Due to the school closed this week,
we have re-scheduled the 4-H meeting for
Thursday, February 6th.
As of right now, school is scheduled for tomorrow. IT IS A SCHEDULED HALF DAY WITH DISMISSAL AT 11:30. Stay close to email and facebook (https://www.facebook.com/BrightenAcademyCharterSchool) or my page (https://www.facebook.com/sue.beck) for updates as the day progresses.
If anyone needs any assistance, please email me. My husband has a 4-wheel drive truck and will try to help.
Busy, busy week ahead learning about Europe!
Our Standards, An Explanation of Depth,
and the Curriculum Materials I Will Be Using
SS6CG5 The student will explain the structure of modern European governments.
a.Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms.
When one compares the listed governments, only the type of leadership and the roles the citizen are assessable. In identifying the type of leadership, students should know the type of leader (monarch, president, prime minister, etc.) and how this person becomes the country’s leader. To identify the role of the citizen, students should determine what role the citizen actually plays in the government. For personal freedoms, students should understand those freedoms in terms of such things as freedom of speech and freedom of the press as understood in the United States
The United Kingdom has a parliamentary system.
Parliamentary democracy - a political system in which the legislature (parliament) selects the government - a prime minister, premier, or chancellor along with the cabinet ministers - according to party strength as expressed in elections; by this system, the government acquires a dual responsibility: to the people as well as to the parliament.
Parliamentary government (Cabinet-Parliamentary government) - a government in which members of an executive branch (the cabinet and its leader - a prime minister, premier, or chancellor) are nominated to their positions by a legislature or parliament, and are directly responsible to it; this type of government can be dissolved at will by the parliament (legislature) by means of a no confidence vote or the leader of the cabinet may dissolve the parliament if it can no longer function.
Germany is a federal republic.
A federal republic - a state in which the powers of the central government are restricted and in which the component parts (states, colonies, or provinces) retain a degree of self-government; ultimate sovereign power rests with the voters who chose their governmental representatives.
Russia is a federation.
A federation (federal) - a form of government in which sovereign power is formally divided - usually by means of a constitution - between a central authority and a number of constituent regions (states, colonies, or provinces) so that each region retains some management of its internal affairs; differs from a confederacy in that the central government exerts influence directly upon both individuals as well as upon the regional units.
b. Describe the purpose of the European Union and the relationship between member nations.
Students should have a basic understanding of what led to the creation of the EU. Describe the purpose of the EU and the role of the Euro. Explain the impact removing tariffs and lifting border controls has on a country’s economy. Describe the relationship between member nations.
SS6E5 The student will analyze different economic systems.
c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia. Students should also be able to explain from their answers the basic questions of economics and approximately where on the continuum between pure market and pure command each economy falls. They should also be able to explain why the country is in that position on the continuum.
(1) What to produce?
The UK, similar to the US, is largely a service based economy but also has an extremely efficient agricultural sector.
(2) How to produce?
Industries have much freedom in the UK. There have been recent moves to partially-nationalize certain industries like banking.
(3) For whom to produce?
The private sector produces goods and services for domestic and international markets based on the market price system.
Place on the continuum: The UK would be far to the market side of center on the continuum.
(1) What to produce?
Germany is primarily an export-based economy focusing on manufacturing and commodities.
(2) How to produce?
German businesses are largely privately owned and independent. There are increasing amounts of government involvement in the financial sectors. There is also still an issue with updating the Eastern German economy to compete and operate on par with Western Germany.
(3) For whom to produce?
Germany survives largely based on their exports, which are determined by global markets. Western Germany still transfers billions of dollars to Eastern German states to help modernize and update factories and production lines.
Place on the continuum: Germany would fall to the market side of the continuum, but fairly far away from the United Kingdom (back towards command).
(1) What to produce?
The Russian government is still largely involved with many aspects of the economy and must approve any investment larger than 50 million rubles.
(2) How to produce?
Making large scale production changes in Russia is difficult due to the immense bureaucracy. There is a movement towards modernizing factories and agricultural equipment, but it is slow.
(3) For whom to produce?
Perhaps surprisingly, Russia has fairly low to moderate tax rates. Increasingly Russia is trying to allow for market interaction, but high tariffs and minimal protection of private property make this difficult.
Place on the continuum: Russia is practically in the dead center of the continuum.
Today, we completed a graphic organizer while viewing and discussing a PPT about the cultural characteristics of Europe in regards to language, religion, and literacy rate.
SS6G11 The student will describe the cultural characteristics of Europe.
a. Explain the diversity of European culture as seen in a comparison of German, English, Russian, French, and Italian. Students should notice that there have been many changes to Europe’s political boundaries over the last 2,000 years. Since many countries in Europe are the size of states in the United States, this has created difficulty in trade as there was no shared currency for many years. The diversity of languages, closeness of countries, and lack of common currency have created many unique challenges over the years. Extension question- How has the Euro helped to overcome some of these issues?
b. Describe the major religions in Europe; include Judaism, Christianity, and Islam.
This element is not an evaluation of any religion, nor is it a course in the belief system of any religion. It is important that students understand the differences between each of these religions to help them understand the tensions that exist in the region. Students should understand the following aspects: all three are monotheistic, all three acknowledge Abraham as the patriarch of their faith, each has a holy book, each has a specific place of worship, each one has a different view about Jesus Christ, and some of these religions share common holy sites in the region but also have their own unique holy sites. This element is not about the issues that produce conflict between these religions; rather students should understand the major differences between these religions.
Some brief information on these religions is available at:
c. Evaluate how the literacy rate affects the standard of living.
The intent is for students to understand the relationship of literacy to the standard of living and the cultural development of a country. When studying this element, students should explain how literacy rate is a factor affecting human capital which in turn impacts standard of living and culture.
Europe is unique because most countries that comprise this continent have approximately a 99% literacy rate. Therefore, there are obviously other factors which contribute to the standard of living.
Today I introduced double number lines to solve ratio and proportional problems. We used the following PPT to complete the word problems on the first page of their packet. Tonight, students only have to complete the top side of the next page. We will continue to work on this tomorrow.
Here are some extra resources to review using double number lines.
Students worked with me and partners studying for the quiz on Tuesday. This quiz will cover standards SS6G8a., SS6G8b., SS6G9.
The quiz will cover the following "I Can" statements:
** I can locate selected countries of Europe on a map: Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and the United Kingdom.
**I can locate selected features of Europe on a map: the Danube River, the Rhine River, the English Channel, the Mediterranean Sea, the European Plain, the Alps, the Pyrenees, the Ural Mountains, the Iberian Peninsula, and the Scandinavian Peninsula.
**I can explain the major concerns of acid rain in Germany.
**I can explain the major concerns of air pollution in the United Kingdom.
**I can explain the major concerns of the nuclear disaster in Chernobyl, Ukraine.
This week, students will focus on the following standards. I have attached some review PPTs to study at home.
SS6G9 The student will discuss environmental issues in Europe.
The standard is asking students to take a broad approach to the environmental issues. Students should be able to provide some background information on the specific environmental issues and the consequences (effect on the economies and populations) of Europe.
a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine.
In this element the student is being asked to explain the impact of three significant issues: acid rain, air pollution and a nuclear disaster.
Acid rain in Germany
Students should be able to….
* Have a very basic understanding of what causes acid rain.
* Discuss the issues associated with acid rain such as damage to vegetation and aquatic life, contamination of drinking water, and damage to physical structures such as buildings and monuments.
* Discuss how sulfur deposits from Germany have become a problem to neighboring countries when they are carried through the air causing acid rain in those countries as well.
Air pollution in the United Kingdom
* Discuss the concerns surrounding air pollution in the United Kingdom.
* Students should understand the primary causes of air pollution in the UK- power stations (industry and power generation) and vehicle emissions.
* Discuss the issues associated with air pollution such as damage to vegetation, harm to the atmosphere, and harm to human beings.
* Understand the connection between air pollution and acid rain, further compounding problems in the U.K.
* Discuss how air pollution from the U.K. is carried to nearby countries.
Chernobyl nuclear accident
* Have a basic understanding of the Chernobyl nuclear accident.
* Discuss the consequences of this disaster such as land evacuation, land contamination, economic impact on East and North Europe farmers, and the health issues such as high rates of cancer, birth defects and in some cases death.
*Discuss how this problem was not isolated to Chernobyl, but rather spread to surrounding countries through the air currents and how this disaster still affects people and land today.
SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe.
This standard requires students to explain how location, climate, and distribution of natural resources have impacted population distribution and trade in Europe.
a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade.
Students should locate the U.K. and Russia on a map and determine the impact both countries’ physical location has on the climate, such as Siberia which is so cold the soil over much of the area is permanently frozen which inhibits farming and economic development in the region. Russia is unfavorably located in relation to major sea lanes of the world which further inhibits trade. Russia has formidable obstacles of climate, terrain, and distance which hinder exploitation of natural resources. Lack of access to natural resources also hinders trade. Russia has scattered areas of intense radioactive contamination. Looking at a population density map, students should notice where the majority of people live and draw conclusions about Russia’s population density based on location, climate, and population density. Students should next evaluate the U.K. and how location, climate, and natural resources affect where people live and how they trade. Finally, students should compare the two countries and draw conclusions, such as why the U.K. has a much higher population density than Russia.
b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade.
Our last meeting was so exciting! All 10 officers presented their projects and did a FABULOUS job modeling for the other students and sharing lots of great information! Most of the projects are posted outside my classroom.
Our next meeting will be January 29th.
The following students will have a presentation at that time:
Group A: Jeremy, Halee, Natalie, Ethan, Trevor S., and Barbara
Group B: Isaiah, Jasmine, Jordan Hooper, Victoria, and Laina
The presentations need to be 3 to 5 minutes long and be accompanied by a visual ( poster, items, etc.)
No power points can be used.
You can find more information at: http://www.georgia4h.org/public/more/guidebook/cloverleafprojectobjectives.html
This site has examples you can watch:
GOOD LUCK and remember to ask me if you need any supplies and/or help!
This is a picture of my art cart. I use Arty to teach our Brighten Academy students the creative, educational, and fun nature of art. Arty and I roll from room to room every day, several times a day. Sometimes things fall off when I'm traveling down the halls, and it's embarrassing, but it's all in the love of art! For all intensive purposes, Arty is my classroom on a cart. I store it in the teachers room in Building 2. So far, I haven't been asked to place it somewhere else!
Supplies are limited to whatever we purchased the prior summer. The budget was limited, so I ordered essentials. Not only was the budget tight, but space is/was at a premium. We could only purchase what we could store on a few shelves. I've still got TONS of construction paper and popsicle sticks, some dried out markers, 8 bottles of glue, 10 pairs of round tipped scissors, pipe cleaners, tissue paper, tons of crayons, foam shapes, beads, puff balls. I've purchased lots of things on my own dime, including plastic fruit for still life drawings, multiple sets of new markers, two desk lamps, 10 sets of water colors, countless glue sticks, news print paper for sketching, drawing pencils, kneaded erasers... whatever it takes to make an art lesson fun and successful, that's my motto.
As the school year is half over, and my supplies are dwindling, I'm reflecting on what next year will be like. Did you know I will have a REAL art classroom?! At that point, the options are limitless, and my storage space is plentiful! Students will have the space they need to produce quality art! Arty will be only a rolling desk of sorts within my classroom. The only issue at that point would be a lack of supplies.
In 2013, I conducted our first fundraiser for the year, which was successful. However, it will only provide funds to give supplies to one grade level (I currently teach 3rd-8th grade art and 2 after school art programs)! Have no fear, Square1 fundraiser will start in early February, and I hope to generate some funds from that as well. So here is my pitch. Please help the art department in whatever way you can contribute. If you are out shopping and you happen to see a few items on this list, consider donating to our growing art program! If needed, supplies can be stored at my house until we move in! Your generosity will be greatly appreciated.
You can contact me any time through the contact form below, or at firstname.lastname@example.org. Thank you!
My list will grow and I will edit if I receive things. I would greatly appreciate any supplies you can contribute!
• White plastic paint pallets (have multiple small indented circles on them to hold several paint colors on one pallet, so the paint has a spot to sit in and won't mix together). (30 qty)
• Electric pencil sharpener (2 qty) (Colored pencils tend to jam pencil sharpeners, so one would be designated for regular pencils).
• One wooden heavy duty paper cutter
• Heavy-duty magnets (lots)
• Tacks (lots)
• Stapler and staples (1 qty)
• News print paper, any size, any quantity!
• Acrylic paint, red, blue, yellow, white, black (containers, not squeeze tubes)
• Tempera paint (32 oz or larger pump containers are nice!)
• Water color sets (Crayola or other store brand) (30 qty)
• Pointed tip scissors (5" or 7", 30 qty)
• Blunt tip scissors (5", 15 qty)
• GLUE STICKS, the more the merrier, as they dry out fast
• Watercolor paper (9x12 paper)
• Recycle your magazines! Bring them to me!
• Recycle glass jars, any size! Bring them to me!
• Small to medium sized plastic organizing tubs with lids
**Does anyone know an interior decorator, or have access to large to medium sized carpet squares? And Wallpaper books?
Mrs. Beck's Math and Social Studies Classes