Humanities 7 – Homework – Oct 4
Today in class, students examined the use of scale and projection in map making by observing and analyzing various types of map projections.
Projection Maps Gallery Walk Chart
Gallery Walk of Map Projections
Homework - p. 18 - On a separate sheet of paper, explain which map is the most accurate from what you saw in class today and WHY – make sure to accurately use the vocabulary from this unit so far (scale, projection, distortion) – your reflection should be at least 10 sentences.
Humanities 7 – Homework – Oct 3
Today in class, students described the purposes of maps and its different uses by completing a reading and discussing "The Language of Maps" in groups.
The World Through Maps: A History of Cartography
Homework - p. 16 - Complete the Orientation and Grid Handout by completing the reading of The World Through Maps pages 14-15 and 20-23, and then answering the questions on your handout in complete sentences.
Reminder - You have a NOTEBOOK QUIZ on Friday 10/7 on pages 1-15 of your Interactive Student Notebook. Make sure all of your pages and Table of Contents are up-to-date!
Humanities 7 – Homework – Sept 29
Today in school, students assessed their knowledge of their 6th grade mathematics skills by taking MAP Growth Testing in homerooms. After the test, students had an opportunity to get organized in Humanities by updating their table of contents and completing the "Seeing The World As A Geographer" assignment from yesterday.
Homework - Complete the survey on the class website. This assignment is due on Monday 10/3.
Humanities 7 – Homework – Sept 28
Today in class, students continued with their learning in "Unit 1 Introduction to Mapping and Boston," by describing the ways in which geographers see the world. Students completed a reading from the textbook Geography Alive! in pairs with discussion questions.
Seeing the World as a Geographer Reading
Seeing the World Like a Geographer Questions
Homework - p. 14 - In your notebook on page 14, write a letter to a friend (imagine they were absent from school today) and summarize what you learned in class today using details from your class work. Make sure your letter is at least 10 sentences!
Humanities 7 – Homework – Sept 27
Today in class, students previewed their learning in Unit 1 by completing a Map Scavenger Hunt by using the textbooks with a partner.
Homework - p. 12 - Complete the Map Scavenger Hunt using the Tools of Geography Reading on the class website.
Humanities 7 – Homework – Sept 26
Mr. Valenzuela was not in-school today because of the holiday. But today in class, students previewed their learning in Unit 1 by reviewing the key vocabulary for the Unit and completing a Map Scavenger Hunt by using the textbooks with a partner.
Homework - p. 11 - Complete the Unit 1 Vocabulary Chart by illustrating your understanding of the key words and definitions for Unit 1
Humanities 7 – Homework – Sept 23
Mr. Valenzuela was not in-school today. Today in class, students had a chance to reflect on the Life Context Maps they observed on Thursday by completing a gallery walk. They made connections to the concept of community in our classroom by reading and reflecting on a quote from Mexican-American civil rights leader César Chavez.
Cesar Chavez Community Reflection
Homework - p. 10 - Complete the reflection handout responding to the following prompt with at least 15 sentences:
"We cannot seek achievement for ourselves and forget about progress and prosperity for our community... Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and for our own."
(Cesar Chavez)
Humanities 7 – Homework – Sep 20
Today in class, students had the opportunity to brainstorm their own personal mission statements, and were introduced to the My Life Context Map mini-project.
My Life Context Map Instructions
Homework - p. 8 - Use the My Life Context Map Instructions handout to draft your Life Context Map (on the backside of the instructions).
The FINAL copy of your Life Context Map is due on Thursday September 22nd.
Humanities 7 – Homework – Sep 19
Today in class, students distinguished between a "community" and a "group" by defining the term "community" and identifying what makes our classroom a community.
Homework - p. 6 - Complete the My Community Handout by defining the word "community" and identifying two of your communities and explaining them. Your homework should be a total length of 15 sentences.
Humanities 7 – Homework – Sept 16
Today in class, we watched a film to understand the concept of "delayed gratification" and what it means for students' lives. After watching the video on the "Marshmallow Experiment," we discussed how it applied to our lives. If you missed the video, you can watch it by clicking here.
Marshmallow Reading + Questions
Homework - p. 5 - Read and annotate the reading on the Marshmallow Experiment, then answer the questions (on the last page) about the reading and the concept of "delayed gratification."
Humanities 7 – Homework – Sept 15
Today in class we learned about Mr. V's philosophy about what a supportive classroom should look like, sound like, and feel like. We discussed the concept of ubuntu - a word that has no English translation, but roughly means "A person is a person through other persons."
Homework - p. 2 - Complete the Ubuntu Poster - an illustration, drawing, word, sentence, or phrase that you believe in your own words describes what ubuntu means and how it applies to our Humanities classroom this year. At the bottom, write a paragraph (5-7 sentences) explaining what YOU can do, as well as your classmates and Mr. V, to make this classroom a supportive community. Make sure that your poster is NEAT and COLORFUL for full credit!
Humanities 7 – Homework – Sept 13
Today in class, students organized themselves for Humanities 7 class this term by setting up their Interactive Notebooks. If you missed class you can download the following handouts below:
Classroom Procedures Handout (page H)
Humanities 7 Syllabus 2022-23 (page I)
Notebook Guidelines (page J)
Grading Policy and Late Work Policy (page L)
Homework - Get your Syllabus signed by your parent/guardian tonight, finish numbering your notebook pages 2-75, and read the information on pages H-L. You will be quizzed on this next week!
Welcome to Boston Latin Academy
This week we start a new school year together in Humanities 7. I look forward to meeting all of you, and I know that together we will have an exciting year!
Homework - Make sure to bring in all of your materials (pencils, 4 one-subject notebooks [labeled with "Humanities 7" on front], a folder or binder [labeled with "Humanities 7" on the front], and scotch tape) by TUESDAY Sept. 13, 2022.
On Google Classroom, read the letter that Mr. Valenzuela has posted and write a letter back (directions and due date is posted on Google Classroom) and complete the student survey that I posted.
Humanities 7 – Unit 5 China One Child Policy Debate
Unit 5 - China's One Child Policy Debate
In this unit, you will consider the implications of China’s “One Child Policy.” The one-child policy has its supporters and its opponents. On which side do you stand? In this debate you will examine several documents. The documents cannot tell the whole story, but they do provide an introduction. As a group you will present a recommendation to the President of the Communist Party, and ultimately answer the question – China’s one-child policy: Was it a good idea?
Downloads/Handouts
China One Child Policy Debate Overview
China's One Child Policy Debate Preparation
China One Child Policy Debate Committee Sheet
Additional Resources
Seven Billion and Counting Background Reading (Source: World of 7 Billion)
Democracy, Authoritarian Capitalism, and China: Crash Course [Video]
Population, Sustainability and Malthus: Crash Course [Video]
How China's One-Child Policy Led To Forced Abortions, 30 Million Bachelors (Source: WBUR)
Bringing an End to a Senseless Policy (Source: New York Times)
Here’s Why China’s One-Child Policy Was A Good Thing (Source: Boston Globe)
How China’s One-Child Policy Backfired Disastrously (Source: National Geographic)
Debate Schedule
Thursday 3/21 - Introduce project, get into groups (assign roles) and choose an option
Friday 3/22 - Continue debate preparation
Monday 3/25 - Complete debate preparation
Tuesday 3/26 - Debate 1 begins (groups make opening/closing statements and questioning/defending)
Wednesday 3/27 - Debate 2 begins (groups make opening/closing statements and questioning/defending)
Thursday - 3/28 - Debate 3 begins (groups make opening/closing statements and questioning/defending)
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