You have learned about the lives of several Washingtonians who lived through the effects of Executive Order 9066 during World War II.  You have also read a recent magazine article about the political influences that led to EO9066 and about the efforts of Eleanor Roosevelt (President Franklin D. Roosevelt's wife) to prevent and end the internment camps.

Please take some time to reflect on what you have learned, and then write three poems that reflect your understanding of this part of Washington's history.  Be sure to meet all of the following requirements to meet or exceed grade-level standards:
Write your poems in any of the allowed formats and take into account any special attributes the formats require. 
Each poem you write must be at least twelve lines long.  You are welcome to write poems that are longer than twelve lines if doing so will demonstrate your understanding more completely.
For this assignment, single-word lines of poetry are not allowed in most cases.  The only format in which ONE single-world line is permitted for this assignment is a poem written in free verse.
One of your poems must show a good understanding of the effects of the internment camps on the lives of those who lived through it.  Another poem must reflect the viewpoint of Americans who were in favor of the internment camps.  And the third poem must represent the viewpoint of Eleanor Roosevelt regarding the internment camps.
Your poem(s) must be worthy of a student who is almost in 8th grade.
You were given information in class about the poem formats allowed for this assignment.  As needed, please review the slide deck (attached) with descriptions and examples of these formats to ensure that your poem is written in an acceptable format.  If you choose to write two poems, you may write both of them in the same format or you may write in two different formats.

If you choose to write an acrostic poem, here are some ideas for words/phrases you could use as the vertical part of your poem:  
Internment Camp 
Executive Order 9066
Akiko Kato Kurose
Gordon Hirabayashi
Exclusion Zone
If you choose to use some word, phrase, or name other than these, just make sure it is at least twelve letters long.

All words in your poem(s) must be spelled correctly.  Since you are writing poetry for this assignment, you do not necessarily have to follow all of the normal rules of punctuation and grammar, but you should make every effort to make your poem(s) understandable to the reader.

Submit your poems in a Google Slides deck containing a title slide and three more slides--one for each of the poems.  Feel free to add visuals that will help the reader understand your poems.

Please re-watch these videos at least once before our next class on May 31.  They are posted in the week of 5/9-5/13.  When you have watched them again, you can mark this assignment done.

Use your favorite Quizlet activities to study this set.

Use the link provided below to access a digital version of this Time Magazine article.  This version includes subheadings that identify where each paragraph begins.
Read the article one paragraph or one group of paragraphs at a time.  Use your copy of the "Thirteen Things" worksheet to determine how many paragraphs you should read at one time.
You may highlight anything in the article or annotate it with comments if doing either of those things helps you understand the information better.*
Analyze the paragraph(s) you just read to determine how to fill the blanks in the statements on the worksheet.  Then move on to the next paragraph(s) and repeat the process until you are finished with the entire article and worksheet.
 
* There are several hyperlinked words and phrases in the article.  These appear as red text.  You do not have to look at any of the hyperlinked items, but if you are interested in knowing more, feel free to explore any of these hyperlinks as time permits after you are done with the worksheet.

Update, effective Wednesday, 5/11/22:  A fourth video has been added to this assignment.  It is called, "Japanese-American Internment During WWII," and it takes just about 3 minutes to watch.  Please make sure you watch all 4 videos before our next class session.
You do not need to take any notes, but you should be ready to discuss them during our next class.

If you were not in class today (Tuesday, 4/26), you did not receive a copy of this student reading.  It is attached below.  Please read through it at least twice and be prepared to discuss it during next week's class.
If you were in class today and received a copy of this reading, you may have noticed that the same photo appeared in two places but with different captions in your printed copy.  There was supposed to be a different photo above each caption.  The attached copy has been corrected to show the right photo with each caption.
Once you have read through the article at least twice and are ready to discuss the reading, please mark this assignment done.

For each letter of the alphabet, add an image and a paragraph of information about it to the appropriate pages in the attached digital ABC book template.
Each paragraph of information should be accurate, interesting, and well-written.
Include the URL for each of your images underneath the image, or if there is not enough space there, place it at the bottom of the page, beyond the end of your paragraph of information.
Plan on completing approximately 3 pages of this book each week until you are finished.  You will get some class time to work on it, but you should count on doing some of it outside of class time, too.

Use your preferred Quizlet activities to study the attached study set.  
When you feel you are familiar with all of the ideas in this study set, mark this assignment as done.

After you have read the "Washington and the Klondike Gold Rush" student reading at least twice, take the reading quiz attached to this assignment.
When you have submitted your Google Form, mark this assignment as done.

Use your preferred Quizlet activities to study the attached study set.  
When you feel you are familiar with all of the ideas in this study set, mark this assignment as done.

After you have read the "Washington:  From Territory to Statehood" student reading at least twice, take the reading quiz attached to this assignment.
When you have submitted your Google Form, mark this assignment as done.

Write the script of your historical site tour on the attached document.  
Remember to: 
Write in the "voice" of your assigned indigenous animal.
Include an introduction, a conclusion, and five stops (i.e., five different points of interest at your assigned historical site).
Include a minimum of two images--at least one must be of your assigned animal, and at least one must be of your assigned historical site.
Proofread, revise, and edit your script so that it is the best writing you are capable of producing.
A rubric is attached to this assignment so that you can see how it will be graded.
Your script is due on Monday, March 28.
UPDATE, 3/29/22:  The due date for the final version of your historical site tour script has been changed to Thursday, 3/31/22.  If you need any time beyond that, please contact me individually to make arrangements.

Use your preferred Quizlet activities to study the attached study set.  
When you feel you are familiar with all of the ideas in this study set, mark this assignment as done.

After you have read the "Chinese Immigrants" student reading at least twice, take the reading quiz attached to this assignment.
When you have submitted your Google Form, mark this assignment as done.

In class today, you were shown examples of how to complete the research notetakers for your assigned Washington State historical site and animal.
The list of assigned sites and animals is attached below--your names are listed alphabetically by last name with your site/animal to the right.
Blank animal and site research forms are also attached for you to add the results of your research to.  You will have this week and next week's class time to work on researching and completing the notetakers.
If you need a reminder of what is expected on the notetakers, please see the examples attached below.  (They are the same ones you viewed in class today.)

The attached documents are scripts written by former St. Francis students about historical sites in Washington, DC.  Each script features an animal that is indigenous to the US.  Read through the scripts and decide which one you liked best.  Then add a private comment of one or two sentences telling which was your favorite and why  

Open and complete the attached Google Form to select FIVE of your preferred Washington indigenous animals and historical sites.  Based on the preferences you express in this form, you will be assigned one indigenous animal and one historical site in the state of Washington to do further research on.

Complete your Works Cited as explained in class and copy/paste it into your essay document.  The video showing how to use MyBib for this and the document with the URLs for all of the source documents are linked below.
Read back through your entire essay and correct any errors you find in capitalization, punctuation, spelling, or grammar.
Attach your document to this assignment and submit it.

Open the Google Doc containing the body paragraphs of your argumentative essay.  
As instructed in class, insert an introductory paragraph before the body paragraphs and a conclusion paragraph after the counterclaim/refutation paragraph of your essay.
Be sure to start your introductory paragraph with a hook, add some focusing sentences, and end this paragraph with your claim/position.  You can look at the attached slide deck on opening hook strategies if you need reminders on some good ways to grab your reader's attention right from the first sentence of your essay.
The conclusion paragraph should start with a restatement of your claim using different words and continue with a restatement of your reasons.  It should end with a final thought for the reader.
When you have added the introduction and conclusion paragraphs to your essay, mark this assignment as done.

In religion class, you have learned about social justice through the lens of Catholic Social Teaching.  Now, review the meaning of "just" as it relates to social justice and Catholic Social Teaching, and take a position* on this essential question:  Were the treaties that Governor Stevens negotiated between the U.S. Government and the Native American tribes of the Pacific Northwest just (i.e., morally right and fair) for all the parties involved?
*Note: Taking a position on the question means you believe either that the treaties WERE fair to all involved or that the treaties WERE NOT fair to all involved.
According to the instructions and demonstration provided in class, read through the articles/resources about life in Washington before and after American settlers arrived, and gather evidence from them that you can use to support your position.  Fill out the evidence organizer on page 3 (also use page 4 if needed) of the attached Google Slides document.
You were given printed copies of some of the articles in previous class sessions, but all of the articles are also attached to this assignment so that you have easy access to them.

Read the project introduction file attached to this assignment.
Choose one of the 3 project options:  1) write a letter, 2) write journal entries, or 3) write postcards.
Use the applicable project file to complete your work.
As you research information about the state of Washington to complete your project, keep track of the sources you use in MyBib.
Once you are finished with the project and have copied and pasted your sources onto the MyBib slide, turn in your work.  Note:  You must copy and paste all of the Works Cited for this project (not just a link) from MyBib onto the eMyBib slide attached below.  If you don't know how to paste the entire Works Cited document onto the slide, watch the video attached to this assignment.

In class today, you received a student reading packet and worksheet on the five themes of geography.  We read the first page of the packet (Location) and completed the corresponding section of the worksheet.
Please read the remaining pages of the 5 themes packet and complete the rest of the worksheet before our next class session.
When you are finished with the reading and worksheet, mark this assignment done.
Bring the reading packet and worksheet with you to our next class.

There are several types of questions on this quiz--multiple choice, checkboxes, and true/false.  On the multiple choice and true/false questions, only one answer is correct, but on the checkboxes questions, there are several correct answers, so be sure you mark ALL of the correct responses on those items.  
You may use your resources as you complete this quiz.
When you have submitted the quiz, mark this assignment done.

According to the instructions provided by your teacher, open and add information to your assigned Jamboard(s) attached to this assignment.  If you are assigned just one Jamboard to add to, you can ignore the other one and mark this assignment done when you have contributed to the one you were assigned.

Spend some time working through the attached Boom Card deck to review what has been covered recently in class.  You are encouraged to have handouts you have received recently in class handy so that you can review applicable information before responding to questions on the Boom Cards.

Watch the video linked below.
While you watch it or after you watch it, complete the notetaker you received in class.
When you are finished with the notetaker, mark this assignment as done.

Use the information found in the student reading, "Before the White Man Came" to complete the handout.
Be sure to follow the instructions on the back side of the handout for completing each section.
When you have completed the written work, mark this assignment as done.
Bring your completed handout and the student reading with you to next week's class.

Open the attached quiz form.
You may use your resources (all handouts you have been given including maps and assigned readings) to help you determine the correct answer to each quiz question.
When you have answered each quiz question, submit it and mark this assignment as done.

You received this worksheet today in class.   
Remember to use the "Governing Communities:  You + Local Government 4EAE" reading assignment handout you should have in your binder to help you with the answers to this worksheet.
When you have finished the worksheet, mark this assignment Done.  
The worksheet will be collected in class on Tuesday, October 5.

Click the link to watch the video on state government.  The video will pause several times after questions are asked to allow you to answer.  Select your answer, then continue watching.  Repeat until you reach the end of the video.  When you are finished, click the Turn In button on this assignment.

💻 Open the attached Google Slides and read the directions and information on slides 2-5.
🧐 Use the links on slide 3 to do the research needed to complete slides 6-20. 
📌 Be sure to edit and revise prior to submitting the assignment.

💻 Click the link to the Washington State Facts Boom Cards activity.  
Play through the boom card deck as time permits to familiarize yourself with some interesting facts about Washington state.