historical context. Students will also discuss the disputed election of 1824 to understand our Electoral College system better and to grasp the essential facts of the reputed, “corrupt bargain” between John Quincy Adams and Henry Clay. That night, everyone is to read and outline Section Two, “Jackson in the White House.”
Andrew Jackson was a self-made man who rose to power from humble origins. He genuinely believed in the ability of all men to do the same and to govern themselves. He also carried grudges and prejudices in to the White House and used his office to shape America according to his ideas. His attack on the Bank of the United States is a good example. Students will discuss the roles of banks today and then assess some of Jackson’s arguments for abolishing the bank. The class will also examine the role that men like Henry Clay played in this drama, in part due to their desire to obtain higher office and greater power for themselves. The interaction of Clay and Jackson regarding the Bank of the United States provides a good example of elected officials acting in part based on their own personal interests. One of Jackson’s greatest faults was his unwillingness to accept advice and his inability to understand the complexity of global finance. These traits will cause trouble for the country, but will not appear until after Jackson leaves office. Students will understand that decisions in Congress and the White House can have delayed consequences. Wednesday night, everyone should read outline the third and last section in this short chapter.
There is no assigned homework over the Easter break. Students are encouraged to read for pleasure, to read a newspaper and to look for articles in the news that relate to the subjects we have discussed in Social Studies.
The Suffering and Death of Jesus Christ
The events of Jesus’ passion and death have been recounted many times in movies and books. The physical suffering he endured is difficult to grasp, but even harder to comprehend is the mental agony He felt in reviewing the sins of mankind He was taking on himself. Monday evening, everyone was to read pages 161 and 162. On Tuesday, students will share their thoughts about the last days of Jesus’ life with a focus on the depth of love He must have felt to suffer in that way. Everyone will then read pages 159 and 160. Afterwards, the class will discuss the facts and the feelings encompassed in those last days. That night, everyone is to finish reading Chapter 21 and write the key words in their copybooks with a good definition.
Wednesday, students will write their definitions on the board and discuss the meanings of these important terms. Everyone will gain a better understanding of these words in the light of Christian teaching. The class will then complete a handout about decisions Jesus and the disciples made at the end of His life. We will discuss these decisions and the consequences of peoples’ actions. Students will gain a better appreciation of the consequences of their decisions as well as the need to seek guidance and strength from God.
Holy Thursday will be a time of quiet reflection and preparation for Easter. The focus of the morning will be brainstorming ideas for service in the spirit of Pope Benedict’s request. Students will also review the reasons for prayer and use the Rosary as an aid. Over the Easter Holiday, everyone should attend mass and resolve to do more in their lives to make the world a better place, starting with their family.
The Week Ahead Monday March 10 Friday March 14
Key Dates Religion Quiz Thursday March 13
Social Studies Test Preparation - Thursday March 13
Social Studies Test - Friday March 14
Suffering, Death and Eternal Life
Our focus in Religion shifts to the last part of Jesus’ journey on earth. Students will compare the images of His Transfiguration with opposition Jesus faced from various elements in His community. Over the weekend, everyone was to reflect on problems in their lives and write a prayerful conversation about that problem with Jesus. A few students may wish to share their thoughts, before we examine some of the obstacles that Jesus encountered. The selected Bible stories on page 147 provide different insights into the life of our Savior. Students will work in small groups to read and to analyze these stories. He groups will then share their insights so that everyone can gain a broader understanding of the difficulties Jesus encountered and the ways he handled those situations. Jesus had moments of glory as well in His life, and one of them was the Transfiguration.
Monday evening, everyone is to read Matthew’s account of the Transfiguration [Matt 17:1-8] and write a brief outline of the event in the Religion copybook. Some students will read their outlines in class on Tuesday. Everyone will become better able to articulate the key actors and events of the Transfiguration as well as the broader meaning of that event for all Christians. This awesome event foreshadowed the miracle of Lazarus, which Jesus worked for His friend near end of His ministry. The class will read the modernized version of Lazarus on page 148 and answer the questions at the bottom of that page in class on Tuesday.
The miracle of Lazarus provides hope for all human beings of eternal life with God and our extended family. We will discuss that miracle and its message before moving on to the sensitive topic of physical death. For homework Tuesday, students will answer the questions on page 149. We will share and expand on these answers in class on Wednesday, so that each student can hear others’ concerns and gain a fuller understanding of death’s place in our life. The class will then work in small groups to complete a worksheet on this same subject. Students will give their answers out loud so that everyone can increase his or her knowledge of the images the Church uses in this context. Thirdly, students will answer the Review questions on page 150, and discuss them in class That night, everyone should re-read the worksheet, and their workbook to strengthen their grasp on the key ideas of this chapter to prepare for Thursday’s quiz.
The quiz will allow students to show they can connect the Transfiguration to the resurrection of Lazarus and to physical death generally. There is no Religion homework on Thursday, so that everyone can dedicate more time to studying for the Social Studies Test. In class on Friday, we will move on to Chapter 21, “The Final Hours of Jesus.” Students will read the accounts of Jesus’ Passion and discuss the suffering he endured for humanity. Over the weekend, students are to participate in the Palm Sunday liturgy and write in their journal about something of personal significance in that liturgy.
Over the long weekend, students were to read and take notes on Sections 2 and 3, using the Cornell System This technique starts with an outline, which everyone has been perfecting over the past two months, and then adds a prose summary and a set of cues for each page of the outline. The Cornell System helps students to restate key concepts and events in their own words. It also makes the review process more interactive for the student and therefore more meaningful for them. Friday’s lesson ended with a brief description of the major innovation in transportation that took place at the turn of the 19th century, i.e. the production of steamboats.
Steamboats provided a much-needed boost to the American economy because trade and travel away from the East Coast had previously been limited to boats and barges moving downriver. The new country was blessed with both vast expanses of land and multiple rivers rolling down from the continental divide to join with other rivers and eventually flow to the Atlantic Ocean, the Chesapeake Bay or the Gulf of Mexico. Steamboats not only facilitated travel within the United States and helped open up the inland territories to settlement, the same technology also increased immigration from Europe. The classic paradigm of Push – Pull – Path still applied in the 19th century, but the scale increased as the Path, i.e. safe, predictable steamboats, became easier. The nascent nation of the United States also attracted legions of immigrants with its unique mix of religious freedom, democracy, respect for individual rights, cheap land, and free market spirit.
The federal system of government in America left most economic and political power in the separate states. The philosophy of the Jeffersonians, embodied in the Democratic-Republican Party, supported this division. Thomas Jefferson and his acolytes / successors James Madison and James Monroe, maintained a small national government. Unfortunately for American, geography conspired with that political philosophy and put the northern and southern states on a collision course that ended up with the Civil War. The fact that our eastern continental divide runs North – South means that most rivers flow East – West thereby inhibiting national integration in the pre-railroad era. Monday night, students will work with a new map and their textbook to identify the states that entered the union during the Jeffersonian Era: 1801- 1825, the major cities in all states and the principal bodies of water on which these cities were located.
Tuesday’s class will begin with students sharing their map work. Everyone will see more clearly the westward growth of the nation and the vital role that God’s highways played in the development of the country. Students will then learn about the canal-building phase, and the country’s most successful effort in that field: The Erie Canal. The timeless song about that canal provides both geographic information and data on the most common forms of cargo. Moving from internal trade to international, the discussion then shifts to tariffs.
The Constitution gave the national government exclusive power to decide which imports to tax and at what rate. Those two issues arose again and again in Congress as the states’ representatives sought to promote their own economic issues and their vision of the country’s future. Students will work with tariffs in class to understand how they distort trade and affect different regions differently. The class will also discuss the plan of House Speaker Clay called the “American System” by which the national government would raise revenue through tariffs and then use that revenue for large-scale infrastructure projects, especially roads and canals.
Tuesday night, everyone is to read and outline the fourth and final section of the chapter. Wednesday’s classes will take use the Active Board and cover the acquisition of Florida, the emergence of new nations in the Western Hemisphere, and the Monroe Doctrine. Students will see how the Florida territories were acquired from Spain through a combination of Andrew Jackson’s militancy and J Q. Adams diplomacy. Students will also be able to articulate the main elements of the Monroe Doctrine. That evening, everyone should review their notes and prepare “cue” questions. We will discuss these in class on Thursday as students share cue questions and notes. Friday’s test will allow students to describe some of the major changes taking place in the United States at the turn of the 19th century and to explain how these changes had both good and bad consequences. Students will also be able to identify all the states in the Union as of 1825, as well as the major rivers.
Monday March 3 – Thursday March 6
Key Dates: Social Studies Chapter Test - Tuesday March 4
Religion Quiz - Wednesday March 5
The Age of Jefferson and The War of 1812
Over the weekend, students were to review the first three sections of this chapter and prepare at least one “WHY” question. Class will begin on Monday with the students, so that everyone can hear and learn more about the various elements in those sections. Students should be able to articulate the basic differences between the two political parties at that time and the general geographic bases of support for each party. A Power Point presentation follows, which begins with Jefferson but focuses more on the War of 1812. The presentation will reinforce students’ knowledge about the long-term origins of the war as well as the proximate causes. The class will also be able to identify the key actors and events of the war. Monday evening, everyone should study diligently for Tuesday’s Chapter 10 Test.
The exam will enable students to demonstrate their knowledge of Jefferson, his accomplishments as President, the War of 1812, and related events. The test includes key vocabulary, main ideas, relative chronology, and relevant geography. There will be no Social Studies homework Tuesday night, so that everyone can devote more time to preparing for the Religion quiz on Wednesday.
Technology, Demography, and Culture
The focus of attention in Social Studies shifts next week away from political and military affairs over to technological, cultural, and demographic aspects of America’s early development. Students will understand how societal changes and the growth of our country resulted in part from changes in technology. We will also learn a new method of reading and notetaking with our textbook. This technique of two-column entries is commonly called the “Cornell System.” Everyone will practice this in class on Wednesday and then use it at home to take notes from Section One, “The Industrial Revolution” in Chapter 11, The Nation Grows and Prospers.
Thursday’s class will begin with volunteer students writing parts of their notes on the board. We will discuss and refine the notetaking technique before we plunge into the subject matter. The Industrial Revolution caused profound changes in people’s lives at every level: home, community, and nation. Students will be able to see and to describe some of the key inventions and their impact on America. Over the long weekend, everyone is to read and to take notes using the Cornell System on Sections 2 and 3, pp. 237-246.
Religion: Increasing and Improving our Spiritual Dimension
As the students begin their work with the third aspect of this year’s Religion curriculum, “Jesus the Truth” we are also approaching Easter. The events of that first Easter have enormous importance not only for the students but also for the world. In the weeks ahead, we will work to improve our spiritual life through a variety of means including prayer, reflection, and journal writing. Over the weekend, everyone was to complete a one-page handout designed to increase the students’ awareness of their connections with other people in the community. Monday’s class begins with students sharing their thoughts. Everyone should see more clearly the many and varied ties each person has with others. Students should also understand more fully the expectation that every Christian is to help other people in small but meaningful ways.
The focus in Monday’s class will then shift back to the Theological and Moral Virtues set forth in Chapter 18. Students will re-read pages 140-142 and then write a good sentence in their copybook using each virtue in a way that helps to define the word. We will discuss the virtues in class, and students will read some of their sentences. Everyone should gain a firmer grasp of the words’ meaning and a greater facility in using the words. There is no Religion homework on Monday evening, to enable everyone to dedicate more time to preparing for the Social Studies Test.
In Religion class on Tuesday, students will answer questions on a short handout and then prepare their own prayer in class. This exercise is primarily personal; through it students can develop more insight about the need to pray and ways to pray. Afterward, everyone will complete the review work on pages 143 and 144. The students’ answers will help the class to summarize the main ideas of this section and to prepare for Wednesday’s quiz. Everyone should study carefully for the quiz on Tuesday evening.
All of God’s children received the gift of life together with the attributes of free will and intellect. Through this lesson on the Theological and Moral Virtues, students should gain a deeper understanding of these virtues and become better able to call on them when making decisions. These virtues will also be important for students in times of crisis, and this aspect leads to the next subject, in Chapter 19, “Opposition to Jesus.” Wednesday night, everyone it to read the first page in that section, 146, and answer the short survey about life experiences.
Class on Thursday will begin with students sharing their experiences related to the questions from the survey. In this way, everyone will hear and learn about the many ways that Jesus can be with us and help us on the path of life. Students will then work in small groups to research the Bible passages on page 147 so that each group can explain the significance of the event for Jesus and for us as Christians. Everyone should see that problems in life are inevitable and that having a close relationship with Jesus can help us to get through those difficulties and to persevere on the path to salvation. Over the long weekend, students are to write a full page in their journal about a difficulty they or someone close to them is encountering and then develop their own prayerful conversation with Jesus seeking help.
The Week Ahead in Religion and Social Studies
The Week Ahead Monday February 25 - Friday February 29
Key Dates: Social Studies Quiz – Wednesday February 27
Social Studies Test - Next Tuesday March 4
Religion Quiz - Next Wednesday March 5
Jesus Christ the Life
Congratulations to all the seventh graders for their solid performance on the Unit Two test. Unit Three “Jesus Christ the Life” will enable the class to learn more about the meaning of Christ’s life for the world as a whole and for each student as an individual Catholic. This unit will entail more time reading and reflecting on God’s inspired word, especially as it concerns Jesus’ life on earth portrayed in the New Testament. On Monday, every student will receive a letter primarily for the parents, which provides an overview for the unit. The students will write their own “cover letter” stating some of their personal goals. Parents should read both letters Monday evening, discuss the contents with their student, and sign the student’s letter so that she or he can return it to the teacher on Tuesday for later use. On Tuesday, the class will begin reading Chapter Eighteen, “Jesus the Prophet: Living Faith in Jesus” and answering the questions in the workbook on page 137. Students will come to see more clearly through this work that while life and grace come from God, people are free to accept His grace and to make their own path in life. That evening, students should read the rest of the chapter and write definitions for the “Words to Know” [page 142] in their copybooks.
After discussing these words in class on Wednesday, students will brainstorm in groups about metaphors for life. That evening, each student should write a metaphor on life and prepare a short explanation for the class on Thursday. By sharing their thoughts, everyone should see more clearly that we make our own choices in life, but we can rely on God and others for help along the way. Later that day, students will conduct an individual ‘reading and reflecting’ exercise based on one of Matthew’s Gospels. This activity will help students grasp more firmly the need to strengthen their prayer life and their spiritual life.
Thursday evening, students should complete the front side of the handout, then read the two designated selected Bible passages on the back and answer the questions. The class will discuss their answers on Friday. This exercise will help students understand better that true fulfillment is possible in serving others. There will be another handout for the students to complete over the weekend. Students are to discuss their assignment with a parent to help the students complete their answers. Additional work is likely in this area to deepen awareness of the complexity and beauty of God’s great gift to all mankind: the gift of life.
Growing in Size and Spirit: the New Nation Steps onto the World Stage
Work continues this week on Chapter 10, The Age of Jefferson after having been disrupted somewhat by last week’s threat of icy cold. The additional day at home provided an opportunity for students to spend a few extra minutes studying and preparing for class. An important goal for this semester is improving the students’ at-home and in-school learning strategies. The seventh and eighth grade Social Studies teachers have discussed this and will continue to do so to facilitate the students’ transition from middle school to high school. Over the weekend, students were to read Section 3, “New Threats from Overseas” and prepare a good outline. Monday’s class will start with students writing their answers on the board to launch a discussion of the “Threats” that challenged the United States under both Jefferson and Madison. Students will see that violent activity overseas creates both problems and opportunities for the President and Congress. Monday evening, everyone should complete the handout on these sections, which is designed to enhance their understanding and mastery of the material as well as to improve their ability to fashion a good outline. Tuesday’s class will start with a review of the homework, followed by a short Power Point presentation describing the different approach Jefferson took regarding the war in Europe vs. the piracy in the Mediterranean.
Everyone should re-read sections 1, 2, and 3, on Tuesday evening to prepare for Wednesday’s quiz. The short exam will enable students to show what they know and to see what they still need to learn about Jefferson’s administration. After the quiz, the class will begin a discussion about the War of 1812 and the key events which led to it. That evening, students are to read and outline section 4. Thursday’s class will begin with the students’ responses. Students will then work in small groups to complete a short hand out on the War of 1812. That night, everyone is to read Section 5 and prepare a complete outline. Friday’s class will begin with a spirited rendition of the “Star Spangled Banner,” which every student is expected to learn by heart. We will discuss the highlights of the war itself, so that students can see the value of teamwork, leadership, and valor in a complex conflict. Over the weekend, students should re-read Sections 1, 2, and 3, to prepare for the review on Monday and the test on Tuesday. Everyone is to come to class on Monday with at least one “Why.” As always, I will hold a review session after school the day before the test for all students.
Tuesday February 19 – Friday February 22
Important events: Religion Unit Test: Thursday February 21
Our attention this week continues to focus on Unit Two, “Jesus Christ the Truth,” in preparation for Thursday’s test. Students have been reviewing in school and at home to reinforce the lessons learned earlier. Over the weekend, everyone was to finish the cumulative crossword puzzle on page 129. The clues and the answers derive from the previous six lessons. Monday’s class will begin with students offering their solutions to the puzzle. The class will then divide into small groups to read selected parables and to write a short summary of the lesson Jesus was trying to teach. Each group will share its analysis with the class to deepen everyone’s understanding. That evening, students are to complete a worksheet comprised of two previous quizzes that focus on Jesus’ acts of kindness.
The miracles Jesus performed during his public ministry served a two-fold purpose: helping people in need and demonstrating God’s healing power. Students will grasp this more firmly as they discuss these miraculous acts and then contemplate the small miracles people can perform for each other today. The Beatitudes take center stage next. Students will discuss the eight traits that Jesus extolled in His Sermon on the Mount and try to describe behavior that is consistent with those traits. Students should study diligently for Thursday’s test. This will provide an opportunity to demonstrate knowledge already acquired and to identify gaps that require additional work. Among the areas of specific competence, students are expected to know the core elements of the Beatitudes and the Corporal Works of Mercy.
Unit Three “Jesus Christ the Life” will enable the class to learn more about the meaning of Christ’s life for the world as a whole and for each student as an individual Catholic. This unit will entail more time reading and reflecting on God’s inspired word, especially as it concerns Jesus’ life on earth portrayed in the New Testament. On Friday, every student will receive a letter primarily for the parents, which provides an overview for the unit. The students will write their own “cover letter” stating some of their personal goals. Parents should read both letters over the weekend, discuss the contents with their student, and sign the student’s letter so that she or he can return it to the teacher on Monday for later use. Everyone should reflect on their conversations and write in their Journals about their goals for the rest of this school year.
The Age of Jefferson: Vision, External Events, Reactions
For the next week, the class will examine the life of Thomas Jefferson, a man whose vision and decisions shaped the United States as much as any President in our history. Jefferson took office determined to shrink the size of the military, lower employment levels in the executive departments – including the State Department - and reduce the federal budget. He believed in a government policy of laissez faire, allowing businessmen and entrepreneurs, farmers and artisans to act with little government assistance or control. Events in Europe intervened, however and pushed Jefferson to make the biggest real estate deal in American history, followed by a rigid Embargo, both of which stretched the U.S. Constitution to its limits. Students will explore these unexpected turns of events and gain a deeper understanding of Jefferson’s presidency specifically as well as the role of the president generally.
Over the weekend, everyone was to have read the first section, “A Republican Takes Office” and prepared a good outline. Selected students will write their outlines on the board and share their ideas with the rest of the class. Class discussion will focus on Jefferson’s core beliefs, political platform, and major initiatives upon entering office. Students should see that every President begins with a combination of party positions and personal predilections. As he pursues those goals, he is forced to respond to events at home and abroad. One domestic issue confronting Jefferson at the onset was the presence of an active, intelligent but Federalist Chief Justice on the Supreme Court. The current power of the Court, and its relationship with the other two branches of government, can be traced to those early years.
Tuesday night, students must read Section Two, “The Louisiana Purchase” and write a short outline plus a fulsome timeline. Students’ notes will start off what should a lively discussion on Wednesday about a remarkable sequence of events that irreversibly altered both American and world history. Students will see clearly how and why Jefferson acted and then reacted as he did regarding the vast lands in the Mississippi watershed. There is no homework in Social Studies on Wednesday, so that students have more time to prepare for Thursday’s unit test in Religion.
In class on Thursday, students will examine the Lewis and Clark expedition by viewing a short video clip of the PBS series and then answering questions about the documentary. Afterward, there will be a Power Point presentation on Jefferson’s Presidency and the threats he faced overseas. That night, everyone should read and outline the short third section, “New Threats from Overseas.” Friday’s class will begin with a map exercise that will help students place these events in the proper geographical context. Everyone should see that the young nation was eager to trade across the Atlantic, around the Mediterranean, and throughout the Caribbean. Unfortunately, in that age of rapacity and predation, other nations interfered with American shipping, requiring a response from the President. Jefferson reacted in different ways to the various attacks, and students will assess the merits of his actions. Over the weekend, everyone should read and outline 4.
The Week Ahead: Religion and Social Studies
The Week Ahead Monday February 11 – Friday February 15
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Important Events Wednesday February 13 Religion Quiz: Love and Marriage
Thursday February 14 Social Studies Chapter Review
Friday February 15 Social Studies Chapter Test
Love and Marriage
Religion class continues this week with Chapter 16, “Jesus’ Kingdom of Love.” As part of this section, students have talked with parents and exchanged insights about sharing and sacrifice in marriage. This two-step discussion helped students gain a broader understanding of the traits and behaviors that help adults remain committed and happy through years of married life. The class will now turn its attention to situations that are age-relevant and to focus on ways of staying true to Christ’s teaching as they mature physically and emotionally.
In class on Monday, we will work in small groups to answer questions on a worksheet about saying no in situations involving potential sexual activity. The groups will share their insights with the class to increase everyone’s ability to cope with such scenarios when they arise. That night, students are to read and respond to the question on pages 122-124. The glorious gift of sex in marriage, which exists for procreation and marital fulfillment, is often distorted in the popular media. Tuesday’s class will begin with a discussion of those issues. Students will understand that physical urges are natural for all human beings and that as children of God, they can resist those urges with their spiritual and intellectual powers combined with the grace that comes from God. The class will then answer the questions on page 126, to prepare for Wednesday’s quiz.
Tuesday night, everyone is to write the definitions of the four “Words to Know” on page 125, in their copybook and then write a good sentence using each word. This should help to clarify the meaning of these words and to make them useful for students.
The short section exam on Wednesday will review the key concepts about sex and marriage as well as the linked ideas of chastity and modesty. That evening, students should organize their quizzes from the second unit and bring them to class on Thursday to begin our review of Unit Two.
The class will spend several days going over the lessons learned over the past few months under the heading, “Jesus the Truth.” We will revisit the parables and the Beatitudes among other items. Students will gain a deeper understanding of the message that Jesus was trying to convey to his disciples then and to us today. Thursday’s class is focused on the principal parables Jesus told. Students should gain a firmer grasp of the underlying truth Jesus was communicating about the God’s kingdom and the role that we as Christians have in bringing that kingdom closer to reality here on earth. There is no Religion homework on Thursday evening, so that everyone can concentrate on the Social Studies. Friday, students will discuss some of the miracles that Jesus performed and suggest ways that ordinary people today can be miracle workers. Over the weekend, students are to complete the crossword on page 129.
Partisanship Emerges in America, and the Gloves Come Off
Over the weekend, everyone was to have read and outlined Section 3, “Political Parties Emerge.” Monday’s class will begin with students working in small groups to describe the good and bad points of political parties, based on the reading and on students’ knowledge of current events. We will share these ideas in class so that students can appreciate the complexity of this issue then, now, and for the future. Students will then address the specific concerns that separated Federalists from Democratic Republicans at the end of the 18th century. Everyone should see more clearly that some of the disagreements about the proper role of the national government, the correct interpretation of the Constitution and the role average people should play in shaping policy continue in the contemporary debate. Monday night, everyone should talk with their parents about Tuesday’s primary election in Virginian and discuss some of the issues that are important in this election. Students should come to class on Tuesday prepared to share ideas in a general manner.
Party politics exerted substantial influence over the elections in 1796, but personality quirks played their part as well. The result was the selection of Federalist John Adams for President and Democratic Republican Jefferson for Vice President. Their inability to work together led Jefferson to spend half his term away from Washington and ultimately induced Congress to amend the Constitution to prevent such an eventuality from reoccurring. While in office, Adams struggled British and French interference as war waged on in Europe. At home, Adams coped with criticism from several sides, which caused him to support harsh laws restricting free speech. Some Democratic Republicans like Jefferson strongly disliked these laws and drafted resolutions calling for states to assert their power to find national laws “unconstitutional.” In so doing, Jefferson unwittingly took the first step on the “states’ rights” path that ultimately led to secession in the next century.
Tuesday night, students should read and outline Section 4. Their ideas will begin class on Wednesday. Students will examine the key action in Adams’ single term in office to gain a clearer view of his strengths and weaknesses. Geography and demography continued to shape the new nation as it prepared for a new century. The class will examine U.S. Census data to understand population pressure more clearly. We will also review basic geography to strengthen key concepts that influenced decision makers at that time. Wednesday night, students should answer questions 16, 17, and 18 on page 296. Those responses will begin class on Thursday. Thereafter, students will review the main ideas from the entire chapter. That night, everyone should study diligently for Friday’s test. Over the weekend, students are to read and outline the first section of the next chapter, “The Age of Jefferson.”
The Week Ahead Monday February 4 – Friday February 8
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Important Events Tuesday February 5 Religion Quiz: Truth and Justice
Thursday February 7 Social Studies Quiz: Sections 1 & 2
Truth and Justice in the World Today
Last week, students explored the subtle realm of values with a focus on justice. As part of this, small groups created scenarios and presented them to the entire class to illustrate ideas about the relationship between truth and justice. Students also shared examples of serious injustice around the world to heighten awareness and to seek realistic ways of helping as students of St. James School. Monday’s class will begin with an exercise that examines gossip and shows the many way gossip causes damage. Afterward, students will answer the review questions on page 118. The class will discuss their responses to prepare for Tuesday’s quiz. That night, everyone is to re-read Chapter 15 and study. The quiz allows the students to show what they have learned and to see what aspects of the lesson need additional attention. That night, everyone should read the first three pages of the next chapter, “Jesus’ Kingdom of Love” and answer the questions on pages 120 and 121. Our discussion on Wednesday will explore the concept of Christian love and love in marriage.
That night, each student should talk with his or her parents about love and marriage, sharing and sacrifice. In class on Thursday, we will work in small groups to answer questions on a worksheet about saying no in situations involving potential sexual activity. The groups will share their insights with the class to increase everyone’s ability to cope with such situations when they arise. That night, students are to read and respond to the question on pages 122-124. The glorious gift of sex in marriage, which exists for procreation and marital fulfillment, is often distorted in the popular media. Friday’s class will begin with a discussion of those issues. Students will understand that physical urges are natural for all human beings and that as children of God, they can resist those urges with their spiritual and intellectual powers combined with the grace that comes from God. Over the weekend, students should reflect on these matters and write in their journals about how they can resist temptation and how they can help their friends resist it as well.
The Early Republic: Putting the House in Order
The midpoint of the school year has just passed and the middle of the Social Studies course is upon us as we begin Chapter 9, “Launching the New Government.” Translating theory into practice, paying bills, and protecting America from foreign predators posed daunting tasks for the first administration. The young country was fortunate to have a veteran leader in the form of George Washington at the helm during the country’s maiden voyage. His acceptance of the presidency was yet another example of his willingness to serve the American people with little prospect of personal gain and the real probability of disputes ahead, both inside the country and with other nations. Washington was not alone in accepting the burdens of public office; able men like Jefferson and Hamilton joined him to help the nascent government. Though these men agreed to work for Washington and their country, they agreed on little else, as events would show.
Washington began his first term with enormous good will and a short set of rules, known as the Constitution. He recruited able advisors and instituted the “Cabinet” system we know today, in which department heads meet regularly with the President to offer advice to and receive orders from the President. Monday’s class begins with a discussion of this system springing from the outlines students prepared over the weekend. Everyone should see that the President relies on his team for good ideas, spirited arguments, and faithful execution of decisions once they are taken. Like any couple starting out in marriage with debt from college or grad school, America had to put its finances in order. Students will learn the three steps that Hamilton successfully recommended to Washington on this matter and how Hamilton dealt with opposition to his ideas. Monday night, everyone is to complete both sides of the handout, to see more clearly the key concepts and actors involved in this dispute. As a result of Hamilton’s efforts to pay off America’s debt and to establish its credit internationally, Jefferson, who opposed some of Hamilton’s ideas, was able to borrow enough money to make the Louisiana Purchase from Napoleon. Prior to that time, however, events in Europe threatened to embroil Americans.
Washington devoted most of his eight years in office to establishing a stable, fiscally sound national government. He hoped that the broad expanse of the Atlantic Ocean would protect the country from European interference. That wish was not realized, as Britain hindered U.S. trade and shipping; while the French Revolution created new strains for America. Washington was uniquely qualified to advise his countrymen on this point, because he had begin public life as an officer in the British Army and thus was better positioned to comment on the motivations and predations of that empire. Despite calls from Americans to help Britain or France, Washington wisely steered the new nation on a neutral course. Tuesday night, students are to read and outline the short [three-page] second section, so that they are prepared to discuss these questions on Wednesday. Everyone should see clearly that each nation is connected to all others and that events in one part of the world have repercussions for people in other parts. The role of caring citizens and wise leaders in a republic is to strive to do the most good possible, while preserving the country’s core values and observing its priorities.
The quiz on Thursday will focus on Washington’s first term. Students will have an opportunity to demonstrate their knowledge about internal and external issues including the budget and the nexus of the French Revolution with the new government. That night, everyone should read and outline section 3, “Political Parties Emerge.” Friday’s class will begin with students working in small groups to describe the good and bad points of political parties, based on the reading and on students’ knowledge of current events. We will share these ideas in class so that students can appreciate the complexity of this issue then, now, and for the future. Over the weekend, the class is to read Section 4, another short one, and prepare an outline of the main ideas.
The Week Ahead Monday January 28 – Friday February 1
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Important Events Monday January 28 Religion Quiz: The Beatitudes
Thursday January 31 SS Chapter Review 3:15 pm – 4 pm
Friday February 1 Social Studies Chapter Test
Last Thursday’s field trip to Mt. Vernon allowed the students to visualize the world in which the Founding Fathers lived and worked. Monday’s class brings us back to our contemporary assessment of the government those men created 220 years ago. Over the weekend, everyone was to read and to outline Section 4, “State and Local Governments.” Students looked at this topic last week when they created their lists of laws that affect citizens and residents of Virginia aged 12-13. Laws affecting students’ behavior such as compulsory education, purchase of alcohol or tobacco, payment of sales taxes, and operating motor vehicles originate largely in the State legislature. Local governments also make rules and share responsibility for enforcing state laws. On Monday, students will share their outlines with the class. Students will then discuss the facets of direct democracy that most states employ: Bond issues, Recall, Referendum, and Constitutional Initiatives.
A republican system, one in which citizens govern themselves through elected representatives, relies on an informed, involved electorate. A government of limited powers also requires some participation by citizens. Monday night, everyone is to read and outline Section 5, “Rights and Responsibilities of Citizens.” On Tuesday, we will address the most important aspects of this two-sided concept. Students will understand how someone can become a naturalized citizen and what is expected of all citizens. Students will then work in small groups to compare the elements of “civic virtue” and the Cardinal Virtues recognized by the Catholic Church. That night, everyone should answer questions 11, 12, 16, and 18, from page 270 in their copybooks. Their responses will open the class conversation on Wednesday. Through this discussion, students will grasp more firmly the links between the Founder’s philosophy, the nation’s geography, and style governance created in the early days of our Republic. That night, each student is to re-read the first two sections of the chapter and write two questions about issues raised in those sections. We will use those questions to clarify matters and to solidify understanding about the Constitution.
Friday’s test will review the basic structures of our government, beginning with the Constitution as ratified in 1788, and continuing up to the responsibilities of today’s citizens. Over the weekend, students should read and outline Section 1 in Chapter 9, which focuses on George Washington, his administration, and the nascent country which he governed.
Embracing the Beatitudes
The language of the Beatitudes is at times old-fashioned and the message is somewhat obscure. Consequently, we have spent more time analyzing these invocations and drawing parallels to people who embodied these traits in recent history. The students’ reports about men and women like John F. Kennedy, Dorothea Day, and Gandhi illustrated the range of actions encompassed by the sermon Jesus gave on the mount 2,000 years ago. Over the weekend, everyone is to memorize the eight Beatitudes and study the Chapter to prepare for Monday’s quiz. That quiz will create an opportunity for students to apply their knowledge of the Beatitudes in different situations. Afterwards, the class will continue to work on the precept of humility in a cross-curriculum lesson that addresses a tricky element of grammar: the proper use and placement of “you, me, and I.”
Jesus asked his disciples to seek justice and to act justly, both in His famous Sermon mentioned above and on numerous occasions during His public ministry. As disciples of Christ today, we are called to the same mission. For homework on Monday, everyone is to read the first two pages of Chapter 15, Jesus’ Kingdom of Justice and Truth, and answer the questions on pages 112 and 113. Those responses will start Tuesday’s class, as we begin to explore the subtle realm of values. Through the discussion, students will understand that honesty is a broad concept which includes both words and actions. Tuesday night, everyone is to finish reading the Chapter and answer the questions on page 114. In class on Wednesday, students will start by working in small groups to analyze two of the ten questions on page 114, and to create scenarios that illustrate the ideas contained in those questions. After the groups share their ideas, the class will discuss examples of injustice in the world today. That night, each student is to discuss this subject with her or his parents and write down the situation discussed as well as a few suggestions for rectifying that situation.
Change begins with ideas, and Thursday’s class will provide a place for students to share their ideas about problems that require change. Some of the problems might be susceptible to improvement through action at the neighborhood or community level; others will require long-term national or even international programs. In either event, the exchange of these ideas should help students become more aware of their emerging role in the world as agents for change consistent with the admonitions of Christ. There is no Religion homework on Thursday so that students can devote more time to studying for Friday’s Social Studies chapter test. In class on Friday, we will continue our examination of real people who have embodied important traits such as honesty and justice. Students will work in groups to discuss selected historic figures and then present their character to the class, focusing on the actions that person took in life to bring God’s kingdom to earth. Over the weekend, each student should write in his/her journals about something s/he can do to improve an unjust situation in the community or state.
The Week Ahead Tuesday January 22 – Friday January 25
Key Dates: Thursday January 24 Mt. Vernon Field
Monday January 28 Religion Quiz - Chapter 14
The Beatitudes: Quiet Strength for Making a Better World
Last week’s lesson on the Corporal Works of Mercy reminded students of the practical ways that each person can help other people, especially those who are less fortunate. Participating in a food or clothing drive, welcoming a new student to school or encouraging a friend who is depressed are all positive actions encouraged by Christ. The Beatitudes are a little less pragmatic but equally valuable guidelines for Christians. Moreover, the beneficial results of pursuing one or more of the Beatitudes can reach far beyond a few people. One good example of this phenomenon is Rev. Martin Luther King, Jr.
The man whose life is recognized by Monday’s holiday pursued several long-term changes, even though he knew he was endangering his own safety. Mother Teresa of Calcutta behaved in a similar fashion, as she worked for and with people who suffered from a variety of illnesses, including serious communicable diseases. Over the long weekend, each student is to choose a famous person, who lived in the 20th century like Mother Teresa [but not her or Rev. King], and who exemplified one or more of the Beatitudes in her or his life. The students are to research that person and write a short expository essay, 200 –250 words. In their journals, students should write about how they can incorporate the beatitudes in their life. On Tuesday, everyone will share their research, so that the students broaden their knowledge of the ways people can work for change or otherwise embody the Beatitudes. That night, students will read and complete a worksheet that ties the Beatitudes to other passages in Scripture.
In completing this assignment and discussing it in class on Wednesday, everyone should gain a stronger grasp of the concepts which underlie the Beatitudes. During class, students will work in small groups to convey the messages of the Beatitudes through small skits. Wednesday evening, everyone should fill in a questionnaire that attempts to translate Christ’s recommendations into everyday actions. By working through this exercise and sharing their answers on Friday [after Thursday’s field trip, students will see more clearly how they can adopt behaviors and improve the world around them in small, but meaningful ways. Afterwards, everyone will answer the Review questions on page 110 and then discuss the answers to ensure they have a clear understanding of the subject. Over the weekend, students are to re-read the Chapter and review their worksheets to prepare for Monday’s quiz.
Government: A Necessary Evil to be Reined in with Checks and Balances
The new quarter starts with students focusing on the operation of government in today’s world, to connect the original Constitution to the current configuration – and occasional confrontation – of Legislative, Executive, and Judicial Branches. The Framers intentionally created a complex and time-consuming process for the national government to enact new laws. The drafters were guided by Locke’s theories of natural rights, enlightened self-interest, and social contract, which necessitated the surrender of some power by citizens to protect their liberty and property. Even before the cautionary example of the French Revolution appeared, the Founding Fathers did not want to take the country from monarchy to anarchy. In making their “social contract” via the Constitution, the Framers tried to give the government limited power, which the elected representatives would use slowly and carefully.
Among the devices embedded in the Constitution to slow the process down are a variety of “checks and balances.” Of the two, the former is the better known due to the notoriety associated with a Presidential Veto or Supreme Court ruling on a law’s constitutionality. Over the long weekend, students are reading and outlining Section 2 of Chapter 8, “How the Federal Government Works.” That lesson, and the students’ proximity to the nation’s capital should generate considerable interest about this topic for Tuesday’s class. The current government is gargantuan in size and it affects many aspects of our lives. Students should gain a deeper understanding of the importance of the separation of powers and the role of our national institutions such as the large Departments like Health and Human Services. Tuesday night, everyone should re-read the Section and complete the worksheet, which focuses on the key terms and concepts.
Wednesday’s class will pursue the idea of Constitutional checks and balances to help students gain a deeper understanding of the operation of the national government. Students will also discuss some of current debates about the proper role of the Supreme Court. Wednesday evening, students will work on a handout that describes the life of George Washington. Everyone should bring this completed handout with them on Thursday’s field trip to Mt. Vernon. The buses are scheduled to leave the school at 8:05 a.m. and return at 2:30 p.m. Normal drop off and pick up times apply for parents.
The field trip will allow students to see the life George Washington made for himself and to learn about the service he performed for his country. Thursday night, everyone should return to Chapter 8, read Section 3, and answer questions 3, 4, and 5 on page 261. Friday’s class will discuss the amendment process and focus on the Bill of Rights, especially the first provision. Over the weekend, students have no formal homework. Rather, students are to work with their parents to learn the name of the family’s representatives in Richmond and in the local government, to help prepare for Monday’s lesson.
The Week Ahead Monday January 14 – Thursday January 17
Key Dates: Tuesday January 15 Social Studies Chapter 7 Test
Wednesday January 16 Religion Quiz - Chapter 13
Life and Love: Distinguishing Christ’s Message from Pop Culture
Americans of all ages are inundated with ads, songs, and TV shows that manipulate the words “life” and “love” inappropriately. Our focus in religion last week and this week is to learn the ways that Christ used those words and then to differentiate that from the contemporary misuse. Over the weekend, each student was to find the lyrics of a popular song that contains the word “love,” copy those lyrics, and write 3-5 sentences explaining whether the use is consistent with Christ’s message. Monday’s class will begin with students sharing their thoughts with the class. This discussion will enable everyone to gain a greater insight into the true meaning of love and the false messages that pervade the airwaves. After this exchange about the theory of “loving one’s neighbor” the discussion turns to making this idea a reality in our lives.
The Corporal Works of Mercy are an extension of Christ’s command to love one’s neighbor as oneself. Everyone will read the Bible on this point [Matt 25: 31-46] and paraphrase the works of mercy in their copybooks. The students will then work in small groups to explore age-appropriate ways that students can do something for others, as an expression of God’s love for all his people. Monday night, there will be no Religion homework, so that everyone can dedicate their time to preparing for Tuesday’s Social Study’s test. In Religion class on Tuesday, students will share the ideas generated in their small groups about ways to help other people. Afterward, the class will complete the answers in the Review section on page 100. This exercise will prompt students to reflect on the ideas of this lesson and to put into words some of the ideas students have generated during their discussions about life and love as part of God’s plan. Everyone should study the Chapter on Tuesday evening to get ready for the quiz on Wednesday.
The quiz provides each student with an opportunity to demonstrate her or his knowledge of this key area of Christian teaching. The sanctity of life and the appropriate use of love among people are critical elements in the faith of maturing Catholics. Wednesday night, our attention turns to another important facet of Christ’s message: the Beatitudes. Everyone should read Matthew’s account of the Sermon on the Mount [Matt 5:3-10] and answer the questions on page 104. In class on Thursday, we will discuss this sermon and the underlying messages about quiet strength, mercy, and justice. Over the long weekend, students are to choose a famous person who lived in the 20th century like Mother Teresa [but not her], who exemplified one or more of the beatitudes in her or his life. The student is then to research that person and write a short expository essay [200 –250 words] about that person. In their journals, each student should write about how the student can incorporate the beatitudes in his or her life.
E Pluribus Unum: The Constitution is Ratified and a Nation is Born
Ratification was an essential element of the entire nation-building process. Based on their reading in Section 4 and the discussion in Monday’s class, students should understand that the method of ratification by state conventions provided the basis for subsequent assertions by the national government that its powers were derived from ‘The People’ and not just from ‘The States.’ Most of Monday’s class will be devoted to a review of the Chapter, in anticipation of the test on Tuesday. Students will see more clearly that a varied group of men, including farmers, merchants, slave holders, and lawyers, came to Philadelphia and negotiated a series of compromises to preserve their liberty and property while striving to protect their country from outside interference. Monday night, students should re-read their outlines and review the Chapter to prepare for Tuesday’s test.
The test will allow students to show that they have mastered the basic concepts and learned the key actions that enabled the leaders of 13 independent states to form a new, national government. There is no Social Studies homework on Tuesday evening, so that everyone has more time to focus on Religion. In class on Wednesday, students will brainstorm for the first portion of the class to create a list of laws that affect them, and then try to divide those laws into three categories: local, state, and federal. The class will discuss the differences between these three sources of laws and the operation of the Constitution in this context. That night, everyone should read Section One of Chapter 8 [pp. 248-251] and prepare a good outline. Thursday’s class will examine the key goals and principles of the Constitution. Over the long weekend, everyone should read and outline Section Two [pp. 252-257] which continues and amplifies the ideas presented in the previous section.
The Week Ahead Monday January 7 – Friday January 11
Key Dates: Monday January 7 Religion Quiz - Chapter 12
Tuesday January 8 Social Studies Quiz - Sections 1 and 2
Life: Our Most Precious Gift from God
Monday’s quiz encompasses the concept of God’s forgiveness together with the Sacraments of Reconciliation and the Anointing of the Sick. Students will be able to show what they know and to see what they need to study a little more regarding this core premise of the Catholic faith. After the quiz, the focus of the course shifts to another essential element of Christianity: the sanctity of human life. During this lesson, students will expand their understanding of life and will see it both as a single beam of precious light and as a rainbow of possibilities. The class will review God’s greatest commandment in this context and look for new ways to apply that commandment in their own lives and for the benefit of others. Monday evening, everyone is to read pages 96 and 97, then answer the questions on those two pages.
Tuesday’s class will begin with an exchange of the students’ responses, focusing on the idea of Christian love. The word, “love” is often misused in contemporary advertising and entertainment. Students will discuss ways the word is used and how it should be used. That night, each student should find an ad in the print media that contains the word “love,” cut out the ad, and write 3-4 sentences explaining whether the usage is consistent with Christian values. The individual presentations and class discussion on Wednesday will help students to see more clearly how some companies use words and images to promote products, thereby demeaning the ideas represented by those words or images. That night, everyone should read pages 98-99 and complete the questions their. Thursday’s class will involve a class comparison of the Old Testament rules, embodied in the Ten Commandments, with the New Testament guidance provided by Jesus. Students will read relevant sections of Matthew’s Gospel and compare Jesus’ teaching with the Law of Moses.
The Corporal Works of Mercy are an extension of Christ’s command to love one’s neighbor as oneself. Thursday evening, everyone should read the Bible on this point [Matt 25: 31-46] and paraphrase the works of mercy in their copybooks. We will share these in class on Friday and explore age-appropriate ways that students can do something for others, as an expression of God’s love for all his people. Over the weekend, each student should find the lyrics to a contemporary song that contains the word “love,” copy those lyrics, and write 3-5 sentences explaining whether the use is consistent with Christ’s message.
E Pluribus Unum: From a loose alliance to a new nation
The Colonists’ unexpected victory over Great Britain ushered in a period of transition for the leaders of the 13 newly-independent states. Each state wanted to guard its autonomy, yet the legislators were mindful of their fragility and vulnerability. The threat from Great Britain and Spain was ever present. At the same time, the inability of the Continental Congress to raise revenue through taxes or to regulate interstate commerce undermined the federal government’s power. A few visionary and altruistic Americans, including Benjamin Franklin and James Madison, urged their compatriots to forge a stronger union. Finally in May 1787, men from most of the states came to Philadelphia to improve their governing structures. The results of that remarkable summer continue to reverberate today, as the U.S. Constitution stands as the bedrock of our country and a model for others.
In class on Monday, students will share their answers to the Worksheet completed over the weekend. This discussion will enable everyone to see more clearly the key goals of the drafters, the main compromises and the basic governing structures created by the Constitution. That night, students should review their notes and re-read Sections 1 and 2 to prepare for Tuesday’s quiz. That quiz will provide an opportunity for students to demonstrate their grasp of the issues and to identify gaps in their knowledge. Tuesday night, everyone should read section 3 and prepare a good outline in their copybooks. Wednesday’s class will begin with a short review of our country’s political, economic, religious and cultural roots.
Students will work in small groups to flesh out these areas and then share their ideas with the rest of the class. The class will then explore the main sources the drafters used in designing the new government. Students will understand that the drafters tried to learn from previous successes and failures, a lesson that applies with equal strength today. Students will also see how the Founding Fathers sought to take theories and make them into rules. Wednesday evening, everyone should read and complete the assigned sections of a package that looks at the drafting and ratification process in a comprehensive manner. Students will share their answers and ideas on Thursday. During the discussion, everyone should begin to see that the drafting in Philadelphia took place in a larger context of state actions and a changing economy.
That night everyone is to read the fourth and final section of this Chapter and prepare an outline of the main ideas, actions and issues. Ratification was an essential element of the entire process and students will understand that ratification provided the basis for subsequent assertions by the national government that its powers were derived from ‘The People’ and not just from ‘The States.’ Over the weekend, students are to read Federalists Paper No. 10 and prepare a short analysis. Everyone is encouraged to discuss this passage with a parent. Monday will be a review day before the Chapter test on Tuesday January 15.
Happy New Year!
I want to wish all my students and their families all the best for 2008. I hope the new year brings continued blessings and increased learning for everyone, including me. 2008 will be a fantastic year for all of us.
Thank you for the nice gifts and cards I received before Christmas. Our family enjoyed the candy, cookies, and other treats, as well as the nonedible but also thoughtful presents. We are especially grateful for the generous class gift which you all made possible.
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Social Studies Chapter Test Wednesday December 19
Social Studies Chapter Test Review Tuesday December 18
Seven Years of Fighting + One Year of Talking = 13 Independent States
The unexpected success of the 13 colonies in their war for independence from Great Britain has inspired numerous books, poems, and myths. The truth lies hidden in the unknown acts of individual valor and the sacrifices made by many ordinary people combined with the leadership of the Founding Fathers and the assistance of our European Allies. To capture this mosaic of people and events, the students have focused on a few battles, certain leaders, and some important trends during the eights year that separated the “shot heard round the world” from the Treaty of Paris in which the States gained recognition and independence from Great Britain. The Chapter Test on Wednesday will provide an opportunity for each student to demonstrate her or his mastery of these facts and concepts.
Monday’s class will begin with an overview of the situation in 1775. That year began with the conflict between Colonial and British forces at Lexington and Concord, which signaled the colonists’ willingness and ability to fight. Matters progressed quickly both in Massachusetts and elsewhere in New England. The year ended with the British army encircled in Boston. The following year was critical in terms of political developments and military action. Students will see more clearly that the Revolution and the struggle for Independence required strong words and deeds. The class will then note the key battles, which marked turning points in the war, ending with the siege at Yorktown. Monday night, everyone should re-read section 5 to prepare for a practice quiz on Tuesday.
The class will start with the quiz; then the students will check their answers and discuss their reasoning. The class will then have an opportunity to ask questions about the entire chapter. There will be a review session after school from 3:15 to 4:00 p.m. in room 7-19. Everyone should study their notes and the textbook diligently Tuesday night for the test on Wednesday. There is no Social Studies homework Wednesday night, as Thursday and Friday are filled with Christmas celebrations. There is no formal homework over the Christmas break. Each student should talk with his or her parents about what it means to be an American. When we return, the discussion will begin with the early formation of the country.
Christmas: Time for Celebration and Reconciliation
Monday’s Religion class will resume with the students crafting their Christmas cards for the First Grade. These cards will be delivered during the week; other activities are also being planned. After the cards are finished, the students will divide into groups and read one of three Bible stories about forgiveness. Each group will summarize the story and explain the message for the other students. For homework, each student is to write a short “advice column” for a friend who has done something wrong and needs to tell his or her parents. The advice should combine both practical tips and reassurance about the parents’ love.
On Tuesday, students will share their advice with the class. Through this exercise, everyone should understand that parents’ unending love, like God’s love, assures us of forgiveness as long as we confess truthfully and remorsefully. There is no Religion homework on Tuesday evening, so that everyone can spend more time preparing for Wednesday’s Social Studies Test. In class on Wednesday, we will discuss Advent with its many symbols. The students will gain a better understanding of this sacred season by reading and discussing several related Bible passages.
SS Quiz Wednesday December 12: Sections 3 and 4
Religion Quiz Thursday December 13
Geography Bee - Thursday December 13
Miracles, Big and Small
Jesus performed miracles while on earth to demonstrate God’s power and mercy. Following Jesus’ example, all Christians are called to use their power to act with kindness toward others. For St. James’ students, these actions start in the family and then extend to classmates, teammates, neighbors, and friends. At times, a small act of kindness can make a big impact on someone. Over the weekend, each student was to look for ways to be kind and helpful. Occasionally, individuals risk their life or their fortune to assist other people. The Catholics who helped the Colonists during the Revolution are examples of the latter.
On Monday, the students will share their short reports about a Catholic who participated in the Revolution. Students will learn about some of the brave, selfless people who helped Americans to win their independence and gain the freedom to speak or pray as they wished. Monday evening, everyone should read page 84 and answer the questions. We will discuss those issues on Tuesday. Afterwards, the students will separate into groups of three to read more of the Miracle stories in the Gospel. Each group will describe the events and explain the meaning of the story. In this exercise, students will use the skills of textual analysis they are developing in their Language Arts class. Tuesday evening, the class will not have religion homework, so that students can devote that time to preparing for Wednesday’s Social Studies Quiz.
In class on Wednesday, everyone will review the Chapter and then answer the questions on page 86. We will discuss the answers in class, so that students develop a firmer grasp of the truths about God’s power and his nature. That evening, students are to re-read the Chapter and make sure they know the core Miracle stories set forth in Christ Our Life. The quiz on Thursday will allow students to show that they understand the importance of the Miracle stories. That night, everyone should read the first page of the next Chapter, [p.88] and answer the questions that follow. Those answers will launch the discussion on Friday. Students will see more clearly the centrality of compassion in life, as demonstrated by Jesus in His role as a healer.
“These are the times that try men’s souls”
These words of Thomas Paine captured the feelings of many American colonists in 1777, as they struggled to make the dreams embodied in the Declaration of Independence a reality. Victories for the Continental Army were few and far between. Fortunately, the embattled freedom fighters had both land and time on their side. Wearing down the British army while winning help from France and Spain was the long-term strategy of both the military and the political leaders. At times, a Colonial victory was followed by increased foreign aid, thereby boosting the American’s spirits and capabilities at the same time. The victory at Saratoga was one such event. Over the weekend, students were to play the part of a newspaper reports and writer a short account of that battle or the battle of Trenton [December 26, 1776 vs. the Hessians]. Reading those accounts will start Monday’s class as students voice the hopes of the colonials or the disappointments of the British.
Afterward, the focus shifts from the specific battles to general strategy and to the roles that women and Africans played during the war for independence. Monday evening, students are to read Section 4, “Fighting for Liberty on Many Fronts” and outline that section, using one of several techniques. In the discussion that follows on Tuesday, students will gain a broader understanding of the strains that the long struggle for independence put on everyone living in the Colonies. The class will also learn about the exceptional actions of a few men who shaped the course of events during the protracted war. The students will gain a firmer grasp on the core concept of Social Studies, which is that people make things happen. Tuesday evening, the students should complete a one-page handout on Section 4 and review Section 3 for a quiz on Wednesday. Scores on last week’s quiz were uniformly high, which could be evidence that the students’ outlining combined with targeted worksheets is a good learning strategy. There is no Social Studies homework on Wednesday, so that the students can dedicate more time to studying Religion.
Thursday is the Geography Bee and all students are attending to cheer on the class representatives. The addition of that event entails a reduction in the time available for Social Studies. There will be an overview of the fifth and final Section in this Chapter, “Winning the War in the South.” That night, everyone is to outline the Section and prepare for a good discussion on Friday. The students will see clearly how the Patriot’s victories were often the result of teamwork and courage, two traits that all students are encouraged to develop at St. James and over the rest of their lives. Over the weekend, everyone is to complete a one-page worksheet concerning Section 5, and answer question 20 on page 196. That question asks why the United States and Great Britain are such close allies today, despite having fought two wars against one another.
Social Studies Quiz Thursday December 6
“You Say You Want a Revolution”
The focus of the course shifts from words to deeds this week in Social Studies. The principal method of homework also changes from definitions to outlines. Students will see how the war of words between the Colonists and the Crown erupted into a fighting war in 1775. Personal initiative and individual courage are important themes as well as the need for complementary support and organized efforts to succeed in a prolonged endeavor. Among the cast of characters involved in this effort are John Adams, Thomas Jefferson, Thomas Paine, and Ethan Allen. Students should grasp the importance of the roles these men played in the early stages of the Revolution and should appreciate more fully the power that words can have in critical situations.
The weekend’s assignment – to outline the first section of Chapter Six – combined both the acquisition of new knowledge and the activation of dormant skills. The latter area involves the creation of outlines. Students used this technique extensively in sixth grade; therefore, this month’s re-familiarization should be relatively easy. Monday’s class will examine the early engagements, especially Fort Ticonderoga and Bunker Hill. Students will see how the initiative of Ethan Allen eventually helped the entire war effort. Likewise, students will understand how preparation and teamwork helped the men in Boston during their confrontation with British soldiers. Monday night, everyone should re-read Section one and complete the Review on the handout. Tuesday’s class will discuss those key points and then begin our examination of the decision to declare independence from Great Britain.
For homework on Tuesday, students are to read Section 2, “The Colonies Declare Independence” and outline that section, using the techniques discussed in class. In the discussion that follows on Wednesday, students should understand more fully that the formal “Declaration” followed a lengthy discussion among Colonial leaders in which they weighed the pros and cons of attempting to separate from Britain. The class will see the complementary roles that John Adams, Benjamin Franklin, and Thomas Jefferson played in those crucial meetings. Students will also see more clearly the purpose of the Declaration and the audiences for which it was intended. That night, everyone is to go through the section again and complete the guided reading on the worksheets. This exercise is designed to reinforce the main ideas and to strengthen the students’ ability to make outlines.
We will review both aspects of the lesson on Wednesday. The class will also examine the Declaration from the vantage point of our faith and the teachings of Jesus Christ. Students should be able to connect key parts of the Declaration to Christian doctrine. That night students are to study Sections One and Two in preparation for a quiz on Thursday. The quiz is designed to assess the students’ grasp of key ideas, persons, and events at the onset of the war. That night, students are to study the ups and downs of the war in the Middle States by reading Section 3 and making a good outline. In addition to understanding military strategy and appreciating old-fashioned luck, students will see the relationship between military action and diplomatic activity. Friday’s class will develop those themes, focusing on the surprise attack at Trenton and the support of the French. For homework over the weekend, students are to write a 150 – 200 word “newspaper” account of either the Battle of Saratoga or the Battle of Trenton.
As in Social Studies, the emphasis in Religion moves this week from words to deeds. Monday’s quiz on the Parables Jesus used to teach about God and his kingdom enables students to illustrate their understanding of the underlying truths these Parables contain. Monday evening, everyone should read Chapter 11, Signs Jesus Worked” and answer the questions on page 80. Tuesday’s class will begin with this introduction to our study of miracles. As with last week’s lesson on the Parables, students will learn not only the definition of a miracle, but also the truths that the miracles reveal. Students will see more clearly the identity and mission of Jesus. That night, everyone should re-read pages 81-83 and complete the statements on those pages.
On Wednesday, students will share their answers about the miracles. The class will see more clearly the power that Jesus exercised while he was here on earth, and understand that He retains that power now that he is united with God the Father in heaven. That evening, everyone should read page 84 and answer the questions there. Students will discuss the power of God to inspire ordinary people to perform extraordinary things during Thursday’s class. Students will then work in groups to identify people in the 20th century who have dedicated their lives to helping others. Students will share their characters with the class to help everyone learn how anyone can work miracles big or small with God’s help. At the end class, students will select the name of Catholic, who helped the Colonists during the Revolution.
Thursday evening, students are to locate one source about that person and write a 50 word description of the role the person played in the formation of the United States. The next day in class, students will share their information with the class so that everyone can learn more about the various men who were motivated to help the Colonists to achieve their freedom. Over the weekend, the students will locate a second source and write an additional 50 words about their subject. This project will culminate the following week in an expository essay of approximately 200 words.
The Week Ahead Religion and Social Studies
Highlights Social Studies Unit Test Prep - Wednesday November 28
Social Studies Unit Test - Thursday November 29
Thy Kingdom Come . . .
Our pre-Thanksgiving celebrations – both secular and sacred – competed with our lesson plans last week. Consequently, some recalibration is required to ensure that all three classes resume their study of the new unit, “Jesus Christ the Truth” at the same point. Our focus this week is on the Parables, short stories that teach us some truth about God and His kingdom. Monday’s class will start with a short review of Sunday’s liturgical theme, “Christ the King.” Students will look for ways to bring that kingdom closer to reality in their own lives. As a result of this discussion, everyone should see that he or she can act in small but tangible ways to improve the world as Jesus asked. The class will then turn its attention to the “Kingdom” Parables on page 74. Working in groups, students will analyze the parables and answer the questions presented. Monday night, each student should select one Parable and write the citation in their copybooks. Some students finished this step last week.
On Tuesday, students will make a simple pictorial representation of the Parable they selected during class. We will then read the four parables mentioned on page 75 and discuss the meaning of each. Tuesday night, everyone should read page 76 and answer the questions. We will discuss these real-world dilemmas in class on Wednesday. Students will first see that their attitudes shape their behavior. Second, students should understand that they have the power to change their attitudes and their actions, bringing them closer to the models presented by Jesus and Mary. There will be no Religion homework on Wednesday to give students more time to prepare for Thursday’s Chapter Test in Social Studies.
In class on Thursday, students will work to see how the lessons of the Parables apply to the modern world. The class will divide and discuss hypothetical contemporary problems, which parallel situations in the Parables. After working in small groups, students will share their thinking and their conclusions. That evening, everyone should complete the Review exercise on page 78 so that we can have a fruitful discussion on Friday and prepare for the Quiz on Monday. Over the weekend, student will be studying the chapter and writing in their Journals about God’s Kingdom and ways they are bringing that to reality at home, in school, and in their other activities.
Taxes and Trouble in the Colonies
Last Tuesday and Wednesday’s classes were abbreviated by the science presentation, Thanksgiving celebrations, and early dismissal. As noted above, these activities require a one-day recapitulation period, so that all seventh-grade students are moving forward together. The homework originally planned for the long weekend will shift to Monday night. Each student should interview a parent and make a list of the type of taxes the family has paid this year. Second, students should ask the parent or parents to identify one tax which is deemed fair or reasonable and one which is considered unfair. Finally, everyone must write a short paragraph relating why a certain tax is seen as fair or unfair. As we prepare for our Revolution, students will understand more fully that opinions vary concerning the fairness of various taxes, though there is general agreement about the need for taxes.
Monday’s class will begin with a short review of last week’s quiz. Students will see more clearly how actions and reactions by the king and the colonists set in motion a cycle of events that led to the Revolution. The discussion will help students to understand how the high degree of self-sufficiency in the colonies enabled people to conduct successful boycotts. There are lessons in this experience, which students can transfer to their future challenge in terms of attaining energy self-sufficiency, an idea the class will explore. Tuesday’s class will begin with students sharing their research regarding taxes paid by parents in the present. Students will gain a better understanding of the range of taxes paid, some reasons for these taxes, and some opinions regarding the fairness of these taxes. Students will then examine the course which protests followed in the colonies from petitions to boycotts to demonstrations to armed confrontations.
In this analysis, everyone will grasp more firmly the unique circumstances which emboldened the colonists; while the king, remaining convinced of Britain’s invincibility, refused to negotiate. Armed conflict is a last resort, necessary to defend life and liberty. Many colonists perceived a serious threat to their liberty from the king and prepared to defend themselves. Events came to a head on April 19, 1775 in the small towns of Lexington and Concord, Massachusetts. Looking back, it is useful for students to use that date as the onset of the war for independence. Tuesday night, everyone should finish the second handout so that they can see the sequence of events more clearly.
Wednesday will begin with an examination of the worksheet answers. A rapid review of this short Chapter will follow. Students should be able to identify the most important events of this period and their significance for the colonists. Among these events are the French and Indian War, the Treaty of 1763, the Stamp Act, and the conflict between Britain’s mercantilist and the Colonies’ free enterprise system. That evening, students should study their notes, maps, and the main ideas from the three sections in this chapter. Thursday’s test will enable students to show they understand the main ideas and know some of the major turning points on the road to revolution. Thursday night, students should read the excerpt from Thomas Paine’s Common Sense, on page 582, then answer the three questions that follow. We will discuss this pamphlet on Friday and then branch out to a broader look at the relationship of words to deeds in changing society.
Over the weekend, students will read and outline the first section of Chapter Six, “Fighting Begins in the North. We will learn strategies for outlining on Friday and then review this technique on Monday, together with the ideas in the chapter.
Highlights Wednesday November 21 Half Day
Thursday November 22 Thanksgiving
Taxes and Trouble in the Colonies
The British and colonial victory in the French and Indian War ended French support for their Indian allies, especially the Algonquin, the Ottawa, and the Huron. Cessation of France’s military support did not sever the Indians’ attachment to their native lands. In like manner, the Indians such as the Mohawks, who aligned themselves with the British, expected favorable treatment regarding their lands after the Treaty of Paris was signed in February 1763. Britain’s acquisition of the Northwest Territory bounded by the Mississippi and the Ohio Rivers brought not only fertile land but also Indian trouble for the British government. King George III and his advisors reacted to these problems with a series of measure that ultimately led to the War for Independence.
The long weekend provided students with time to read two sections in their textbook, “Turmoil over Taxation” and “From Protest to Revolution.” Monday’s class will start with an overview of the scene in North America as of February 10, 1763, when Britain, France, and Spain signed the Peace Treaty in Paris ending the Seven Years War. Selected students will share their answers to the review questions with the class to enable everyone to see more clearly the inevitable link between taxes, troops, and protest. The proclamation King George issued in October 1763 intended to halt hostilities between the Indians and the colonists also illustrated the changing role of the Crown regarding the colonists with the King seeking to assert more control over the colonists than ever before, despite the high degree of self sufficiency that most colonies and their inhabitants had attained. Monday night, students will re-read Section two and complete a guided reading questionnaire that will help everyone grasp the key ideas of taxation and representation more firmly.
Tuesday and Wednesday’s classes are abbreviated by the science presentation, the school mass and the early dismissal. Within these constraints, Tuesday’s class will examine the sequence of events taken by many colonists in response to the attempts by Parliament to impose new taxes. The discussion will help students to understand how the high degree of self-sufficiency in the colonies enabled people to conduct a successful boycott. There are lessons in this experience, which students can transfer to their future challenge in terms of energy self-sufficiency, an idea the class will explore. Tuesday night, students will complete a second worksheet designed to assist in their understanding of the escalation of conflict between the colonies and the Crown.
Over the Thanksgiving holidays, students have no homework involving their textbook or the Revolution. Rather, each student should interview a parent and make a list of the type of taxes the family has paid this year. Second, students should ask the parent or parents to identify one tax which is deemed fair or reasonable and one which is considered unfair. Finally, everyone must write a short paragraph relating why a certain tax is seen as fair or unfair. As we prepare for our Revolution, students will understand more fully that opinions vary concerning the fairness of various taxes, though there is general agreement about the need for taxes.
Truth and Justice
Monday’s class launches a new unit in Religion, “Jesus Christ the Truth.” Students will learn more about the messages in the Parables, the miracles of Jesus, and the mandate of Christ to love our neighbor as ourselves. Our study of truth will combine philosophy and theology to help everyone understand more completely the need to know God by knowing Jesus. All human beings can use their God-given intellect to understand the mysteries of the physical universe. At the same time, everyone is required to reflect on the spiritual dimension of life and on man’s role in creating God’s kingdom on earth. Over the weekend, students were expected to locate a quotation about “truth” and write a short reaction.
On Monday, everyone will share their quotes and thoughts with the class to broaden our understanding of this important concept. Afterward, we will begin our analysis of Parables. Many students are familiar with the writing form. Through their reading and study of parables, everyone will gain a sharper idea of the truths Jesus was trying to convey by His use of images that were familiar to the people of His time. Monday night, students should read pages 72 and 73, then answer the questions on page 73. Those answers will start the discussion on Tuesday. We will read and analyze more of the Parables identified in the Religion book during class. That night, each student should select one Parable and write the citation in their copybooks. On Wednesday, students will begin to make a simple pictorial representation of the Parable during class. We will finish these pictures in class on Monday after Thanksgiving.
Highlights Wednesday November 14 – Religion Unit Test
Knowing Jesus - Knowing Our Faith
The abbreviated schedule this week allows us to finish Unit One “Jesus the Way” on Wednesday with a comprehensive test. Monday’s class will enable students to demonstrate their knowledge of the first three sections, based on the homework assigned over the weekend. Each student will have an opportunity to answer questions about Jesus, his impact on the world, his humanness, and the source of this information in the four Gospels. Students will see more clearly that they are called to be closer to Jesus in spirit and more like him in action, especially in terms of helping others. Monday night, everyone should re-read sections 4, 5, and 6, and study the Review exercise for each of those sections. We will go over the main points of those sections on Tuesday.
Students will understand more fully the historical setting in which Jesus operated, aspects of his early life, and the multiple missions he undertook while on earth. That night, students should make sure they know the Apostles’ Creed and two of the other three prayers we learned in the first quarter. They should also study the final two sections of this Unit. Wednesday’s test will provide an opportunity for the students to demonstrate their knowledge of Jesus and the early dimensions of His life on Earth. Over the four-day break, everyone should write another page in their Journal. The theme is open. Students may choose to reflect on some things they have learned in Religion during the first quarter or things they would like to learn this year.
From Thirteen Colonies to One Country: 1745 - 1789
At the mid point of the 18th century, North America was a battleground for the three western European superpowers: France, Spain, and Great Britain. While these countries sparred, a new entity was emerging along the Atlantic coast. Fueled by immigration and strengthened by large, healthy families, the population of the 13 original colonies quietly grew from 250,000 in 1700 to 1.7 million people in 1760. The economy grew as well, causing the European leaders to pay more attention to the region. Conflict and war, death and taxes followed that attention, most significantly with the French and Indian War [aka “Seven Years’ War” in Europe]. This short Chapter takes the class through the military conflict and discusses the ensuing economic and diplomatic fallout.
Monday’s class begins with students sharing their work on Veterans’ Day. Over the weekend, everyone was to discuss Veterans’ Day with an adult and write about what this day means for that person. Though this day of remembrance technically dates from the First World War, in a certain sense, it goes back to the dawn of this country and the “shot heard round the world” that was fired at Lexington in 1775. Monday night, everyone must read the first section of Chapter Five, “Crisis in the Colonies” and answer questions 1, 2, 3, 4, and 5 on page 145. This section introduces the struggles for dominance in North America, which paved the way to our bid for independence and France’s support for that effort. Students will see the how conflicts between countries in one part of the world can effect people in other places.
Tuesday’s class will begin with responses from selected students to the assigned questions. Their answers will enable the class to discuss the key actors and the major issues at hand. There will be no Social Studies’ homework on Tuesday evening, so that everyone can devote more time to studying for the Religion test. On Wednesday, the students will work in small groups to quantify the demographic changes taking place in the Colonies. Students will see more clearly the magnitude of the population growth in the 13 colonies and will understand better the effect this had both on the war with the French and the war for independence.
Over the four-day break, everyone should read Sections 2 and 3, then answer questions 1, 2, 3, 4, and 5 on pages 153 and 160. This work will enable the class to grasp the economic and political concerns of the colonists as they struggled with new British restrictions.
The Week Ahead Monday November 5 – Friday November 9
Key Dates: Tuesday November 6 - Religion Quiz - Chapter 8
Thursday November 8 - Social Studies Review N.B. Parent’s Permission Required
Friday November 9 - Social Studies Chapter Test
Saints and Sacraments: The Body of Christ as its People
The students’ projects on a selected saint have been informative and insightful. Everyone has come to a deeper understanding of the wide variety of people who served God on earth through prayer, fasting, teaching, caring and other selfless actions. Students have also learned more about the Sacraments especially the three Sacraments of Initiation. The class is now better able to articulate the key symbols which the church employs for Baptism, First Eucharist and Confirmation. Our discussion about the Rite of Christian Initiation of Adults opened several other topics for the class. As a result of that discussion, students realized more fully some of the more complicated steps involved in joining the Church and becoming part of the Body of Christ.
On Monday, students will finish making their presentations on the saints. After that, the class will complete the Review on page 62. We will discuss the answers in class, so that students can strengthen their grasp on the core terms and key concepts. That night, everyone should study the Chapter to prepare for the quiz on Tuesday. The quiz will enable each student to demonstrate that he or she has mastered the important points concerning the Sacraments, with an emphasis in the Sacraments of Initiation. Tuesday night, the class begins its review of Unit One “Jesus Christ the Way.” This Unit focused on the life of Jesus, describing His words and deeds. For homework, the students will work in two groups to create clues for the crossword about Jesus located on page 64. Wednesday’s class will begin with the groups selecting the best clues and recording them for the rest of the class. These clues will be used later to review the Unit.
Wednesday night, students will finish writing their journal entries for the week. The focus of this week’s reflection is lessons we can learn from the example of Jesus, Mary, and the saints. On Thursday, the class will discuss what it means to be a witness in the sense of living one’s faith. Afterward, we will complete the review on page 65 and talk about the important concepts contained therein. That night, there is no Religion homework, so that everyone has more time to study for Friday’s Chapter Test in Social Studies. Over the weekend, students should read page 66 and answer the questions on that page.
Creating Thirteen Colonies
Colonies are collections of people with all the variety and complexity that entails. The early colonists also encountered differing climates and terrains, which shaped the way of life in those regions. On Monday, the class will look at the colonies in terms of their creators, crops, products, and governing structures. Working in groups, the students will fill a matrix describing these aspects of early development. After sharing their observations, the students will receive a brief lecture n the Enlightenment and the way this phenomenon shaped developments in the Colonies. That night, everyone should read the fifth and final Section, “Life in the Colonies” and answer review questions 1, 3, 4, and 5 on page 130. Tuesday, those answers will launch the class and provide the basis for a general discussion. That evening, students are to write two paragraphs describing a typical workday for a boy or girl of their age in the colony of their choice. The students should demonstrate knowledge of the way of life extant in that place by mentioning the crops, climate, and method of schooling. Some students will share their work with the class during Wednesday’s abbreviated meeting.
That night, everyone should re-read their class notes, focusing on the main ideas, and write three questions regarding the material covered thus far. These questions will be discussed in class on Thursday and then turned in for possible inclusion on Friday’s test. There will also be a general lecture on Thursday highlighting some of the key themes, persons, and developments of this Chapter. After school, students will have an opportunity to ask additional questions during the Chapter review session from 3:20 to 4:00. Everyone should study for the test. Students should be able to demonstrate their knowledge of the geography, economy, key persons and major events of the Colonial Era.
Over the weekend, every student is to conduct his or her own research project, focusing on the links between the present and the past. Each student is to write one paragraph about the origin of Veterans Day and then interview one older relative to find out what Veterans Day means to that person. After this interview, the student should write a second paragraph summarizing the interview. The results of this project will provide the basis for Monday’s discussion.
Highlights Wednesday October 31 - Social Studies Quiz
Thursday November 1 - Saint’s Project Due
Saints and Sacraments
This week sees the culmination of the students’ first long-term religion project: a 400- word paper or a combined paper and poster about a Saint. The final drafts submitted on Friday are generally clear and concise. I look forward to seeing the finished product and displaying them in the classroom. Each student will also speak to the class briefly on Wednesday or Thursday about his or her Saint. Through this, everyone will see more clearly that saints began their lives in a variety of stations from rich to poor. Their paths were different; yet they all heard God’s call to serve Him by serving others. As the students put the finishing touches on their projects, our class work remains on the Sacraments.
The Sacraments encompass most of life’s important events and in reaffirm our connection both to our faith and to our community. These ‘outward signs of inner grace’ include specific symbols, which convey meaning for us as the body of Christ. Through their study of the Sacraments, students will understand more fully the meaning of these symbols and the importance of these sacraments. On Monday, students will work in three groups to analyze the three sacraments of initiation. Each group will then inform the class about the symbology and rituals associated with that sacrament. Monday night students should read the rest of Chapter 8. In their copybooks, everyone should write the new vocabulary set forth on page 61 and then write a good definition after each word. Some of this vocabulary is archaic, so the class will analyze each word on Tuesday as part of our discussion about the Rite of Christian Initiation of Adults (RCIA).
Many students have an incomplete understanding of RCIA. Tuesday’s discussion will help them to learn more about this Rite and at the same time to gain a deeper understanding of the sacraments that most Catholics experience at a relatively young age. Tuesday night, everyone must finish their project. Wednesday and Thursday’s classes will be devoted to presentations by students for the class. On Friday, we will go through the Sacraments again and complete the Chapter Review on page 62. Friday marks the end of the first quarter so there will be no homework.
Populating the Thirteen Original Colonies
The story of the creation and development of the thirteen original colonies contains both interesting anecdotes and important lessons for today’s American students. The results of Friday’s pop quiz on the first section of this chapter were disheartening. We will review that material in class on Monday. Students are encouraged to avail of the test correction policy to get a firmer grasp on the material and to gain additional points. The quarter ends on Friday, November 2, capping the period of time for submitting test corrections for this period of the school year. Monday’s class will focus on the growth of the middle colonies and the increasing power of the English amidst the various streams of European immigrants. Students should be able to define the typical structure of these colonies and to describe differences between life there and in New England.
Monday night, everyone must read the third section of Chapter Four, “The Southern Colonies” and answer questions 1, 2, 3, 5, and 6 on page 119. This section completes our introduction to the original colonies. Students will see the different ways of life that developed in the South, especially in the tidewater regions where large-scale slavery took root. The seeds of secession were sown early in the country’s development, and students will see more clearly how decisions taken in one century carry through to the next and the next. Monday night, students will complete two handouts that will help them to compare salient features of life and to identity key people in the formation of the original colonies. Tuesday’s class will combine a short review of this period and a general discussion of these important persons and events. That night, everyone must study diligently for Wednesday’s quiz. That assessment will allow students to demonstrate their knowledge of the geography, personalities, and problems that characterized the creation of the original colonies.
There were a few developments along the Eastern side of the Atlantic Ocean which occurred in all the colonies. Among these were a high degree of self reliance and a belief in self government. Some differences among people also cut across colonial boundaries such as slavery, landownership and the absence of women’s rights. Wednesday night, students should read Section 4, “Roots of Self Government” then answer questions 1, 2, 3, 4, and 5 on page 123. Selected responses will serve as the springboard for Thursday’s class. Students will gain a better understanding of the relationship between economics and politics at this early stage in colonial development. Thursday night, each student should find one statement by a current candidate for President in which the candidate refers to an economic matter. We will discuss these on Friday in class in an effort to understand better the links between government and economics. To celebrate the end of the first quarter, there will be no homework over the weekend.
Highlights Tuesday October 23–Religion Quiz
Thursday October 25-Final Draft of Saint’s paper Due
Saints: Ordinary People Doing Extraordinary Things
Last week, the class analyzed the well-known aphorism, “Actions speak louder than words.” The context was the first century A.D. and the focus was on the Apostles and Mary. This weekend, every student was to ask a parent to identify someone who has been a good spiritual example for the student during his or her life. On Monday, we will share those names and discuss the historic meaning of “witness” as a person who personifies Christ’s teaching and demonstrates that belief through his or her actions. Students will come to understand better what is expected of them in terms of caring for one another and sharing their time and controlling their desires. Everyone is also expected to come to class on Monday with at least one hundred words written about the selected Saint. There will be a peer review of these drafts with the goal of identifying areas that need improvement or expansion. Finally, students will answer the Review questions on page 54, to prepare for Tuesday’s quiz. Monday evening, everyone should study the Chapter carefully to grasp more firmly the important ideas concerning discipleship, the Apostles and Mary as our model. The quiz on Tuesday will enable students to demonstrate their knowledge of these ideas and to identify possible gaps in their learning, which can be filled later this week. After the quiz, students will have time to work on their Saint project.
Tuesday night, students should obtain one more source for their research project and write at least 50 words, using that source as the basis. On Wednesday, all students will work on their papers and each student will discuss the work individually with the teacher. This exercise will help the students to see the writing process more fully and realize the steps necessary for producing a good product about an important subject like the Saints who have inspired Catholics for almost two millennia. Wednesday night the students must type a final draft, which they will submit on Thursday. Parents are encouraged to discuss this project with students and to offer suggestions as appropriate. The final paper is due on All Saints Day, November 1.
Thursday’s discussion will turn to the Sacraments, with a special focus on Baptism and Confirmation. Students will strengthen their grasp of the Seven Sacraments and learn more about the symbolism involved in these rites. Over the long weekend, everyone should read Chapter Eight and answer the questions on page 56.
Social Studies: Explaining the Present and Preparing for the Future
Friday’s Chapter Test on the Age of Discovery was demanding, and it is reassuring to see that many students did well on it. Before we leave the Americas, there are several important lessons for the students to learn in the Social Studies context. For example, last week the class learned the geo/cartographic reason why citizens of the United States typically refer to themselves as “Americans.” This week, we begin by looking at other current phenomena and searching for the roots in history. In class on Monday, students will work in pairs to populate blank maps of the Americas with country names and basic facts. We will then discuss countries and regions briefly to discern similarities and differences. Monday night, each student will be responsible for finding three facts about a certain country in the Western Hemisphere: literacy, life expectancy, and per capita GDP (or PPP). On Tuesday, students will display these statistics on the map so that the entire class can see and compare them. Through this analysis, students will understand more fully how systems established 300-400 years ago have an impact on the world today.
The focus shifts to North America and the Thirteen Original Colonies on Tuesday night. Everyone must read the first section of Chapter Four, “The New England Colonies,” and answer questions 1, 2, 3, and 5 on page 107. Students will see the tension between religious certainty and religious tolerance that prevailed in the 17th century. Relations between the English and the Indians also changed during this period, and students will understand better the dynamics that led up to the bloody war of 1675. Wednesday night, students will complete a worksheet that elicits additional details about the complex relations among the various groups in that era. The class will review their answers in class on Thursday and draw comparisons to groups that are debating issues in the current Presidential election campaign.
Over the long weekend, students are to read Section 2, then answer questions 1, 2, 5 and 6 on page 112.
Highlights Tuesday October 16 – Religion Quiz
Friday October 19 - Social Studies Chapter Test
The Era of Colonization in North America
The focus of attention in Social Studies shifts northward this week as we turn from the vast Spanish and Portuguese empires in South and Central America to the fledgling projects of the English, French and Dutch. Monday’s class begins where Friday’s ended, by assessing the colonization strategies of these later arrivals in the New World. Through their reading and worksheets, students will see some of the salient differences among these three countries and between them and the Iberians. Students will also see more clearly the impact of the religious schisms in Europe on developments in North America. On Monday night, students move into familiar territory as they read Section 4, “Building the Jamestown Colony.” While the material is old hat for most at St, James, everyone must answer questions 1, 2, 3, and 4 on page 91. On Tuesday, students’ responses will start the class. The class discussion will focus on the evolution of individual responsibility into representative government. This is a theme the students will pursue several times during the year, and it is good to analyze its roots in early America.
Tuesday night, we move to Plymouth, the next successful colony in English North America. Many of the families who braved the Atlantic in 1620 did so to escape religious persecution in Europe. By examining the Pilgrim’s earliest work, students will see both the aforementioned connection between individual responsibility and representative government and the creation of a sanctuary for people of varying religious beliefs. The settlement of Plymouth also benefited from cooperation between the English and the Indians, contrary to the contentious relationship that characterized relations in Virginia. Students will understand this better by reading Section 5, and answering questions 1, 2, 3, 4, and 5 on page 97. In class on Wednesday, selected students will write their answers on the board. All students will then work in groups to contrast the colonization efforts in Virginia and Plymouth. Wednesday evening, everyone will complete a Chapter Summary, using a handout, to enable students to make meaningful comparisons between the actions of the five European powers in the New World from 1492 to 1650.
The Ages of Exploration, Exploitation, and Colonization are full of colorful characters and noteworthy exploits. Thursday’s class will start with students offering their insights about the most important elements of the five countries’ activities. Afterward, there will be a general lecture to tie together some of the core themes with the principal actors. Thursday night, everyone should study hard for Friday’s Chapter Test. That test will allow students to demonstrate their grasp of the big ideas and important actions of this time period. There will be no Social Studies homework over the weekend, to give everyone a well-deserved rest.
Temptation, reflection, and rejection of sin are the themes students covered in their journals over the weekend. On Monday, students will work to share strategies and to improve techniques for resisting temptation. As the Bible shows, even Jesus was tempted; the key in life is to find the strength to avoid giving in to temptation. Through this exercise and the class discussion, students will acquire new strategies for coping with the multiple temptations that present themselves in the modern world. Also on Monday, students will complete the Section Review and correct their answers in class to gain a clearer understanding of Christ’s mission as priest, prophet, and king and to grasp more firmly the differences between sin and temptation. That evening, students should read through Chapter 6, and study their Review answers to prepare for Tuesday’s quiz. After the quiz on Tuesday, students will have time to work on their research paper concerning a Saint of the students’ own selection.
The students will draft a biographic paragraph about their Saint, using the information acquired to date. This long-term project will enable students to see that Saints came from every walk of life and yet still accomplished extraordinary things. Our work on the Saints leads us into the nest Section of the Religion Book, Chapter 7, “The Apostles, Mary, and other Followers.” In this section, students will see more clearly the varied backgrounds of the 12 Apostles, men who left their work to follow Jesus and then spread the Word of God around the known world. Students will also learn more about Mary and her example for us. Tuesday night, everyone should read the brief descriptions of the Twelve on pages 49-51. The class will discuss these men on Wednesday and learn more about the general requirements for discipleship to which all Christians are called by reading the Bible passages on page 48 and answering the questions.
On Thursday, half the students will represent the Apostles while the other half will ask questions so that the entire class gains a firmer hold on the identities of the men who formed the early church. Our focus shifts from the 13 Apostles to the one Mary on Thursday. Everyone should read page 52 in the workbook Thursday evening and answer the question from scripture. There is no Religion homework on Thursday evening, to allow students to spend more time studying for Friday's Chapter test in Social Studies. In Religion class on Friday, we will read about Mary in both Scripture and modern texts to see more clearly how she gave witness to her faith throughout her life. Over the weekend, each student is to speak with a parent about someone who has been a significant "witness" in that student's spiritual life. This can be a relative, friend, religious person or coach. After each student discusses this with his or her parent, the student is to write one paragraph about that special person. Through this work, students will understand that all people are examples for others and that a few people in the students’ life might even be a potential “saint.”
The Week Ahead October 9 - 12
Highlights Tuesday October 9 – Religion Quiz
Thursday October 11 - Social Studies Quiz
Friday October 12 – Religion: Submit Saint’s Name and DPOB
The Age of Exploration and the Age of Exploitation
Though this is a shortened school week, it is one that introduces the most sweeping changes in human history since 33 A.D. Coincidentally, the subject of this week’s Social Studies is the European exploration and colonization of the Western Hemisphere, which began on October 12, 1492. Our focus will be on the duality of major events in the course of history. Events like the linkage of Eurasia with the Americas are often a “mixed blessing” when viewed in their entirety and with the benefit of centuries of hindsight. Through this course of analysis, students will gain a better appreciation of the long term and the unintended consequences of individual actions.
The week begins with students sharing the results of their research on the second voyage of Christopher Columbus. What separates 1492 from 1493 and Columbus from Leif Ericson is the massive follow-up on the original discovery. Part of that follow-up resulted from the multiple motives of the hundreds of men who sailed west on that second voyage. Students will grasp more firmly the importance of individual actions in history as well as the impact of large-scale efforts on the course of events. During class, students will work in groups of four to quantify the immense phenomenon commonly called the Columbian Exchange. This long-term process acted on at least five levels from ideas to germs. In their group work and then by sharing their results, everyone will understand more fully the enormous scope of this exchange for all humanity, especially in the first two hundred years. Tuesday night, students must read Section 2 and answer questions 1, 2, 3, and 4 on page 80. On Wednesday, students’ responses will start the class. The spotlight will be on the actions of the Spanish government, the conquistadors and the Church during the rise of their mighty empire in the 16th century. Students will be able to describe more clearly the cause and effect of conquest that characterized this era. That night, everyone should study their notes, their project and their textbooks to prepare for a quiz on Thursday. That quiz will enable students to show that they understands the Columbian Exchange and the Spanish colonization of the Americas.
Thursday night, we shift our attention to North America. After the Spanish and Portuguese staked their claims in the New World, the rest of Europe followed. Students will see that this period of exploring the Americas was similar to the dot com phenomenon. Scores of men with various talents combined their efforts to obtain wealth, fame or both. Students must read about these ventures in Section 3 and answer questions 1, 3, 4, and 5 on page 86. Friday, we will begin by examining these terms and issues so that everyone gains a fuller understanding of the 16th century version of the “space race.” Students should also be able to explain why certain European countries gravitated to certain regions in North America. Over the weekend, everyone will answer the questions on the handout concerning the early exploration of North America.
The story of Jesus as true human begins with the Infancy Narratives of Matthew and Luke. These gospels trace the life of Jesus from Mary’s conversation with the Angel Gabriel to Jesus’ discussion with the elders in the Temple. On Tuesday, students will take a quiz to show that they grasp the significance of these passages and understand better the need for everyone to listen for God’s voice. Tuesday night, students should read the first two pages in Chapter 6 “The Mission of Christ.” During Wednesday’s class, we will discuss the varied roles that students have, even in 7th grade, and then examine the three principal roles that Jesus had while on earth: priest, prophet, and king. Students should be able to describe these three roles and understand the spiritual nature of Jesus’ kingdom
Jesus began his mission on earth with baptism. All four evangelists describe this encounter between Jesus and John the Baptist. Though their accounts vary slightly, the underlying message is the same. In class on Wednesday, students will read and compare the four gospels to gain a fuller picture of the baptism and its significance. After His Baptism, Jesus spent some time alone for prayer and reflection. During this time, the devil tempted Jesus in various ways. Wednesday evening, everyone should read pages 44 and 45 and write in their journals three or four sources of temptation. On Thursday, we will discuss temptation and develop strategies for resistance. Students will learn different ways to avoid trouble, to gain help and to help others. Students will also learn the critical difference between temptation and sin. Everyone should be able to describe this difference in a meaningful way.
Just as Jesus went away from his friends to spend time in prayer, so too, do we need time for quiet reflection. The modern world offers multiple distractions that compete for our attention. On Friday, we will discuss realistic ways of finding quiet time. Students should grasp more firmly the need to make time for prayer and reflection to obtain guidance in life. Over the weekend, everyone should write in their journal about personal temptations and ask Jesus for help.
Saint’s Project: In anticipation of All Saints’ Day, each student will research one saint and either write an essay or prepare a poster about that person. Students are to submit the full name, date and place of birth of their choice on Friday, October 12.
The Week Ahead: Monday October 1 - Friday October 5
Religion and Social Studies
Highlights: Social Studies Chapter Test Thursday October 4
Religion Quiz Tuesday October 9
The onset of October brings the fall season with its cooler weather, shorter days, and a reminder of our mortality. The month ends with hallows eve, the night before we honor All Saints. During this month, each student will complete a research project on one saint and produce a paper or a poster, based on certain guidelines. The project will enable students to become more familiar with the lives of the saints and to learn lessons for living in the modern world.
In class on Monday, the class will continue to read about the human side of Jesus, including his being part of a family with Mary and Joseph. We will read the Infancy Narratives in class and then discuss the texts as both historical documents [e.g. Luke 3:1-2] and the inspired word of God. Students will be able to see more clearly that the Evangelists were communicating with new believers on two levels, with the ultimate goal of convincing people that the baby born in a manger was in fact the Messiah. Monday night, everyone should re-read the Infancy Narratives and answer the questions on page 37. Tuesday’s class will start with a discussion of those questions, so that students grasp the deeper message of salvation as well as events in the world in which Jesus was born and raised. Tuesday night and Wednesday, everyone should read pages 38-39 to know more about the critical role that Mary once played in the life of Jesus as a true human and now plays in the life of Jesus as the Son of God. When classes resume on Thursday, we will review this section and discuss the nature of Mary’s commitment to God. Through our readings and discussions, students should become more aware of the need to listen for God’s call and to answer it, mindful that everyone is asked to make some sacrifices in life, though few are asked to make the sacrifices which Mary and Jesus made.
Thursday evening, the students will write in their journals a letter to Mary expressing empathy for the feelings she must have had when God asked her to be the mother of Jesus. Students will also describe some of the struggles they are facing and ask Mary for her help and her intercession with Jesus. On Friday, the class will discuss some of the key terms and concepts contained in this Chapter, to reinforce the students’ understanding. After that, students will complete the Review on Page 40. We will correct the effort in school so that everyone gains a firmer grasp on the important ideas presented in this Chapter. Over the long weekend, everyone should study this Review and complete a word search exercise [handout in class] to broaden his or her familiarity with the Infancy Narratives. The Chapter quiz will be waiting on Tuesday.
Social Studies: Europe in Fast Forward: Greece 5th c B.C. to Portugal 15th c A.D.
On Monday and Tuesday, we wrap up second chapter: “Before the First Global Age.” Over the weekend, students were to research one world religion and prepare a descriptive paragraph plus proper citation. We will use these reports to gain a better appreciation of the unifying and dividing forces religions have exerted throughout history. After students’ presentations, we will review the students’ knowledge base concerning broad political, economic and religious trends that shaped Europe from approximately 500 B.C to the 15th century. Through this discussion, students will activate prior learning, especially with regard to material covered last year. Monday night, students will read Section 4 and answer questions 1, 2, 3, and 4 (p.60) in their copybooks.
Selected students will write their responses on the board Tuesday morning, so that the entire class can discuss them and gain a better understanding of the ideas that originated in Greece and Rome, but then hibernated for a millennium during the Dark Ages. Students will briefly study feudalism to learn more about its strengths and weakness. Tuesday evening and Wednesday, everyone should study their notes carefully and review the chapter diligently to prepare for Thursday’s test. This test will enable students to show their mastery of broad ideas about pre-Columbian civilizations in the Americas as well as basic information about Europe before the first Global Age.
The material in this chapter sets the stage for students to learn more about the consequences of the greatest clash of civilization in the modern era, i.e. the arrival of Europeans in the Americas. Thursday night, everyone should read Section 1 of Chapter 3, “Era of Exploration” and answer questions 1, 2, and 3 on page 72. On Friday, we will begin a detailed discussion of the factors that enabled Columbus to make his historic journey as well as the unintended consequences of that journey. Students will see more clearly how complex events are the results of individual decisions taken by several people including the powerful and the powerless. Students will also gain a deeper understanding of the principle of “unintended consequences” and the need for careful deliberation in all decision making. The long Columbus Day weekend coincides perfectly with our study of his voyage. Students are to use this time to research the second voyage Columbus made and write two paragraphs about that voyage, with correct citation.
The Week Ahead: Monday September 24 – Friday September 28
Religion and Social Studies
Highlights: Photographs Monday September 24
Religion Quiz Monday September 24
Confessions Tuesday September 24
The guest appearance of Father Hanley in Friday’s Religion class provided a welcome opportunity to hear from someone steeped in the theology and the culture of the Catholic Church. We look forward to his regular visits. Fr. Hanley’s focus was on the sacrament of Confession, in part to prepare students for the monthly opportunity they will have to avail of that sacrament during the school year. Jesus came to redeem humanity, including sinners like St. Matthew, and to help us follow the right path. Confession is a critical part of His plan. The quiz scheduled for Friday will take place on Monday. This short assessment will enable students to demonstrate their mastery of this important subject: sacred Scripture as the guide for living properly on earth and achieving eternal life in heaven. Monday evening, everyone should read Chapter 4, “Jesus the Nazarene: The World Jesus Lived In.”
Tuesday’s class will look at the real world in which Jesus delivered His new message of salvation. Students will be able to articulate the major forces at work during this time in the Middle East, especially the tension between the occupying Roman force and the resident Israelites. That night, students should re-read the chapter and focus on the Jewish calendar, with its unique annual cycle of feast days. We will discuss that calendar on Wednesday and examine the intersection of our two faiths during Holy Week. The students will see more clearly the sequence of events that Jesus followed as a devout Jew and teacher in creating a new faith for both his followers and the rest of the world. Students will also learn more details about the life and times of Jesus from their scripture reading. This ongoing assignment should be completed by Thursday morning.
Wednesday evening, students should write in their copybooks the names of the various Jewish sects and the hierarchy of leaders during Jesus’ time. We will discuss these terms on Thursday, so that students can gain a deeper understanding of the conflicts which existed among the Israelites during that difficult period. Students will also answer the Review questions on page 34, then discuss those questions in class to gain a firmer grasp on the terms and ideas in this Chapter. That night, everyone should study the Chapter and their notes to reinforce their knowledge of the world in which Jesus lived. The Chapter quiz on Friday will enable each student to show that he or she knows the real cities and regions in which Jesus worked to spread the good news of salvation. Over the weekend, students should make time for quiet reflection and journal writing.
Social Studies: The Pre Columbian World: Life in the Americas
Over the weekend, students were to read the first section of the second chapter: “Before the First Global Age,” and answer questions 1, 3, and 4, on page 41. The material in this chapter will be somewhat familiar because the students covered this period of time in the sixth grade. On Monday, we will discuss the original peopling of the Americas and focus on some of the important achievements of the Pre-Colombian civilizations. Monday night, each student is to compare one of those civilizations with a civilization in Eurasia or Africa, using selected formats. These comparisons will enable the class to gain a broader understanding of the cultures that developed on the different continents, with the view of connecting those cultures in 1492. Tuesday’s class will group students based on common comparisons and allow those students to combine their work and present it, so that the rest of the class can benefit. Students should be able to see more clearly some common threads that run through the American civilizations which both characterize them and differentiate them from examples in Eurasia and Africa.
Tuesday night, students will read Section 2 and answer questions 1, 2, 3, and 4 (p.48) in their copybooks. On Wednesday, selected students will write their responses on the board, so that the entire class can discuss them and gain a better understanding of the main North American tribes. Through the reading and the class discourse, each student will learn the principle methods of adaptation and the primary influences on those tribes. Students will gain a better understanding of the ways of life that existed in North America before Columbus made his world-changing discovery. Wednesday night, each student must research one tribe and write a descriptive paragraph with the correct citation of sources using the format given on page 121 in the students’ Agenda. Students will share their work on Thursday so that the class can gain a broader appreciation of life on this continent during that time, before we move to Eurasia and Africa. That night, everyone must read Section 3 and answer questions 2, 3, and 4 on page 54.
The focus shifts to civilizations and human interaction in other parts of the world on Friday. The class will discuss these in broad terms, largely to help students recall what they learned in sixth grade. A second goal is to enable the students to gain a deeper understanding of the larger scale on which events in Eurasia were taking place, especially technological innovation. The exchange of ideas and technology across Eurasia and with Africa had tremendous consequences for the people who met in 1492. Over the weekend, students will study the distribution of several religions over the globe and trace their growth through history in a full paragraph with proper citation.
The Week Ahead: Monday September 17 – Friday September 21
Religion and Social Studies
Highlights: Social Studies Chapter Test Thursday, September 20
Religion Quiz Friday September 21
It is remarkable to think that we are already halfway through the first month of school. Time can pass by so quickly when we are involved in multiple activities. Awareness of this fact makes it all the more important to carve out some quiet time for God in our busy lives, as the students are dong with their journals. This week the class shifts its attention from thinking about Jesus as a friend to reading about Him. Over the course of the week, the students will become more familiar with the New Testament, its organization, and its purpose.
Monday’s class will start with an overview of the New Testament including an historical introduction. Students should understand the difference between a standard history book and the Bible, particularly the role that Divine inspiration played in the generation of the Bible. During class, everyone will study the organization of the New Testament to learn the general structure and the proper manner of citation to Bible verses. That night, students will complete a written homework assignment on a handout from school. Completing this assignment will give the students a firmer grasp on key vocabulary and enable them to see more clearly some of the subtle differences among the four evangelists. On Tuesday, we will discuss this worksheet before going to the N. T. text to learn more about Jesus. Students will take turns reading verses from the New Testament and sharing their ideas about the meaning of the verses and the message of the Man who stands at their center. Tuesday evening, students will begin a week-long project of reading 18 Gospel passages and gisting them in their copybooks. At the end of this process, each student will select his or her favorite passage, memorize it and tell the class about it.
Wednesday morning, the seventh grade students attend Mass. This occasion will enable the students to watch the priest carefully and to listen attentively to the Liturgy of the Word, so that we can begin our class by talking about this aspect of the Mass. Through this discussion, students will know better the combination of tradition and scripture that makes up the Christian faith. Afterwards, students will begin to share the first three Gospel passages read and summarized the night before. Wednesday evening, students should read through the Chapter three and write the definitions of the key words on page 25 in their copybooks. This will strengthen the students’ grasp of important terminology as we move forward during the year. In class on Thursday, students will answer the questions on page 26 and clarify the points made in this chapter. That evening, everyone should study for the quiz on Friday. The quiz will enable students to demonstrate their mastery of this important subject: sacred Scripture as the guide for living properly on earth and achieving eternal life in heaven. Over the weekend, students are to continue reading a few of the Bible passage describing Jesus, as outlined above.
Social Studies: Primary Sources in History and Some of the Other Social Sciences
This weekend’s project: interviewing an older relative and obtaining information about his or her seventh grade experience, allows each student to play the part of an historian. The project offers several lessons for students, and Monday’s class will allow the class to share their experiences. Through this project, students will gain a better appreciation of the work historians do in gathering information form multiple human sources, but also a keener understanding of the frailties inherent in “eye-witness” accounts. Monday evening, everyone must read the fourth and final section of this Chapter entitled, “Economics and Other Social Sciences.” Students should answer questions 1, 2, 3, and 5 (p.30) in their copybooks. On Tuesday, selected students will write their responses on the board, so that the entire class can discuss them and gain a better understanding of the key terms and concepts. Through the reading and the class discourse, each student will learn the strengths of the free enterprise system as well the concerns we have as Christians about those in need. Everyone should also increase their familiarity with certain social sciences including political science, anthropology, sociology, and psychology. That night, students are to answer questions 14 and 15 on page 32, and then take the pre-test online at PHSchool.com.
The class will discuss this pre-test on Wednesday as part of a full review of Chapter One. We will review the important contributions that geography, history, and economics play in our understanding of previous societies, especially with regard to human motivation. Wednesday evening, everyone should study diligently for the first chapter test. The test on Thursday will include definitions, short answers, multiple-choice questions, and map skills. Students should be able to demonstrate their mastery of the key terms and concepts. This assessment also enables the teacher to discern areas requiring additional attention, either for individuals or for the entire class. I
Thursday night, students should read the first section of the second chapter: Before the First Global Age, and answer questions 1, 3, and 4, on page 41. The material in this chapter will be somewhat familiar because the students covered this period of time in the sixth grade. On Friday, we will discuss the original peopling of the Americas and focus on some of the important achievements of the Pre-Colombian civilizations. Over the weekend, each student is to compare one of those civilizations with a civilization in Eurasia or Africa, using one of several formats. These comparisons will enable the class to gain a broader understanding of the cultures that developed on the different continents, with the view of connecting those cultures in 1492.
The Week Ahead Monday September 10 - Friday September 14
Highlights Religion Quiz Friday September 14
Social Studies Quiz Wednesday September 12
Jesus Lights Our Way
Monday’s class continues our examination of this Unit’s theme in which Jesus helps light our way in the world through his words and deeds. Students will read the Scripture passages and paragraphs they prepared for homework over the weekend. During the discussion, the class members will share their views and increase their awareness of the meaning of this key Christian metaphor. Monday evening, students begin reading Section 2, “Friendship with Jesus.” Everyone should answer the questions on pages 16 and 17 of the workbook. These responses will form the basis of our discussion on Tuesday. By defining the traits desired in a potential friend and then describing the relationship Jesus offers humankind, students will be able to see more clearly and to articulate more fully the benefit of deepening their friendship with Jesus. That evening, students should read the next two pages and answer the questions on page 18. Wednesday’s class will begin with a reading from John’s Gospel chapter 15: 12-17. Students will assess this passage to understand better the fact that true friendship always entails responsibilities and occasionally requires sacrifices. Wednesday night, students will write their first entries in a private journal, a part of their religion copybook, to record their thoughts, concerns, and communications with Jesus. On Thursday, the class will complete the Chapter Review on page 20 and discuss the important concepts contained therein. That night, everyone should study for the chapter Quiz on Friday. There will be no Religion homework over the weekend due to the substantial assignment in Social Studies.
Organizing Our World
Essential geographic terminology and the basic tools of historical analysis are the focus of this week’s Social Studies. On Monday, the class will look at the United States in terms of its regions and climates. That night, students are to examine the maps in the glossary (pp 620-625) so that they can contribute to the discussion on Tuesday about Virginia’s characteristics within the country as a whole. The class will also look at the various roles rivers and lakes played in the development of the United States. Tuesday evening, students should study for the quiz scheduled for Wednesday. Students should be able to demonstrate their knowledge of geography generally and Virginia specifically. After the quiz, the class will begin to examine the basic tools of historians. Wednesday night, everyone is read Section 3 and answer questions 1, 2 and 3 on page 25. Thursday’s class will focus on the uses, strengths and weaknesses of primary sources. Students will be able to distinguish between primary and secondary sources, and then assess the relative merits of primary sources. That night, students should study the importance of chronological analysis in the study of history. Friday’s class will review this subject so that students are able to articulate the proper uses of chronology and the primary pitfalls. Over the weekend, every student is to conduct his or her own historical research project, focusing on the use of primary sources. Each student is to interview his or her oldest living relative, who can be contacted during the weekend, ask that relative seven, predetermined questions about that person’s seventh grade experience and record their answers. The results of this project will provide the basis for Monday’s discussion.
The focal point of this week’s Religion classes is the third and final Unit Test. Students will demonstrate that they understand how Jesus Christ was and is the Life for the early church as well as for Christians today. In class on Tuesday, students will complete the Unit Review on Page 187. The discussion will help students see more clearly the progression of examples Jesus gave during his public ministry, from his first miracle at Cana to his Ascension with the promise of a second coming. Students should be able to discuss key aspects of the Sacraments, Vocations, and Virtues. Tuesday night, everyone must review the chapters in this unit, paying particular attention to the chapter reviews. Students will have the entire period on Wednesday to complete the test. That evening, students should complete the Personal Inventory on page 188. The students’ answers will provide the starting point for Thursday’s class, as the students develop a better appreciation for the importance of their personal decisions day in and day out. The students should be able to articulate ways that they can act to continue Jesus’ work of compassion and caring. That night, everyone should read back through their notebooks to locate the assignments which should be included in the end of year composite of student work. Friday’s class will enable the students to discuss their work and the understandings they have gained about Jesus’ call for prayer and action in life.
The war between the states was and, we pray, always will be America’s bloodiest conflict. Memorial Day is an appropriate moment to remember and to honor the sacrifices that thousands of men and women have made for their country since its birth 230 years ago. The Social Studies aspect of the Civil War focuses as much on the economic and political dimensions as the military aspects. Over the weekend, students were expected to review their notes and to write three questions about The War. These questions will provide opportunities for discussion after a short lecture about the interrelationship between economics, politics, and military matters. The students will be able to see more clearly the difficult decision Lincoln faced in late 1863 regarding a shift in Union tactics from limited military engagements to total warfare. Students will understand more fully the idea that every prolonged conflict creates winners and loser in both the short term and the long term. With regard to the political and military dimensions, students should be able to articulate some of the turning points in the war and some of the connections between the war and Lincoln’s re-election. Tuesday night, students should reread their notes and their worksheets to prepare for Wednesday’s quiz.
After the quiz, everyone should read the first section of Chapter 18 Reconstruction and the Changing South, then answer questions 1, 2, 3, 4, and 5 on page 519. On Thursday, there will be a short lecture about Reconstruction. Afterwards, the students will write their answers to the assigned questions on the board to start the class discussion. That night, students should read Section 2 and answer questions 1, 2, 3, 4, and 5 on page 524. On Friday, the class will discuss those questions and focus on the three Constitutional Amendments which passed during that era.
The week ahead Monday May 21 – Friday May 25
Highlights – Gettysburg Field Trip Tuesday May 22 7:15 AM Departure
Religion Quiz Wednesday May 23
Field Day Friday May 25
The end of the school year is fast approaching and with it comes the end-of-year celebrations such as the Band Concert on Monday and Field Day on Friday. When Tuesday’s Field Trip to Gettysburg is factored in to the equation, there are few hours left for instruction this week. In that time, the class has specific goals to accomplish in Religion and Social Studies.
Monday’s Religion class begins with the students sharing their answers to the Section 24 Review questions. This Section focuses on the vocations – both laic and clerical - open to all students and includes some liturgical language. Students will be able to describe the different functions of the bishops, priests, and deacons in the Catholic Church. Students will also gain a deeper understanding of the three major vows which most religious orders require, i.e. poverty, chastity and obedience. Students should also develop a stronger grasp of the promises a man and woman make in the Sacrament of Matrimony. Students should review this chapter and study for the quiz on Wednesday. That night, each student should read the next and last Section, pp 186-188, to prepare for the review on Thursday. In class on Thursday, students will discuss the messages that Jesus gave all humanity through His words and His life. Students should be able to see more clearly that Jesus calls each person to love and to serve others as He loved and served people during his time on Earth. Over the long weekend, students should review Chapters 23 and correct their quizzes for that Chapter. They should also listen carefully to the sermon on Sunday and write down two things they thought were interesting about the sermon. These observations will start the discussion on Tuesday before the class resumes the general review of this Unit to prepare for the Unit Test.
The Civil War has center stage this week in Social Studies. Gettysburg stands as the pivotal battle in that epic struggle between the Unionists and the States rights advocates. Over the weekend, each student was supposed to conduct a brief research project and learn two facts about one of the State units that fought at Gettysburg. Students will share their information on Monday and again on Tuesday on the way up to Gettysburg. Monday’s class will also provide an overview of the War. Students will see the opposing strategies more clearly and understand more deeply the need to maintain popular support and political will in conducting a prolonged conflict such as the one that engulfed the United States from 1861 to 1865. For homework on Monday night, students must read the handout on the battle of Gettysburg, so that they have a better understanding of the places they will visit on Tuesday. On Tuesday evening, students are to read Section 5, and answer questions 1, 2, 3, 4, 5, and 6 on page 510. Those answers will provide the starting point for Wednesday’s discussion. Students will understand more fully the critical role that Gettysburg played in the War. Students will also gain a broader awareness of the conflict’s scope. Wednesday evening, everyone should read Section 4, and answer questions 1, 2, 3, 4, and 5 on page 504. Those answers will provide the starting point for Thursday’s discussion. Over the long weekend, students should reread these two Sections and write three questions about the War Between the States. These questions will stimulate discussion on Tuesday after Memorial Day and help everyone prepare for the final quiz on Wednesday, May 30.
The week Ahead Monday May 14 – Friday May 18
Highlights: Religion Quiz on Tuesday
Social Studies Chapter Test on Friday
Gettysburg permission slips and chaperones due on Wednesday, May 16
The Formation of Christian Chastity: Making Good Choices with God’s Grace
Last week, the students learned more about the formation of the early Christian community and the role that they, as modern-day Christians, play in fostering that community. Over the weekend, students were to re-read Chapter 23 and prepare for the review on Monday. Students will complete the review on page 176 in class and then discuss the answers to strengthen their grasp of the key concepts. Monday evening, everyone should study the entire Chapter to prepare for Tuesday’s quiz. The quiz should confirm for the students their grasp of the material. After the quiz, the class will turn to the topic of Christian Chastity, pursuant to the diocesan directive. Parents have had and always will have the primary role in helping their children adjust to their young adult bodies and emotions. In class on Tuesday, the students will see clearly that God gave his children free will and guidelines for good behavior so that we could enjoy true and lasting happiness. Tuesday evening, students are to write out the Ten Commandments and then write two realistic ways they can keep each commandment or break each commandment.
On Wednesday, some students will share their ideas. The class will then look at vocations and learn how Christian chastity plays a role in strengthening each person’s vocation. That night, students should read Chapter 24, Walking with Jesus in a Vocation and answer the questions on page 178. Thursday’s class will open the students to seeing that the call to a vocation is a call to acting in a responsible caring way, while observing God’s Commandments and Jesus’ teachings. There will be no Religion homework on Thursday night, so that the students can spend more time studying for the Social Studies test. On Friday, the students will discuss the vocations of marriage and the religions life. Though their reading and discussion, the class will be able to see that in either walk of life, each person should act in concert with others for the benefit of a small group and the benefit of the entire community.
The causes of the Civil War are occupying the seventh grade students at this time. They are learning about the complex sequence of events and powerful personalities that shaped the course of American history and propelled the people to that cataclysmic conflict. The students are also seeing some of the same pressures that exist today in certain countries where civil wars are simmering. Friday’s class closed with a discussion of Uncle Tom’s Cabin and the effect that one book had on thousands of Americans on both sides of the border. This novel was partly responsible for the unexpected hostile reaction by many northerners to the Kansas-Nebraska Act. Monday’s class begins with the students responses to the Assessment questions for Section 3, which focuses on the Kansas-Nebraska Act. The students will be able to see more clearly the growing opposition among northerners to the institution of slavery and the desire to stop its expansion in the United States permanently. Students will also see the role the Supreme Court played in perpetuating the institution of slavery in the Dred Scott case followed by the sharp reaction among northerners. Monday night, everyone should read Section 4, answer the Assessment questions 1, 2, 3, 4, and 5 on page 476 and complete the worksheets.
On Tuesday, the class will begin with a short lecture about Abraham Lincoln. He was a complicated man, and the students should be able to separate myth from reality as the study his career. The students themselves will share their answers to the Assessment questions to start the discussion about Party politics in the 1850s. Students will be able to understand better the formation of parties and party platforms in the United States. Tuesday night, students should read the fifth and final section of Chapter 16, and answer Assessment questions 1, 2, 3, and 4, on page 481. Wednesday’s class will begin with these responses and then briefly re-trace U.S. history from the Revolution, through the Constitution and up to the Civil War. Students will be able to articulate some of the arguments made by each side in the debate over state’s rights. That night, students should reread the first three sections and study their notes. On Thursday, there will be a full review and a chance for students to ask questions about key issues. As always, there will be a Chapter review/ test preparation class after school. The test on Friday is designed to assess student’s knowledge of the main actors and key issues shaping events before the Civil War.
Week Ahead Monday May 7 - Friday May 11
Highlights: Field Trip to Gettysburg has Green Light for May 22
IF ten parents agree to chaperone
Social Studies Quiz Wednesday May 9
We are all Members of Christ’s Faith Community
Last week ended with the class’s analysis of the Pentecost as history and metaphor, creating a corps of Apostles 2000 years ago and continuing to inspire Christians today. Friday’s discussion focused on the Bible’s images of wind and fire. The students shared a variety of impressions and ideas flowing from these two Pentecostal powers. Monday’s class will follow the Apostles from their hiding place in the upper room to their new ministry around the known world. The students will see more clearly how the Apostles formed a faith-based community, which became the early Church. Each of those original Christians was called by the Spirit to live as a follower of Christ. The same is true for Christians in the modern world. Monday night, each student must write and email a paragraph to the school describing an instance when he or she did something that exemplified God’s greatest commandment and gave witness to Christ’s teaching. The goal of Tuesday’s class is for the students to see the many ways they can act to personify the message of Jesus. That evening, everyone should read the Bible passages cited on page 174, then answer the short questionnaire on that page.
On Wednesday, the students will share their answers and learn more about how the experience of the early Christians relates to the students’ lives. That evening, the students will complete a handout designed to increase their awareness about the activity of the Holy Spirit in the lives of the Apostles. The responses will form the core of Thursday’s class. Thursday night, each student must write a paragraph about his or her involvement on a team or group so that Friday the class can explore the need to maintain one’s Christian values even while competing or participating in a secular activity. Over the weekend, students should review the Chapter to ensure they are familiar with the main points. The Chapter quiz will take place on Tuesday.
Social Studies
Religion and Reform were two of the important impulses shaping Americans’ conduct in the first half of the 19th century, which the students discussed last week. A third element forming the American consciousness was literature, and this is the subject of Monday’s discussion. Over the weekend, each student was supposed to identify one 19th century poet or author, excerpt a piece of that person’s work, and then write a paragraph about the poet or author. The students’ work, their observations and reactions, will help the class to grasp more fully the emerging American artistic style with its mix of spirituality, fantasy, and realism. This discussion follows last week’s classes about the reform effort in America, which often combined religious fervor with idealism and a touch of practicality. Monday evening, all students should re-read Sections 1, 3, and 4 in Chapter 15 and go over the handouts to prepare for Tuesday’s review session. That night, everyone should study their notes from class and their answers to the Assessment questions to be ready for the extended quiz on Wednesday.
Wednesday night, everyone must read Section One “Slavery in the Territories” in Chapter 16 [pp 460-462] and answer questions 1, 2, 3, 4, and 5 on page 462. Thursday’s class will set the stage for the national debate about slavery. Students should be able to describe some of the main actors of the time and the flash points concerning this issue. That night, students should read the next section “The Compromise of 1850” and answer questions 1, 2, 3, 4, and 5 on page 466. On Friday, the students’ answers will start the discussion in class. The class will then make connections between the Compromise of 1850 and the Missouri Compromise. The students will be able to see more clearly the dogged determination of the southern “cottonocracy” to maintain the institution of slavery at all costs and to use the Senate as the mechanism for preserving slavery in the United States. Over the weekend, students are to research selected aspects of the novel, Uncle Tom’s Cabin and report about their work on Monday.
Week Ahead Monday April 30 - Friday May 4
Highlights: Religion Quiz Tuesday May 1
Social Studies Quiz Monday May 7
Social Justice is Christian Dogma: “Help the least of My people”
Last week, the students focused on Jesus’ message in the Gospel [Matthew 25: 31] that all Christians need to do things to help what Jesus called, “the least of my people.” This mandate is tied to God’s greatest commandment, “Love your neighbor as yourself.” Through their research about living standards in various countries, the students were able to see more clearly the range and depth of needs around the world. Monday’s class will begin with a review of the ideas students’ presented on Friday describing realistic ways students at St. James could help people in need. Afterwards, students will complete the Section Review on page 170 to ensure that everyone has a clear understanding of the key points covered in Section 22. Students should study the entire section Monday night to prepare for the quiz on Tuesday.
Tuesday evening, each student must select and read one Psalm, then write down some of the more meaningful lines together with a brief reaction to the Psalm. These reflections will form the basis of the class discussion during Wednesday’s abbreviated class and Thursday’s full session. The students’ work will also become part of the 2006-2007 class project. The goal of Thursday’s class is to reveal more about God’s love and plans for His people. The students should be able to share their views and reactions to God’s word to enrich their mutual understanding. Thursday evening, everyone should read the first section [pp. 172-173] of the next Chapter, “Jesus the Head of the Church” and answer the questions on page 173. During Friday’s class, the students will discuss the Pentecost and see more clearly the transformation brought about in the Apostles by that infusion of the Holy Spirit.
Social Studies
For the past two weeks, students have learned how the United States grew from a small, weak Atlantic coast country to a continental power in just 70 years – 1783-1853. During this time, students have also learned about some of the key people and major ideas that influenced the course of events over this period of time. The weekend homework asked each student to write down three of each: persons, events, and ideas, so that everyone can exchange their views on Monday. This discussion will enable students to see the variety of actors and ideas that shaped early U.S. history. The class will then distill the main ideas to a few that run through the entire period and arguably still have power in the country today. Monday night, everyone must read Section One “The Reforming Spirit” in Chapter 15 [pp 434-437] and answer questions 1, 2, 3, 5, and 6 on page 437. Tuesday’s class will enable students to see the unique mix of altruism, idealism, and practicality that characterized the American spirit in the 19th century.
Students should be able to describe some of the main reforms of this time and to discuss the impact of these reforms on the United States. Tuesday evening, students should read two of the primary sources at the back of the book, The Life and Times of Frederick Douglass [p. 599] and “The Declaration of Sentiments” on page 600. Wednesday’s class will discuss these two critical items in the context of the other reforms that were spreading across America. Wednesday afternoon and evening, students should read Section 3 [pp 444-447] and answer questions 1, 2, 3, 4, and 5 on page 447. Student’s answers will provide the basis for Thursday’s discussion about the early days of the Women’s Movement and its connections with abolition. That night, everyone must read Section 4 and answer questions 1, 2, 3, 5, and 6 on page 451. On Friday, students will learn about early American literature and the themes which Americans discussed as the country took shape. Over the weekend, each student will focus on one author or poet and prepare a short presentation about that person with an exemplary poem or paragraph to present to the class on Monday.
Week Ahead Monday April 23 - Friday April 27
Highlights: Terra Nova
Social Studies Test Friday April 27
Social Justice: “Love your neighbor as yourself”
The last week of April promises to be the most varied of any week in the entire school year. Monday began with a large dose of Mathematics testing as part of the annual Terra Nova process. Tuesday sees the end of the Terra Nova exams and a short school day to enable the teachers to meet en masse. Thursday brings the full dress rehearsal of Shakespeare’s “Midsummer’s Night’s Dream,” which the entire seventh grade will attend. Friday ends the week with a ‘normal” school day and a Social Studies chapter test. In the time available on Tuesday and Wednesday, students will deepen their understanding of Christ’s greatest commandment, “Love your neighbor as yourself,” and broaden their awareness of who is their neighbor. Monday and Tuesday evening, students are working in pairs to discover three key facts [literacy, life expectancy, and per capita GNP] about selected countries in Asia, Africa, and the Americas to share with the entire class on Wednesday. That day, students will see more clearly the variations in living standards among countries and increase their awareness of the needs of people around the world. Wednesday night, each student will complete a short handout designed to increase understanding of Christian justice and the role everyone can play regarding this matter. The goal on Thursday is that every student realizes he or she can play a meaningful role in improving the lives of other people on this earth. The discussion on Thursday will include an assessment of the recent horrific events at Virginia Tech and the need for Christian action to forestall future such occurrences. There is no Religion homework Thursday night to allow students to devote more time to preparing for Friday’s Social Studies test. On Friday, students will answer the questions on page 170 and then discuss their answers in class.
Social Studies
The individual actions of thousands of people in the 19th century created torrents and floods that reshaped the continent of North America. In the limited class time available this week, students will strengthen their grasp of the essential factors that impelled people across an ocean ands across a continent to make the United States the country it is today. Tuesday’s brief session provides an opportunity for students to draw inferences about life among the forty-niners from Bret Harte’s short story, Luck of Roaring Camp on page 597. That night, students should complete their quiz correction and must write two questions in their copybooks about the material covered in this Chapter. These questions will provide the starting point for Wednesday’s discussion. The best questions will also appear on Friday’s chapter test, which places a premium on taking good notes in class. Wednesday evening, each student should re-read the Chapter and answer the questions on page 404. Thursday’s class will consist largely of a standard lecture with time for questions. That night, everyone should study his or her notes and corrected quizzes to prepare for Friday’s test. That test is designed so that the students can demonstrate their understanding of the key persons, events, and forces that influenced America’s acquisition of land in North America during the first half of the 19th century.
Week Ahead Monday April 16 – Friday April 20
Highlights: Terra Nova
Terra Nova
Christ has died; Christ is risen; Christ will come again.
This simple, three-part declaration captures the essence of our faith and focuses us on the future. We celebrate the risen Lord; we thank Him for His sacrifice, and we renew our commitment to live better lives following His example. Monday’s class will provide an opportunity for students to reflect on this message, to understand the significance of the Resurrection, and to share their Easter liturgy experiences. For homework, students should write in their copybooks about eternal life, using their imaginations to create a scenario that combines their Catholic faith with the students’ own ideas. Students will share these scenarios on Tuesday and discuss the ideas that are generated. Afterward, each student will read the Bible passages listed on page 166, and then answer the questions on that page. The class will discuss these issues on Tuesday and Wednesday. There will be no Religion homework on Tuesday evening to enable the students to have adequate time to rest and relax before beginning the Terra Nova tests on Wednesday. On Wednesday and Thursday, students will come to see that the Risen Lord was present in many ways after Easter and that his message remains true for us today. In class on Wednesday, the students will read pages 167 and 168, then answer the questions on those pages. The examination of these points will continue on Thursday. That evening, students will work in pairs to discover three key facts [literacy, life expectancy, and per capita GNP] about selected countries in Asia, Africa, and the Americas to share with the entire class on Friday. That day, students will see more clearly the variations in living standards among countries and increase their awareness of the needs of people around the world. Over the weekend, each student will complete a short handout designed to increase understanding of Christian justice and the role everyone can play regarding this matter.
Social Studies
Co-existence, Conflict, Conquest or Compromise.
The constant westward flow of settlers, both single men and entire families, set in motion events that reshaped the demography of the entire western half of the continent in less than one century. Books, magazines, and newspapers influenced peoples’ thinking and made the idea of moving west seem more real. After the Native American tribes, the Spanish had the strongest claim to this territory, the oldest settlements and the most influence in the West at the onset of the 19th century. In this lesson, students will gain a clearer understanding of the forces and decisions that led to a shift from Spanish/ Mexican control and culture to English /American political dominance and cultural blending. On Monday, each student will present the required facts about two western states, as required in last week’s Internet assignment. These facts will enable the class to see more clearly the dramatic and varied growth of the western states. That night, everyone must read Section 3 California and the Southwest [pp 390-393], and answer questions 1-5 on page 393. Tuesday, selected students will write their responses on the board to launch a discussion of this topic, which has elements like bi-lingualism that remain relevant up to the present. That evening, students should read the next section, The Mexican War and answer questions 1, 2, 3, and 4 in the Assessment section on page 397. Wednesday’s class will focus on the causes of violent conflict in this context and analyze the outcome in economic, geographic and demographic terms so that students will grasp the complex mix that shapes the outcome of large-scale armed conflict.
Wednesday night, students should answer questions 5, 7, and 8 on page 397, to enable them to continue a constructive discussion on Thursday about alternatives to armed conflict. That evening, everyone should read Section 5, Americans Rush West and answer questions 1, 2, 3, 4, and 5 on page 402. Friday’s discussion will analyze how people interact with each other and their environment to shape their world. Students will see more clearly how individual actions affect change and how people gradually create institutions that perpetuate customs. These themes will return a week later, when students begin their analysis the events leading to the Civil War. Over the weekend, students should read the short excerpt from Bret Harte’s Luck of Roaring Camp on page 597, then write the vocabulary words in their copybooks and answer the questions at the bottom of the page.
The Week Ahead Monday April 2 - Thursday April 5
Highlights Religion Quiz on Tuesday
Social Studies Quiz on Wednesday
Holy Week is here and our thoughts turn to the epic story of Christ's crucifixion and resurrection. Monday's class revolves around the review of Chapter 21, "Jesus the Lamb of God: The Final Hours of Jesus." More students will share their prayers regarding the Passion. This experience is beneficial for the one student who reads and for the others who listen. The class will complete a worksheet that elaborates on the decisions that Jesus and others made in the hours leading up to his death. The students will also discuss their answers to the questions on page 164 in the workbook, which were to be completed over the weekend. Everyone must study Chapter 21 on Monday night to prepare for the quiz on Tuesday. After the quiz, the remaining students will read their prayers. Tuesday evening, students should read about the Easter Triduum in the workbook, so that there can be an informed discussion of the various elements on Wednesday. In addition to the class discussion on Wednesday, the students will also assemble and complete a prayer booklet that captures many of the Lenten messages. Thursday's shortened school day will consist of quiet reflection, completing the booklet and reading the Passion narratives. Homework over the Easter holidays is a mandate that every student reflect on the sacrifice Jesus made and rejoice for the many gifts they have received.
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SOCIAL STUDIES
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The class is moving west this week, following the footsteps of the brave men and women who risked everything to start a new life in the regions of the North America beyond the Mississippi River. Monday, students will write their answers to the questions in Section one of Chapter 13 "Westward Expansion." These answers will form the basis of a class discussion. The students will also work together to sharpen their knowledge of the west's geography, as the class prepares to explore the rest of the lower 48 States. Monday night, all students are to complete the handouts on Section one and two. Tuesday, selected students will share their answers from the handouts; while others write their reponses to the Assessment questions on page 389. Tuesday's class will focus on the early years of America's involvement in Mexico and assess the exciting story of the Alamo. That night, everyone should review the first two sections as well as the handouts to prepare for a quiz on Wednesday. Wednesday night, students should read Section three and answer questions 1, 2, 3, 4, and 5 on page 393. Over the Easter holidays, students do not need their textbooks, however, they do have a short research assignment. Each student is to pick two western states and use a reliable Internet source or reference book to learn several facts about those two states, including when the region became a U.S. possession, when the land became a U.S. territory, when the territory became a state and what the population was in 1820, 1850, 1900, and 2000.
Week Ahead Monday March 26 – Friday March 30
Highlight: Social Studies Test Friday March 30
Our study in Religion follows the final days of Jesus as he prepared to give Himself as the perfect sacrifice for all mankind. Monday’s class will complete the work begun last week on page 159. Students will give their answers to the questions, and the class can add to the discussion. That evening, everyone should read Luke’s rendition of the Passion. Tuesday, the class will study prayer and pray in a quiet, reflective manner as a way of preparing for Holy Week. Tuesday night, students should read Matthew’s passion narrative, so that the class can discuss his version with Luke’s. There will also be a handout to complete at home on Tuesday. Wednesday, the class will compare Matthew and Luke’s passion story. That night, students are to reflect on the Passion story, and write a prayer referring to the Passion and including the traditional elements as reviewed in class. Students will take turns reading their prayers in class on Thursday. That evening, they are to finish reading Chapter 21, so that class can discuss this material on Friday.
Social Studies returns from its detour in modern civics to the early nineteenth century. This week, the class will finish a short chapter – 14 pages, about one remarkable man – Andrew Jackson. After a weekend with no homework, Monday’s class will combine a quick recap of the nation’s history to date with a look at the major forces shaping the country in the nineteenth century. Monday night, students must read Section one and answer questions 1, 2, 3, 4 and 5 on page 364. The front row will write their answers on the board Tuesday, followed by a discussion of the main ideas. That evening, everyone should read Section 2, answer questions 1, 2, 3, 4, and 5 [368] and complete the guided reading handouts. Wednesday night, students are to read Section 3 and answer questions 1, 2, 3, 4, and 5 on page 374. Thursday’s class will follow the now-familiar pattern of written answers and open discussion. The standard test-review session will take place on Thursday from 3:15 to 4:00 p.m. There will be a Chapter test on Friday Over the weekend, students are to begin the nest chapter, reading Sections 1 and 2; then answering the first four Assessment questions for both sections.
The week ahead Monday March 19 – Friday March 23
Highlights Monday Religion Quiz
Friday Social Studies Chapter Test
Thursday After-school test preparation
Our study of the Mass last week was extremely worthwhile, especially the creation of a model Mass, for which all the students deserve recognition. The culmination of the regular class work is a quiz on Monday, covering the history of the Eucharist from Passover to the present. Monday evening, students should take some time to reflect on the Lenten experience, as they are passing the midpoint in this Lenten season. Each student should review the promises he or she made on Ash Wednesday and write down areas where there has been success as well as the places where there is room for improvement. This is a personal reflection, and should be done in a serious manner in the Religion copybook. On Tuesday, the class will discuss the concept of a Lenten “journey.” That evening, they are to complete the answers on page 194 by reading the requisite passages from the Bible and completing the statements. The students will share their answers on Wednesday before turning back to Chapter 21, Jesus the Lamb of God. Wednesday night, everyone should read pages 158 and page 159, then answer the questions based on the relevant Bible passages. Thursday’s abbreviated schedule will limit class discussion, and there is no Religion homework on Thursday, so that students can devote more time to studying for the History chapter test. The class will discuss the readings and messages in Chapter 21 more fully on Friday.
This week, Social Studies continues its survey of today's government with an examination of the roles of state and local government. Students will begin Monday’s class by writing their answers for the Section 4 Assessment questions on the board and by noting the names of the representatives in Richmond, as reported from the student's weekend research. Monday's discussion will shift to a short lecture about the changing roles of the national state and local governments from the ratification of the Constitution to the present. Monday evening, students should work with their parents to list all the ways any level of government affects the life of the various members in the family. On Tuesday, students will work in groups of four to combine these lists and then share them with the class.
It is likely that the students are unaware of the wide variety of ways governments affect people. This awareness should increase the students' sense of the importance of their role as citizens, which is the final section of this Chapter. Tuesday evening, everyone must read Section Five and answer questions 1, 2, 3, and 4 on page 268. Using the standard rotation, certain students will write their answers on the board so that the entire class can discuss these important issues. That evening, students should re-read sections 1, 2, and 3, paying particular attention to their worksheets and quiz answers. Thursday's shortened classes will be in lecture format with a handout to assist students in preparing for Friday's test. Thursday evening, students should study the Chapter Assessments and make use of the online service provided by Prentice Hall to get ready.
Week Ahead Monday March 12 – Friday March 16
Highlight: Social Studies Quiz Friday March 16
This week in Religion, students will learn more about the mystery and beauty of the Eucharist. Monday’s class begins with students sharing the results of their weekend research on the Jewish Feast of Passover. Jesus and His Apostles came to Jerusalem to celebrate that feast and He introduced the Eucharist to them during that meal. Monday evening, students should read pages 152 and 153 in the Workbook, then write a paragraph about a Mass that was important to them, providing the time, place, and reason why that Mass was significant. The class will review some of these remembrances on Tuesday before turning to a general discussion of events in our lives that can be made more special by adding a celebration of the Eucharist. Tuesday evening, students – working in pairs - are to study a designated part of the Eucharist and prepare a short presentation about the history and purpose of that section. These presentations will take place on Wednesday, after weekly Mass. Wednesday night, the same student pairs will prepare a segment for a model Eucharistic celebration, which the class will read through on Thursday. That evening, everyone should finish reading Chapter 20 and answer the questions on page 156. Over the weekend, the students should memorize the Profession of Faith [the Nicene-Constantinople Creed] and be prepared to recite it on Monday.
The next ten days of Social Studies consist of a look back and a look forward as students examine the operation of government from the ratification of the Constitution to the debate over the war powers. As the class studies Chapter 8, “Government, Citizenship, and the Constitution,” students should be pleasantly surprised by the range of knowledge they have already acquired this year. Monday’s class starts with students writing their answers on the board to the key Assessment questions from Section One, “Goals and Principles of the Constitution.” The discussion will focus on the basic principles upon which the U.S. system of government is based. Monday night, students are to research their national representatives, learning their names, parties, and positions on two important issues. Tuesday’s class will provide students an opportunity to exchange their answers, before the class turns to a general discussion of the federal government’s operation. Tuesday night, everyone is to read Section 2 and answer questions 1.c. 2, 3, 4, and 5 on page 257. The answers to these questions will launch Wednesday’s class. Wednesday evening, students should read Section 3 and answer questions 1, 2, and 3 on page 261 so that there can be a good discussion of the Amendment process and its use on Thursday. That night, everyone should review Sections 1, 2, and 3, for a quiz on Friday. Over the weekend, students will research certain aspects of their state and local government.
Highlights: Religion Quiz Tuesday, March 6
Social Studies Chapter Test Thursday March 8
The suffering and death of Jesus Christ remains at the center of this week’s lesson, as well as this season of Lent. The mysteries of human death and eternal life provided good sources of discussion on Friday that will continue on Monday. Students will also answer the review questions in class to prepare for Tuesday’s quiz. Monday evening, everyone should review the main ideas in Chapter 19. After the quiz on Tuesday, the class will begin one of the most important lessons of the entire year, “Jesus’ Gift to Us: The Eucharist” in Chapter 20.
This series of readings and discussions will enable students to see more clearly how Jesus continues to give Himself at the Eucharist. Tuesday evening, Students should read pages 152-153, then answer the questions on those pages. The students’ responses will begin the discussion on Wednesday and Thursday. There will be no Religion homework Wednesday night so that everyone can prepare for the Social Studies test on Thursday. Over the long weekend, students are to research the Jewish Feast of the Passover and prepare a short report [80-100 words] about that feast and its significance for Jesus and all subsequent Christians.
The Nation Grows and Prospers, though not without problems
This week, students continue to learn about the relationship between government programs, foreign policy and the economy. Over the weekend, everyone was to read Section 3, and answer questions 1-5 on page 346. Each student was also supposed to ascertain the details of one relative who immigrated to the United States, so that the class can gain a quick composite of the immigration streams that have shaped the demographic contours of this country. Monday’s class will elaborate on the issues of regionalism and economics that will play increasingly important roles in the decades preceding the Civil War. Monday evening, students should read Section 4: New Nations in the Americas
and answer questions 1.d, 2.b, 3, 4, and 5, in the Assessment section on page 350. Tuesday’s class will focus on these topics, then begin a review of the entire Chapter.
Tuesday night, students should review Sections 1 and 2, paying particular attention to the quiz they took on Friday, so that their understanding of those questions is clear. Wednesday’s class will consist of a general lecture and a short time for individual questions. Wednesday evening, students should study their notes, textbooks and maps diligently for Thursday’s test. Over the long weekend, everyone is to turn back to Chapter 8: Government, Citizenship and the Constitution (1787-Present) read Section one, [pp 246-251] and answer questions 1-5 on page 251. This Chapter repeats some lessons from an earlier section on Constitution, then carries those ideas forward.
The Week Ahead Monday February 26 - Friday March 2
Highlights: Religion quiz on Monday [postponed from Friday]
Social Studies test on Tuesday
The third quarter is passing swiftly. Students and parents should review their progress and make a plan for the remainder of the year. Students who received an interim report are to return it signed by Wednesday.
The Religion quiz scheduled for Friday, February 23, is set for Monday February 26. On Friday, the class was fortunate to have Fr. Hanley talk about the Sacrament and the saving grace of Confession. After the quiz, the focus of religion studies shifts to examine Christ's suffering in Chapter 19, "Jesus the Suffering Servant." Students will begin the Chapter in class on Monday, and then continue working in the book on Tuesday. There is no Religion homework on Monday night, so that students can spend more time studying for Tuesday's Social Studies chapter test. In school on Tuesday, the Religion class will discuss the Transfiguration of Jesus and its implications for us today. That evening, students are to finish drafting their personal prayers, following the outline established in class. On Wednesday, students will begin leading the class in prayer and examine the ways that joys and sorrows in life can strengthen faith. Wednesday evening, students are to use their Bibles to answer the questions on page 147, so that the class can discuss these passages on Thursday. After discussing these stories of Jesus’ suffering, the class will use the account of Lazarus to delve into the sensitive subject of death. For homework, students should read page 150 and answer the questions to prepare for discussion on Friday.
Social Studies starts the week with a full chapter review. Jefferson's policies, challenges, and decisions as President are the primary focus. Monday evening, students should study their notes diligently and review the Chapter 10 Assessment questions carefully. The Chapter test on Tuesday will follow the now-familiar format of short answers, map quiz, historical analysis and multiple choice. The teacher will be available in the classroom after school to help any students who seek assistance. Tuesday night, students should read the first section of Chapter 11, and answer questions 1, 2, and 3 on page 335. This chapter retraces events in the early years of the new republic with a focus on economic and social developments. On Wednesday, the students will write their responses on the board and brainstorm about socio-economic issues of today, in an effort to bridge the 200-year gap that separates the period in question from the present. Wednesday evening, students are to answer questions 5 and 6 on page 335 and complete the worksheets. Thursday’s class will discuss issues of social justice in the context of 19th century urbanization and employment. That night, students should read Section 2 and answer the first five questions in the Assessment on page 341. The responses will provide the basis for class discussion on Friday about the growth of the United States.
The Week Ahead Tuesday February 20 - Friday February 23
Religion Quiz This Friday February 23
Social Studies Quiz - Thursday February 22
Test - Next Tuesday February 27
Our Religion studies this week will continue with the first Chapter in Unit Three, “Jesus Christ the Life.” The students’ metaphors for life have been outstanding. Additional work is likely in this area to deepen awareness of the complexity and beauty of God’s great gift to all mankind: the gift of life. On Tuesday, students will finish their presentations to the class. Afterwards, the class will continue its focus on Matthew’s Gospel with the goal of discerning Christ’s message for us. We also discuss ideas for students’ conduct during Lent, with an emphasis on “giving to” as well as “giving up.” Tuesday evening, students will complete the second handout linked to this Chapter. The homework requires reading two New Testament passages from a list of ten, and then writing what the passages say about Christ’s friendships on earth. The class will pursue this theme on Wednesday. That evening, students are to finish reading chapter 18, Living Faith in Jesus, and answer the questions on pages 143 and 144. On Thursday, the students will discuss their answers and prepare for the quiz on Friday.
Formation of a New Nation
Work continues this week on Chapter 10, The Age of Jefferson after having been disrupted somewhat by last week’s snowy mix and icy cold. The results from this year’s first pop quiz were encouraging. The scores indicate that most students are reading the text carefully and paying attention in class. An important goal for this semester is improving the students’ at-home and in-school learning strategies. The seventh and eighth grade Social Studies teachers have discussed this and will continue to do so to facilitate the students’ transition from middle school to high school. Over the long Presidents’ Day weekend, students were to read Sections 3 and 4, then answer selected Assessment questions. Tuesday’s class will start with students writing their answers to the Section 3 questions on the board to launch a discussion of the “New Threats from Overseas” that challenged the United States under both Jefferson and Madison. Tuesday evening, students should complete the handout on these sections, which is designed to enhance their understanding and mastery of the material. Wednesday’s class will follow the same pattern as Tuesday’s, with students writing their answers to the questions from Section 4.
Wednesday night, the class should re-read sections 3 and 4 to prepare for a quiz on Thursday. After the quiz, the class will begin a discussion about the War of 1812. The Section of that same name is to be read Thursday evening. Students should answer questions 1, 2, and 5 on page 325. Over the weekend, students should re-read sections 1 and 2 to prepare for the review on Monday and the Test on Tuesday. As always, I will be available after school for any students who seek clarification or additional instruction.
Monday February 12 - Friday February 16
- Congratulations to all the seventh graders for their solid performance on the Unit Two test.
Unit Three “Jesus Christ the Life” will enable the class to learn more about the meaning of Christ’s life for the world as a whole and for each student as an individual Catholic. This unit will entail more time reading and reflecting on God’s inspired word, especially as it concerns Jesus’ life on earth portrayed in the New Testament. On Monday, every student will receive a letter primarily for the parents which provides an overview for the unit. The students will write their own “cover letter” stating some of their personal goals. Parents should read both letters Monday evening, discuss the contents with their student, and sign the student’s letter so that she or he can return it to the teacher on Tuesday for later use.
On Tuesday, the class will begin reading Chapter Eighteen and answering the questions in the workbook. That evening, students should read the entire chapter and write definitions for the “Words to Know” [page 142] in their copybooks. After discussing these words in class during Wednesday’s shortened class, students will brainstorm in groups about metaphors for life. That evening, each student should write a metaphor on life and prepare a short explanation for the class on Thursday. Later that day, students will conduct an individual ‘reading and reflecting’ exercise based on one of Matthew’s Gospels. Thursday evening, students should answer questions on the handout, then read the selected Bible passages and answer the questions as discussed in class. The students will discuss their answers on Friday. There will be another handout for the students to complete over the weekend.
The Age of Jefferson
For the next two weeks, the class will examine the life of Thomas Jefferson, a man whose vision and decisions shaped the United States as much as any President in our history. Students should read the first section on Monday evening, [pp 300 – 305] paying particular attention to the time line on the first two pages, then answer questions 1, 2, 3, 4, and 5 on page 305. Class discussion on Tuesday will begin with some student answers and move on to an examination of the Supreme Court’s conduct in the early 19th century. Tuesday night, students are to interview one parent and write down two or three ideas, issues or phrases that describe the role of and the problems faced by the High Court today. The short class time on Wednesday will limit discussion and require close attention.
Wednesday night, students must read Section Two, “The Louisiana Purchase” and answer questions 1, 2, 3, 4, and 5 on page 310. Student responses will start off what should a lively discussion on Thursday about a remarkable sequence of events that irreversibly altered both American and world history. That evening, students are to carry out 15 –30 minutes of additional research about the Lewis and Clark expedition and prepare a short [two-three minute] presentation describing some noteworthy feature of that endeavor for Friday’s class. Over the long Presidents’ Day weekend, all students are to read Section 3 and 4, [pp 312 – 319] then answer questions 1, 2, 3, and 4 on page 314 as well as questions 1, 3, and 4, on page 319.
Mant thanks to the parents who chaperoned the Seventh Grade field trip to Mt. Vernon. Ideally, there will a trip to Gettysburg in May.
Religion Test Friday February 9
Social Studies Test February 12
This week in Religion class, students will review the main lessons learned in Unit Two, “Jesus Christ the Truth.” Monday’s class starts with presentations by students of modern lyrics and a comparison of the song’s message with God’s plan. The class will also discuss the answers to the questions on page 128, which were to be completed over the weekend. Monday evening, students should re-read Sections 10 and 11, “Parables” and “Miracles,” to prepare for a discussion of those subjects on Tuesday. Tuesday night, the class is to re-read Sections 12, 13, and 14, so that students can discuss Jesus’ compassion and the Beatitudes on Wednesday. Students should complete the crossword puzzle on page 129, Wednesday night. The answers will provide the basis for discussion on Thursday. Everyone should review Unit Two Thursday evening to prepare for the test on Friday. On Monday, the class begins Unit Three, “Jesus Christ the Life.”
Formation of a New Nation
Friday’s exciting Spirit Day events pushed the scheduled quiz to Monday, giving students the entire weekend to study. After the quiz, the class will brainstorm in small groups about political parties in the United States. This will set the stage for the next Section, “Political Parties Emerge.” Monday evening, students are to read Section 3 [pp. 287-290] and answer questions 1, 2, and 3 on page 290. Students will write their answers on the board Tuesday and the class will examine some of these seminal divisions in American politics. That evening, students should answer questions 4, 5, and 6 on page 290. Wednesday’s shortened schedule will allow enough time to discuss those three questions. That night, students should read Section Four, which focuses on John Adams and his term in office, and answer questions 1, 2, 3, and 4 on page 294. Students’ answers on the blackboard will provide the springboard for Thursday’s class. That evening, everyone should re-read Sections 1 and 2 and answer the question: What was the relationship between foreign policy and the nation’s economy during Washington’s time in office? Over the weekend, students are to study the entire unit, including the online resources prepared by the publisher at PHShool.com, to prepare for a test on Monday. As always, I will be available after school this week for any students who seek clarification or additional instruction.
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Love according to God’s plan. The focus in Religion class continues this week on the subject of love, especially love in marriage. Students will build on the work they did last week: finding God’s inspired words in the Bible about “love” and comparing that with Madison Avenue’s misuse of the same term. On Tuesday, the class will read sections in the workbook, answer questions, and discuss the issues. Modesty, self-respect, self-control, and prayer are some of the tools to be considered and used by the students as they mature physically, mentally, emotionally and spiritually. Tuesday evening, students should answer the Review questions on page 126. The answers will provide launch points for discussion on Wednesday and a chance to prepare for the Quiz on Thursday. Thursday evening, students are to select a popular song that refers to love, put some of the lyrics on paper, and prepare a short presentation for class on Friday describing how the song portrays love and whether that portrayal is consistent with God’s message.
Building a New Nation
Monday’s field trip to Mt. Vernon allows the students to visualize the world in which the Founding Fathers lived and worked. Tuesday’s class will draw on the trip first, then move to the students’ answers to questions 1,2 and, 3 on page 282, which the students were assigned on Friday January 26. The United States experienced growing pains, like any family or business. How the people of that time reacted and the institutions they created are two topics for this week as we move on to Chapter Nine, “Launching the New Government.” Section 1 starts with Washington’s first inauguration. Financial problems weighed heavily on the new country, and the class will learn about the basic issues of banks, debt, and taxes. Tuesday night, students should interview a parent and make a list of all the taxes – by type, not amount – which that parent paid in 2006. These lists will provide the basis for the class discussion on Wednesday. That evening, students are to read Section 2 [pp. 284-286] and answer questions 1,2,4, and 5 on page 286. Students will write their answers on the board Thursday and the class will amplify some of these timeless debates. Thursday night, students should re-read Sections 1 and 2 to prepare for a quiz on Friday. Over the weekend, students are to read Section 3 and complete the worksheets.
Heartfelt thanks to all the seventh grade students and parents for their prayers, cards, and the beautiful fruit basket.
Field trip permission slips are due on Tuesday January 23, for the trip on January 29th to Mt. Vernon. In addition to four chaperones, there are some extra spaces on the buses for parents who would like to go with the seventh graders to this historic site.
Social Studies Chapter Seven Test on Friday, January 27
Religion class begins on Monday with the assembly of the group projects on Catholics who helped to shape the early United States. These posters will be on display at St. James as part of Catholic Schools’ Week. The role Catholics play in American political and cultural life has grown enormously since the early days of the Republic. Two clear examples are the presence of
five Catholics on the nation’s highest court and the position of another Catholic – Nancy Pelosi, Speaker of the House – as next in line after the Vice President to assume the Presidency in an extreme emergency.
Class discussion will focus on the sensitive, but important subject of loving in accord with Christ’s teaching. Parents may wish to peruse this chapter, “Jesus’ Kingdom of Love” and discuss it at home. In school, students will learn about love from Scripture and try to separate love from other feelings such as fads and fondness. Monday night, students are to locate a passage from the Bible that describes God’s love and copy that passage on to a piece of colored paper. The class will use these passages for discussion on Tuesday and then decorate the papers. Love and sex in marriage is the topic for Wednesday. Students will read sections in their
workbook, answer questions, and discuss these important issues. Modesty, self-respect, self-control, and prayer are some of the tools to be considered and used by the students as they mature physically, mentally, emotionally and spiritually. Thursday and Friday, students will participate in several exercises to distinguish real love according to God’s plan from the many types of love purveyed in modern media.
From Declaration to Revolution to Constitution
This week, Social Studies continues its focus on the U.S. Constitution. Historians attach various superlatives to this document, including ‘oldest written,’ ‘longest functioning,’ and ‘shortest.’ The seventh grade course introduces the Constitution’s basic structure and principles as well as the ideas which motivated the drafters. On Monday, students will write and discuss their answers to the assigned questions on page 214. In response to the students’ surveys from Friday, there will be a video and a game as part of this week’s study. Tuesday will dig deeper Tuesday night, students should Section Four “Ratification and the Bill of Rights” pp. 215-218 and answer questions 1, 2, 3, 4, and 5 on page 218. Answers to these questions will form the core of Wednesday’s discussion. Wednesday evening, students should review Sections One and Two [pp. 200-210] and write two questions relating to that material. Thursday’s class will begin with a discussion of those questions, followed by a lecture on the Constitution. That evening,
students are to study Sections Three and Four [pp. 211-218] to prepare for the Chapter test on Friday. As always, students are urged to discuss these subjects with par4ents and to use the online resources at www.PHSchool.com. The code for this Chapter is mfa-0704.
Week Ahead: Tuesday Jan 16 - Thursday Jan 18
Short and Significant.
Highlights: Religion Quiz Tuesday
Social Studies Quiz Thursday
January 19th is not only the end of the second quarter; it is also the end of the Semester. The half-way point in a school year is like half time in a game: a pause to assess one’s performance, to figure out which strategies are working, and to decide what changes need to be made.
Religion class starts the week with a Chapter quiz examining “Jesus’ Kingdom of Justice and Truth.” After the quiz, there will be two more mock trials to demonstrate the need for individuals to use their heads, hearts, and consciences in determining what is Just in a given situation. Tuesday evening, students begin a research project that ties together the Catholic Faith, the Declaration of Independence, and the Constitution. For homework, each student should identify and write one paragraph about a Catholic man or woman who played a significant role in the early formation of the United States. There will be a broad discussion about these characters in class on Wednesday. Students will then work in small groups over the long weekend to create an informative poster about their subject. These posters will be on display at St. James for Catholic Schools Week.
This weekend's homework assignment in Social Studies: correct all 2nd quarter tests and turn them in on Tuesday January 16, should result in a mountain of paper on my desk. I welcome this, as the course builds on knowledge over the entire year. The class will dig deeper into the debate at the Constitutional Convention and examine the compromises made there more carefully. Tuesday evening, students will learn key vocabulary, analyze a primary source, and answer a few questions designed to contrast the Articles of Confederation with the Constitution. Those subjects will fill the class on Wednesday. That evening, students should study their class notes together with their original answers to prepare for a quiz on Thursday covering Sections One and Two [pp.200-210]. Over the long weekend, students should read Section Three [pp. 211-214] and answer questions 1, 2, 3, and 5 on page 214.
The Week Ahead: Monday January 8 – Friday January 12
Highlights: Social Studies Chapter Test on Wednesday
Test Preparation and Test Correction:
After School Tuesday and Thursday
3:20 – 3:50 Room 7-16
Religion takes us into the timely and timeless area of Social Justice, an issue about which the Catholic Church has been a leader since Jesus walked the earth with his disciples. The topic this week is “Jesus’ Kingdom of Justice and Truth.” Students will connect the prohibitions of the Ten Commandments with the admonitions of the Eight Beatitudes to devise some real-world strategies for themselves. Following discussion on Monday, students will each write a list of 10 to 12 things of importance and then rank order them. These lists will be the starting point for Tuesday’s class. There is no Religion homework on Tuesday, so that the students can devote more time preparing for the Social Studies test. Wednesday’s class discussion will focus on the critical importance of using the right words and choosing to tell the truth. Wednesday evening, students are to research and write the Seven Deadly sins, so that there can be a good discussion about them on Thursday to show how each damages the relationships between people, contrary to God’s plan. Thursday night, students should create a scenario for a simple criminal trial so that on Friday the class can use some in an examination of the relationship between the American legal system – with its focus on Truth and Justice – and Jesus’ Salvation message.
Social Studies: “These are the times that try men’s souls”
Victory is near, but so is the test for Chapter Six. Discussion on Monday will take the Patriots up to their unexpected win over the British and the Treaty of Paris. Monday night, students are to review Sections 1, 2, and 3; then answer questions 11, 12, 13, and 17 on page 196. The class will discuss these issues briefly on Tuesday before a comprehensive lecture on the period. That night, students should study hard for the Chapter test, which will occupy the entire period on Wednesday. Students will move on to Section One of Chapter Seven Wednesday evening. After reading the section, they should answer questions one and two on page 204. On Thursday, the class will examine the weaknesses of the Confederation that existed during the War as well as the pressures for westward expansion. That evening, students should read Section Two and answer questions one, two, three, and four on page 210.
The Week Ahead 3 - 5 January 2007
Welcome Back to School
Best Wishes for a Peaceful and Joyful New Year
Important Administrative Matters
• Heartfelt thanks again to the parents who organized the party and to the families that sent special Christmas greetings. You have made a newcomer feel welcome.
• The end of the First Semester is fast approaching. Some students have submitted test corrections for the earlier exams, but the majority of students have not. Learning is incremental and cumulative. I urge parents and students to avail of the Social Studies test correction policy before the grade book is closed for the semester.
Religion will begin with students’ recitations of the Act of Love and Act of Hope, as assigned before Christmas. Afterwards, we will resume our study of the Beatitudes. These profound messages from Jesus have as much significance for us today as they did for the people who listened to our Savior 2,000 years ago. Wednesday evening, students should search for examples of people who exemplify one or more Beatitude then write one paragraph about a person who is a model of Beatitude. Students will read those paragraphs in class on Thursday and discuss modern applications of this ancient message. Thursday evening, students should study the Chapter and answer the Review Questions on page 110. We will discuss the answers in class on Friday and then have the standard Quiz. Next week, we will venture into the fruitful realm of social justice, when we examine Jesus’ message in Chapter 15, “Jesus’ Kingdom of Justice and Truth.”
The Revolution is at hand or as Thomas Paine said, “Tis time to part.” Class begins Wednesday with students writing answers to the assigned questions from Sections Two and Three of Chapter 6 [pages 176 and 185.] We will discuss the Declaration of Independence and the war effort in the Middle Colonies on Wednesday. Wednesday evening, students are to answer question 5 on page 176 and questions 3, 4, and 5 on page 185. Students’ answers will provide the basis for the discussion on Thursday. Our study moves on to Section Four Thursday evening, and students should answer questions 1, 2, 3, and 4 on page 189. War, women and slaves will be the main topics on Friday. Over the weekend, students are to read Section Five and answer questions 1 and 2 on page 195. We will discuss that Section on Monday and review the entire Chapter on Tuesday, so that the students are ready to take a comprehensive chapter test on Wednesday, January 10, 2007.
The Week Ahead: Monday December 18 – Friday December 22
Highlights: Religion Quiz on Tuesday
Social Studies Quiz on Thursday
Christmas Party on Friday
It is amazing to consider that this is the final week of school for the year. When we say our good byes on Friday after the seventh grade party, the next class will have a 2007 on the date. Thank you to all the parents who are working with Mrs. Conrad and Mrs. Bell to organize the event for Friday. The students are excited and eagerly awaiting the day.
Our next Religion lesson will provide an interesting angle on the arrival of Jesus and His new message. First though, the students will review Chapter 13 in class on Monday and discuss the Acts of Mercy. Monday evening they should study the Chapter to prepare for the Quiz on Tuesday. After the Quiz, we will return to the Acts of Mercy and carry out a small project working in pairs. Tuesday evening, students will read Chapter 14 and complete the answers on page 104. The class will discuss the Beatitudes on Wednesday, try to look beneath the surface meaning, and search for examples of people who exemplify one or more of the Beatitudes. Wednesday evening, students are to write a paragraph about a person who is a model of the Beatitudes, and then read those paragraphs in class on Thursday. Friday is set aside for a celebratory, non-scholastic event.
Social Studies: “Talkin ‘bout a revolution”
Our months of preparation culminate this week with Chapter 6, “The American Revolution.” This brings to the present tense our study about the creation of a new country from a motley collection of colonies. Due to time constraints this week, the class will only have time to study one Section, “Fighting Begins in the North.” On Monday, the students will start by writing down what they already know about the Revolution, what they need to know, and how that can be accomplished. Students will then write on the black board their answers to the Assessment questions, which were completed over the weekend, so that the entire class can gain a better understanding of the key terms, persons and events.
Monday night, students are to answer questions 4 and 5 on page 171. The class will discuss these issues on Tuesday and begin a worksheet. Students should finish that worksheet at home on Tuesday, so that some can present their answers to the entire class on Wednesday. Students will review Section One on Wednesday and study the Section that night to prepare for a quiz on Thursday. There is no homework on Thursday evening and no class work on Friday. Over the long Christmas holidays, students should read Sections Two and Three of Chapter 6 and answer Questions one and two on pages 176 and 185. We will pick up with those answers in the first class after the break.
Merry Christmas to all and best wishes for a Blessed, Happy New Year
The week ahead: Monday December 11 – Friday December 15
Highlights and Housekeeping
There were a half-dozen articles of clothing in the classroom as of 4 pm Friday, December 8. Most had no names or identifying marks. Given the similarity of the uniform sweaters and sweatshirts, it would be helpful for all concerned if the student’s name were clearly marked in these articles of clothing as well as the students’ jackets.
- The Social Studies quiz scheduled for Monday has moved to Tuesday, following the decision by the Sisters and Priests that students should have a study-free weekend.
- The SS Chapter test will take place on Friday, as announced last week.
- The next Religion quiz will be on Monday, December 18.
In Religion, we start the week with one last look at the Sacraments and the concepts related to reconciliation. As God’s children, which makes us brothers and sisters, and as creature made in his likeness, all human beings should strive to forgive one another as He forgives each one of us. Monday night, students should read Chapter 13, “The Message of Jesus: Choose Life” and answer the questions on page 96. This Chapter raises questions about sensitive issues such as abortion, and capital punishment; therefore, it would be good for parents to review the key issues with students during the week. On Tuesday, we will discuss the mandate from Jesus embodied in his “greatest commandment” and link it to both the Old Testament and our Social Studies. Tuesday night, students should locate and copy the Ten Commandments from their family Bible in to their copybooks, including the proper citation.
We will compare in class some of the subtle variations in language that exist among Bibles as a way of understanding the essence or the spirit of each Commandment. Wednesday night, students should answer the questions on pages 98 and 99, then write a paragraph about some act of prejudice they witnessed, experienced or read about in the press. We will discuss those on Thursday and delve into the definitions of the key terms. There will be no Religion homework on Thursday evening, so the students can devote more time to preparing for the Social Studies test. In Religion class on Friday, we will discuss acts of mercy and take the usual open-book Review at the end of the Chapter to prepare for the quiz on Monday.
In Social Studies, we start the week with a review of Sections One and Two of Chapter Five. Our goal is to clarify and to solidify the students’ understanding of the events and the decisions that led up to the Revolutionary War. We will focus on the struggle between the European powers, the Indian alliances, the actions of Parliament and the conduct of the colonists. Monday night, students should study their notes and these two sections for the quiz on Tuesday. That night, students should read Section three closely and answer Assessment questions 1, 2, and 3 [p.160] carefully in their copybooks. Some students will write their answers on the board Wednesday to begin the class discussion. We will continue to connect key individuals or groups and their actions with important causes and effects on both sides of the Atlantic. Wednesday night, students will build on the timelines already under construction in their copybooks from the onset of this Chapter. Students should be adding events sequentially and linking them where a causal relationship can be shown. Our analysis includes both intended and unintended consequences. On Thursday we will review the Chapter primarily in a lecture format to help students prepare for the full Chapter test on Friday. Students should study diligently Thursday evening, focusing on the people and the principles that impelled so many colonists to take up arms against their hereditary country.
The Week Ahead: December 4 – 8
Highlights
Monday: Return of Chapter 4 Social Studies test. Please review and correct.
Wednesday: Half day for students, training for teachers in the afternoon.
Thursday: Geography Bee. Study your country [USA] using the two maps provided on Monday
Friday: Feast of the Immaculate Conception. Mass for IHM Sisters at 9:30.
Our Faith journey takes us on another step this week as the discussion goes from noteworthy miracles to more common healing of the body and soul. On Monday, we will discuss a problem that many teenagers face, i.e. telling the truth about a mistake or accident that could cause problems for the teenager. This discussion opens the class to a better understanding of the love and forgiveness of God, as demonstrated by Jesus. Monday night, students should write a hypothetical scene wherein the student is advising a friend to tell his or her parents about a mistake the student made. Students will role-play these scenes on Tuesday, and then discuss the lessons they have learned, with the conversation including the students’ relationship to their loving God. Tuesday night, students should read about the formal Rites of Reconciliation, so that we can discuss these Rites on Wednesday. Wednesday evening, students will work from a hand out, which we will use to guide the initial discussion on Thursday. Thursday evening, students should study the chapter’s main points so that everyone is prepared for the quiz on Friday. In addition to the quiz on Friday, we will also help our Sisters celebrate the Feast of the Immaculate Conception at Mass.
In Social Studies, we are closing in on the world-changing events commonly referred to as the American Revolution. We start on Monday with the students’ homework from the weekend, i.e. answers to the questions on page 145, the Assessment for Section One of Chapter 5. This section provides a brief study of the 18th century conflicts between Britain, France, Prussia, Russia, Austria, and other countries in Europe, which spilled over to North America. Monday night, students should focus on the decisions of the major American Indian tribes in this area, so that there can be a good discussion of this topic on Tuesday, especially as it concerned the behavior of the Colonists and the British. Tuesday evening, students should read Section Two, “Turmoil Over Taxation.” This section builds on knowledge gained last week in regard to the Navigation Acts. Wednesday is a short day, so students will need to come prepared with answers to questions 1,2, 4, & 5 on page 153. We will discuss these matters on Wednesday and Friday because Thursday is set aside for the Geography Bee. Students should prepare for the Bee by reviewing the USA maps they have made and by studying an Atlas. Thursday evening, students should re-read Section Two, and focus on the main issues that upset the Colonists. We will discuss human motivation on Friday; then over the weekend, students are to interview their parents to determine what taxes the parents pay and what taxes are least liked.
The Week Ahead Monday November 27 – Friday December 1, 2006
This week marks a watershed in Social Studies, as we complete the first Unit of our book, entitled “Roots of American History.” Unit One combined elements of basic geography and world history with the humble beginnings of the 13 original colonies. We are concluding our study of America’s roots with a Chapter Test on Thursday, and preparing to move on to the Revolutionary Era.
On Monday, we will continue our study of Chapter Four by discussing the key terms and events in Section 4, relying on each student to contribute with his or her answers to the assessment questions that were assigned over the long Thanksgiving weekend. Monday night, students should read Section 5, and answer questions 1, 2, and 4 on page 130. Tuesday, we will examine these terms and the ideas presented in Section 5. Tuesday night, students should fill in the three grids we create in class which show the names of the first colonies and provide certain key facts about each one. We will use these answers on Wednesday to review the main ideas and events, persons and places presented in Sections 1, 2, and 3, so that students will be prepared for the test on Thursday, provided everyone studies hard Wednesday evening. Some students are talking with another classmate about the material to get a better understanding of the ideas. This is a good practice, and one that benefits both students.
Our study of Religion takes a new approach this week in our examination of Jesus as a teacher and a role model in life. We will assess and discuss some of the miracles that Jesus performed while on earth, using the Bible and the material presented in Chapter 11. Students will work singly and in groups to take a closer look at some familiar stories from the New Testament so that students can gain a deeper understanding of the meaning for people in today’s world. On Tuesday evening, students will write a paragraph about a modern day “miracle” worker, such as Mother Teresa, who did so much to alleviate pain and suffering in the world. We will discuss some of those on Wednesday as part of our study. On Thursday, we will review the main ideas and messages that Jesus has conveyed to us through his miracle stories. Then, on Friday, we will take the standard Chapter quiz.
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HAPPY THANKSGIVING
The week ahead is short in school terms but long in traditions.
In religion, we wrap up our lesson on the truths Jesus conveyed through his parables. We will review your parables and the entire chapter on Monday. You should do the same for your homework on Monday evening. We will take the standard quiz on Tuesday. Tuesday evening, your assignment is to write a meaningful prayer of thanksgiving for this holiday, which combines elements of daily life and spiritual life. Over the long weekend, please read Chapter 11, Jesus the Miracle Worker.
We will review the most recent Social Studies test on Monday. Please avail of the test correction policy over the long weekend, and return your tests by next Monday. This short week, we continue to fill in the original 13 Colonies. Your homework for Monday night is to read Section 3 of Chapter 4, “The Southern Colonies” and answer questions 1-6 on page 119. Please write your answers in your copybooks. Over the long weekend, you should read Section 4 carefully and answer questions 1-5 on page 123. We will wrap up Chapter 4 next week and take a Chapter test on Thursday, November 30.
The Week Ahead Monday 13 - Friday 17 November
This week in Religion Class, we start Phase Two in our study of Jesus as the Way, the Truth, and the Life. In Phase One, we learned about the human being that Jesus became to save us, and the example he set for all people, as he urged us to love God and to love one another. In Unit 2: Jesus Christ the Truth, we will study the messages that Jesus gave us.
Unit Two includes lessons on the Parables of Jesus, his miracles, his major sermons, and his actions which convey in word and deed his advice for our salvation. On Monday, we start with a review of the Parables, focusing on your homework from the long weekend. Monday evening, you should read Chapter 10 and write the new words with their definitions in your copybooks so that on Tuesday we can become more familiar with the terminology and the processes by which the Catholic Church conveys the truths Jesus made known for us. We will continue working through Chapter 10 for the entire week. For our final exercise, you will create your own Parable over the weekend of November 18-19, based on your experiences in life.
In Social Studies, we are wrapping up Chapter 3, the Age of Exploration, Discovery, and Colonization. We will review the primary forces and key people who shaped the world-changing events of the late 15th century and the long 16th century. Our study begins on Monday with a real-world look at life for the first English colonists and their Native American neighbors, based on your weekend homework assignment. Monday evening, you should review Sections 1, 2 and 3 to strengthen your grasp on the essential forces and persons who shaped the momentous events of this period. Tuesday evening, you should do the same with Sections 4 and 5, so that we can have a rapid review of the entire Chapter during our shortened periods on Wednesday. Because Wednesday is a half day, you will take the Chapter 3 test on Thursday. On Friday, we will begin to connect the initial settlements at Jamestown and Plymouth with the subsequent growth of the colonies in the 17th century.
As I discussed with your parents during our meetings on Thursday and Friday, the test correction policy is designed to clarify your understanding and to bolster your knowledge of the subject matter. At the same time, you can also receive additional credit for the test or quiz. To maximize your knowledge and your score, you must write out the entire question and provide a full, correct answer on a separate piece of paper, and then attach that paper to your test within two days of receiving your graded paper.
Saint James School
Seventh Grade Social Studies
Philosophy for 7th Grade Social Studies: Teaching the whole student, helping each person to grow in knowledge and understanding about the world and about his or her role in it.
Mr. Joseph M. Bracken
Room 7 -16
JBracken@SaintJamesSchool.Org
(703) 533-1182 ext. 116
Hours at St. James School: 7:15 a.m. – 4:00 p.m.
Appointments available during non-class hours by request.
Welcome to Seventh Grade Social Studies. The focus this year is on the formation of the United States from Colonization to Reconstruction. The Social Studies curriculum is established by the Diocese and published at the Arlington schools’ website. The school has selected a Prentice Hall textbook, The American Nation as the foundation of the course. Students will receive supplementary documents, maps, and information as appropriate. The two primary goals for students are the acquisition of basic knowledge and the mastery of tools and techniques needed to analyze complex events and to articulate causation. The secondary goal is to strengthen critical thinking to improve student’s ability to assess and to discuss current events and issues.
The best means for students to seek clarification is by asking questions during or after class. For parents, the optimal way to convey questions and information is by email. This creates a written record for us to use as a reference, while we work together to help each student achieve her or his potential. The class schedule allows me to access email consistently before and after regular school hours, but only intermittently during the day. Emergency contact can be made by phone via voice mail or through the front office.
There will be homework almost every night. Parents are invited to discuss the lessons of the day and the homework for the evening with their children on a regular basis. Students are expected to come to class prepared and to participate in class. The final grade reflects these elements as well as quizzes, tests, and a semester research project. The grade structure is as follows:
40% Quizzes
30% Tests
10% Homework
10% Class Work and Participation
10% Research Project
I look forward to an exciting and productive year with your students at Saint James School.
Philosophy for 7th Grade Religion: Teaching the whole student, helping each person to grow in knowledge and understanding about their faith and themselves.
Mr. Joseph M. Bracken
Room 7 -16
JBracken@SaintJamesSchool.Org
(703) 533-1182 ext. 116
Hours at St. James School: 7:15 a.m. – 4:00 p.m.
Appointments available during non-class hours by request.
Welcome to Seventh Grade Religion. The theological focus this year is on the role of Jesus in our lives as a teacher and an example. The Religion curriculum is established by the Diocese and published at the Arlington schools’ website. Saint James School has selected a combination textbook/workbook, Christ Our Life as the foundation of the course. In addition, students will regularly read, reflect on, and discuss passages from the Bible. Students will also receive supplementary documents, prayers, and information. The two primary goals for students are deepening their awareness of Jesus as a teacher and a friend, and strengthening their relationship with Jesus. The secondary goal is to increase students’ appreciation of the Sacraments and Scripture as sources of faith and inspiration.
The best means for students to seek clarification is by asking questions during or after class. For parents, the optimal way to convey questions and information is by email. This creates a written record for us to use as a reference, while we work together to help each student achieve her or his potential. The class schedule allows me to access email consistently before and after regular school hours, but only intermittently during the day. Emergency contact can be made by phone via voice mail or through the front office.
There will be homework almost every night. Parents are invited to discuss the lessons of the day and the homework for the evening with their children on a regular basis. Students are expected to come to class prepared and to participate in class. The final grade reflects these elements as well as the weight of quizzes, tests, and a special project. The grade structure is as follows:
40% Quizzes
30% Tests
10% Homework
10% Class Work and Participation
10% Special Project
I look forward to an exciting and productive year with your students at Saint James School.
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