Grade 8 April 13, 2020 - These and other resources are also available digitally on the HemetLearnsTogether.org website - Hemet Learns Together

Grade 8

 April 13, 2020

These and other resources are
 also available digitally on the
HemetLearnsTogether.org website.

H.U.S.D. Secondary
 Suggested Daily Schedule

 Time Suggested Enrichment Activities & Resources
 (​Modify as needed based on your family’s needs.​)

8:00 - 9:00 a.m. ☀ Start your day​: Wake up, stretch, make your bed, eat breakfast, clean up your dishes, and get
 ready for the day!

9:00 - 9:45 a.m. ​Math​: Complete a M​ ath Enrichment Activity​ from the provided packet or from the H.U.S.D. math
 digital resources at ​HemetLearnsTogether.org​.

9:45 - 10:00 a.m. ​Brain Break​: Use the restroom, stretch, & eat a healthy snack!
10:00 - 10:45 a.m. ​English Language Arts​: ​ Complete an E​ LA Enrichment Activity​ from the provided packet or from
 the H.U.S.D. ELA digital resources at ​HemetLearnsTogether.org​.. Then spend 20-30 minutes reading
 a book!

10:45 - 11:30 a.m. ​Exercise Break​: ​Take a walk outside or try some workout programs on ​darebee.com​.
11:30 - 12:30 p.m. ​Lunch & Free Time​: Eat lunch, clean up your dishes, use the restroom, and do something you
 enjoy! (​Check ​Hemetusd.org​ for updated lunch pick-up day, time, & locations.​)

12:30 - 1:00 p.m. ​Creative Writing/Journaling​: ​Spend some time writing about a topic of your choice! Write your
 own stories or poems or keep a journal of your thoughts.
 Here are some writing prompts to get you started:
 ● What are you excited or worried about?
 ● Write a letter to yourself 10 years in the future. What do you want to tell your future self?
 ● How do you think the world will be different after the coronavirus pandemic?
 Explore more journal topics ​here​ or create your own!

1:00 - 2:45 p.m. ​Science​: Complete a S​ cience Enrichment Activity​ from the provided packet or from the
 H.U.S.D. science digital resources at ​HemetLearnsTogether.org​..

2:45 - 3:00 p.m. ​Brain Break​: Use the restroom, stretch, & eat a healthy snack!
3:00 - 3:30 p.m. ​Social Studies​: Complete a S​ ocial Studies Enrichment Activity​ from the provided packet or
 from the H.U.S.D. social studies digital resources at ​HemetLearnsTogether.org​.

 Explore additional enrichment activities at ​HemetLearnsTogether.org

 #HemetLearnsTogether

Distrito Escolar Unificado de Hemet
 Tabla de Actividades Sugeridas

 Tiempo Actividades y Recursos de Enriquecimiento Sugeridos
Aproximado (Modificar según ​sea necesario según las necesidades de su hijo /​hija.)

8:00-9:00 a.m. ☀ Para empezar el día​: D
 ​ espierta, estirar, hacer la cama, desayunar, limpia tus platos y prepárate
 para el día!

9:00 - 9:45 am ​Matemáticas​: Complete una a​ ctividad de enriquecimiento matemático​ del paquete provisto o
 de los recursos digitales matemáticos a ​HemetLearnsTogether.org​.

9:45 - 10:00 am ​Rotura de Cerebro:​: Use el baño, estirar y comer una merienda saludable!
10:00 - 10:45 am ​Artes del Lenguaje en Inglés​: ​ Complete una ​actividad de enriquecimiento de ELA​ del paquete
 provisto o de los recursos digitales de ELA a ​HemetLearnsTogether.org​. ¡Entonces pasé 20-30
 minutos leyendo un libro!

10:45 - 11:30 am ​Pausa Para Ejercicio​: ​Salga a caminar o pruebe algunos programas de entrenamiento en
 darebee.com​.

11:30 - 12:30 pm ​Almuerzo y Tiempo Libre​: Almorzar y, limpie sus platos, use el baño y haga algo que disfrute!
 (​Visite Hemetusd.org para conocer el día, la hora y los lugares de recogida del almuerzo
 actualizados​.)

12:30 - 1:00 pm ​Escritura Creativa /Diario​: ​Dedique algo de tiempo a escribir sobre un tema de su elección!
 Escribe tus propias historias o poemas o lleva un diario de tus pensamientos.
 Aquí hay algunos consejos de escritura para comenzar:
 ● ¿Por qué está emocionado o preocupado?
 ● Escribe una carta 10 años en el futuro. ¿Qué quieres decir a tu futuro yo?
 ● ¿Cómo crees que el mundo será diferente después de la pandemia de coronavirus?
 ¡Explore más temas de revistas ​aquí​ o cree el suyo propio!

1:00 - 2:45 pm ​Ciencia​: Complete una ​actividad de enriquecimiento de la ciencia​ del paquete provisto o de los
 recursos digitales de cienci aa ​HemetLearnsTogether.org​.

2:45 - 3:00 pm ​Rotura de Cerebro​: Usa el baño, estira y come un bocadillo saludable!
3:00 - 3:30 pm ​ studios Sociales​: Complete una ​actividad de enriquecimiento de estudios sociales​ del paquete
 E
 provisto o de los recursos digitales de estudios sociales a ​HemetLearnsTogether.org​.

 Explore actividades de enriquecimiento adicionales en ​HemetLearnsTogether.org

 #HemetLearnsTogether

THINKING ABOUT TEXTS
 Questions & Sentence Frames to use while reading Literature & Informational Texts

Preface:​ When reading, we can improve our comprehension by periodically stopping to ask ourselves questions about the
text. The questions we ask will vary depending on the type of text we’re reading.

Below you’ll find text analysis questions divided into two categories: ​literary​ (​fiction​) and ​informational ​(​expository​). While
you’re reading, or once you’ve finished, take some time to consider a few of these questions. Discuss your thoughts with
someone in order to hear yourself speak your ideas aloud. In a writing journal, write a brief response to the question(s) of
your choice. Cite evidence from your text to support your response. Sentence frames have been provided to support you in
your thinking and writing.

 Literary (​Fiction​) Text Analysis
 Plot What is the story about? What are the main events in the story, and how are they related to each other? Are the
 main events of the story arranged chronologically or in some other way? Explain. Use evidence from the text.
 ● The story ___________is about ____________.
 ● The main event is ___________. The main event involves ___________.
 ● Another important event is _______________.
 ● These events are related (connected) because ____________.
 ● The events are arranged ___________. Evidence to support this includes ______.

 Setting Where does the action take place? How does the setting affect characters in the story? Describe social forces that
 shape the characters (​political, social, economic, religious, educational, etc.​)
 ● The action occurs __________________.
 ● _________is influenced by _______(​aspect of the setting​) because ___________.
 ● ________ is shaped by ______ forces. Evidence to support this includes _______.

 Character What are some of the chief characteristics (​personality traits​) of the main character? How are these
 characteristics revealed in the story?
 ● The main character __________seemed______________because_______________.

 Point of View From what point of view is the story told? How do you know? How does this affect the telling of the story?
 ● The author uses_______________ to tell the story. Evidence to support this includes__________.
 ● First-person point of view affects the story by____________________________.

 Imagery What scenes, moments, descriptive passages, phrases or words stand out in your reading of the story?
 ● I could visualize _______________ because of the author’s use of ____________.
 ● I felt ______________ when the author used _____________to describe ____________.

 Tone What is the author’s attitude toward actions/events in the story? Is the story tragic, humorous, frightening? How
 does the author want the reader to react?
 ● The story has a _________________ feeling because the author uses______________.
 ● As a reader, I feel __________________ because ___________________.

 Theme What theme(s) does this story reveal? Does the theme(s) support or oppose popular notions of life? Does it offer
 new insight about the human experience or support traditional ideas?
 ● One theme of the story is_____________________.
 ● The theme connects to life by_______________________________.

Informational (​Expository​) Text Analysis
 Main Idea What point is the author making in the text?
 ● The author’s first point is ______________.
 ● The author makes several points. To begin with,_____________. Additionally, _______.

 Supporting Details What evidence does the author use to support each point?
 ● The author supports the point that_______by stating _______.

 Claims What is the main claim the author makes in the text?
 ● The author’s main claim is ________________.

 Paraphrasing How would you paraphrase what the author is saying?
 ● Another way to say this would be_______.
 ● In other words, the author is saying____________.

 Summarizing How would you summarize what the author is saying?
 ● In summary,_______________
 ● To summarize, the author’s main points are________________.

 Agree/Disagree Are the ideas in this passage correct or reasonable? Do you agree or disagree with them? Why?
 ● I agree/disagree with the author’s claim that_______________ because___________.

 Text Connections How does this passage relate to other texts you have read?
 (Compare/ Contrast) ● This passage is similar to ______________because________________.
 ● This passage differs from _____________because________________.

After reading literary OR informational texts, use the sentence starters below in a journal to reflect on and/or form opinions
about what you have read.

 ​Reflective Sentence Starters
 I wonder… I was reminded of… I was surprised that…

 I began to think of… I can’t believe… It is interesting that…

 I suppose that… If I had been… I don’t really understand…

 I don’t see how… It bothers me when… I agree with this because…

 I like the idea… Why did… I disagree with this because…

 I noticed that… How did… I think the author intends…

PENSANDO EN LOS TEXTOS
 Preguntas y marcos de oraciones para usar al leer literatura y textos informativos

Prólogo:​ Al leer, podemos mejorar nuestra comprensión deteniéndonos periódicamente para hacernos preguntas sobre el
texto. Las preguntas que hacemos variarán según el tipo de texto que leamos.

A continuación, encontrarás preguntas de análisis del texto divididas en dos categorías: ​literarias​ (ficción) e ​informativas
(expositivas). Mientras estás leyendo, o una vez que hayas terminado, tómate un tiempo para considerar algunas de estas
preguntas. Habla con alguien de lo que piensas para poder escuchar tus ideas en voz alta. En un diario, escribe una breve
respuesta a la(s) pregunta(s) de tu elección. Cita evidencia de tu texto para respaldar tu respuesta. Se han proporcionado
marcos de oraciones para apoyarte en tus ideas y escritura.

 Análisis de Texto Literario (Ficción)
 Trama ¿Sobre qué es la historia? ¿Cuáles son los principales eventos de la historia y cómo se relacionan entre sí? ¿Los
 principales eventos de la historia están ordenados cronológicamente o de alguna otra manera? Explica. Usa evidencia
 del texto.
 ● La historia ___________ es sobre ____________.
 ● El evento principal es ___________. El evento principal involucra ___________.
 ● Otro evento importante es _______________.
 ● Estos eventos están relacionados (conectados) porque ____________.
 ● Los eventos se organizan ___________. La evidencia para apoyar esto incluye ______.

 Escenario ¿Dónde se lleva a cabo la acción? ¿Cómo afecta el escenario a los personajes de la historia? Describa las fuerzas
 sociales que dan forma a los personajes (políticos, sociales, económicos, religiosos, educativos, etc.)
 ● La acción ocurre __________________.
 ● _________ está influenciado por _______ (aspecto del entorno) porque ___________.
 ● ________ está formado por ______ fuerzas. La evidencia para apoyar esto incluye _______.

 Personaje ¿Cuáles son algunas de las principales características (rasgos de personalidad) del personaje principal? ¿Cómo se
 revelan estas características en la historia?
 ● El personaje principal __________parecía______________porque_______________.

 Punto de vista ¿Desde qué punto de vista se cuenta la historia? ¿Cómo lo sabes? ¿Cómo afecta esto a la narración de la historia?
 ● El autor usa _______________ para contar la historia. La evidencia para apoyar esto incluye ______.
 ● El punto de vista en primera persona afecta la historia por ____________________________.

 Imaginería ¿Qué escenas, momentos, pasajes descriptivos, frases o palabras se destacan en su lectura de la historia?
 ● I Pude visualizar _______________ debido al uso del autor de ____________.
 ● Me sentí ______________ cuando el autor usó _____________ para describir ____________.

 Tono ¿Cuál es la actitud del autor hacia las acciones/eventos en la historia? ¿Es la historia trágica, humorística,
 aterradora? ¿Cómo quiere el autor que reaccione el lector?
 ● La historia tiene un sentimiento de _________________ porque el autor usa______________.
 ● Como lector, me siento __________________ porque ___________________.

 Tema ¿Qué tema(s) revela esta historia? ¿El tema(s) apoya o se opone a las nociones populares de la vida? ¿Ofrece una
 nueva visión sobre la experiencia humana o apoya las ideas tradicionales?
 ● Un tema de la historia es _____________________.
 ● El tema se conecta a la vida por _______________________________.

Análisis de Texto Informativo (Expositivo)
 Idea principal ¿Qué punto quiere hacer el autor en el texto?

 ● El primer punto del autor es ______________.
 ● El autor hace varios puntos. Para empezar con,_____________. Además, _______.

 Detalles de apoyo Detalles de apoyo

 ● El autor apoya el punto que _______ indicando _______.

 Afirmaciones ¿Cuál es la afirmación principal que el autor hace en el texto?

 ● La afirmación principal del autor es ________________.

 Parafraseando ¿Cómo parafrasearías lo que dice el autor?

 ● Otra forma de decir esto sería _______.
 ● En otras palabras, el autor está diciendo ____________.

 Resumiendo ¿Cómo resumirías lo que dice el autor?

 ● En resumen,_______________
 ● En resumen, los puntos principales del autor son ________________.

 De acuerdo/ ¿Son las ideas de este pasaje correctas o razonables? ¿Estás de acuerdo o en desacuerdo con ellos?¿Por qué?
 en desacuerdo
 ● Estoy de acuerdo/no estoy de acuerdo con la afirmación del autor que _______________ porque ___.

 Conexiones de ¿Cómo se relaciona este pasaje con otros textos que has leído?
 texto (Comparar/
 Contraste) ● Este pasaje es similar a ______________ porque _________________.
 ● Este pasaje difiere de _____________ porque _________________.

Después de leer textos literarios o informativos, utiliza los iniciadores de oraciones a continuación en un diario para
reflexionar y/o formar opiniones sobre lo que has leído.

 ​Iniciadores de Oraciones Reflexivas

 Me pregunto Me recordó de… Me sorprendió que…

 Empence a pensar en… No puedo creer… Es interesante que…

 Supongo que… Si hubiera sido… Realmente no entiendo…

 No veo cómo… Me molesta cuando… Estoy de acuerdo con esto porque…

 Me gusta la idea… ¿Por qué… No estoy de acuerdo con esto porque…

 Me di cuenta de que… ¿Cómo fue… Creo que el autor tiene la intención de…

Pete’s Numbers
This problem gives you the chance to:

 DO NOT WRITE HERE
• solve and make up number problems

 I am thinking of two numbers.

 My two numbers add up to 24.
 The second number is twice the first number.

 Pete says

 DO NOT WRITE HERE
1. Which two numbers is Pete thinking of?
Show your work.

2. Tina thinks of two numbers. She says, “My two numbers add up to 12.
Three times my first number plus twice my second number is 29.”

 DO NOT WRITE HERE
Which two numbers is she thinking of?
Show your work.

3. Pete thinks of two different numbers. He says, “When I add my second number to twice
my first number, the total is 10. When I add twice my second number to my first number,
the total is 11.” DO NOT WRITE HERE

Which two numbers is Pete thinking of?
Show your work.

 8
Published by CTB/McGraw-Hill LLC. Copyright © 2003
by Mathematics Assessment Resource Service. All rights reserved. Page 1 Pete’s Numbers Test 8: Form A

T-shirt Sale
This problem gives you the chance to:
• calculate total costs
• calculate percentage savings

 T-shirt Sale
 Any 3 T-shirts for $14.50

 $3.99 $6.99 $5.99

1. Tom bought these three T-shirts at the sale price of $14.50.
 How much money did he save compared to the original total price of the T-shirts?
 Show your calculations.
 $ _____________

2. What percentage of the original total price did Tom save? ______________%
 Show your work.

3. Harry also paid $14.50 for three T-shirts at the sale. The sale price saved Harry 30% of the
 original price of the three T-shirts.
 What is the original total price of his three T-shirts? $ _____________
 Show your calculations.

 6

Copyright © 2005 by Mathematics Assessment Page 8 T-shirt Sale Test 8
Resource Service. All rights reserved.

3. Pete says that when you add two numbers that are multiples of 5 you get a number that is a
Odd Numbers multiple of 10.
This problem gives you the chance to:
• sort numbers into sets and explain your choices (a) Give an example to show that this is sometimes true.
• test statements about odd and even numbers
The diagram below shows how Sue sorts some numbers.
 Odd Numbers in the
 numbers five times table
 (b) Give an example to show that this is not always true.
 7
 8 1 10 6
 3 5
 2
 9 4
 4. Jane says that when you add two odd numbers you always get an odd number.
 (a) Give an example to show that this is not true.
1. Explain why the number 5 is in the overlap region of the two circles.
 (b) Explain why two odd numbers always add to make an even number.
2. Write the numbers 11, 12, 13, 14 and 15 in the correct regions of the diagram.
 8
Published by CTB/McGraw-Hill LLC. Copyright © 2004 Page 2 Odd Numbers Test 8 Published by CTB/McGraw-Hill LLC. Copyright © 2004 Page 3 Odd Numbers Test 8
by Mathematics Assessment Resource Service. All rights reserved. by Mathematics Assessment Resource Service. All rights reserved.

8th Grade English Language Arts ​

 f​ or the week of
 April 13th, 2020

STUDENT LESSON SUMMARY

Word Choice and Diction
ELA RL.8.4, ELD PI.8.8

Word choice and diction refer to a writer’s use of language to convey
meaning. Writers who want to be serious will use formal language. Less serious
writing will be informal and might use everyday language including idioms and
slang. Use the following steps to analyze a writer’s word choice and diction.
Step 1: Determine level of formality. Ask yourself: Is the word choice formal
or informal? Formal language is grammatically correct and precise. Informal
language is looser with rules and may use slang, idioms, or short forms of words.

 EXAMPLE Formal: The idiosyncrasies of my supervisor profoundly
 irritated me.
 Informal: My boss’s quirks got on my nerves.

Step 2: Determine level of abstraction. Ask yourself: Is the word choice abstract
or concrete? Concrete words show specific details and put a reader in a scene.
Abstract, more general words make a reader step back and think.

 EXAMPLE Concrete: M
  ark stumbled into a walled garden bursting with
 coral tulips.
 Abstract: He found an area with many flowers.

Step 3: Look for charged words. Neutral words carry no connotations, or
emotional associations, for the reader. Charged words do. Look for charged words
to find the connotations of a passage.

 EXAMPLE Charged: An exotic aroma permeated my home.
 Neutral: An unusual smell filled the house.

Step 4: Look for positive and negative meanings. Effective moods or feelings
can be created by words with strong connotations—positive or negative. Both
sentences below describe one scene. The first seems attractive and impressive.
The second suggests a sickly, unpleasant scene.

 EXAMPLE Positive: Her eyes shining, Candida admired the ring.
 Negative: Her eyes narrowed, Candida ogled the ring.

Step 5: Evaluate the effectiveness of word choice. Ask yourself:
 • What is the author’s purpose or intent?
 • How well does the author’s word choice support that purpose?
 • What is the effect of substituting other words for the author’s?

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 1 Word Choice and Diction

model

Word Choice and Diction

 Dennis “The Fist” Phister
 I’ll admit it—I’m afraid of Dennis “The Fist” Phister. Everyone in
 my class is too. In fact, Phister rules as the meanest kid of George
 Washington Junior High School.
 At recess yesterday, this thug approached my buddy Andrew
 Wright. A ring of bloodthirsty spectators from the eighth grade
 chattered their taunts and chirped their alliances. Many eagerly egged
 Dennis on—even if their cheers had a hollow ring—a ring of dread.
 Then Dennis made a stupid mistake. He called Doug Wright,
 Andrew’s younger brother, a “wimp on wheels.” Now keep in mind
 that he’d just called Andrew a string of other dumb insults. Well, that’s
 one thing; dissing Doug is another. This slur set off a tornado of fury in
 Andrew the likes of which none of us had ever seen.

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 2 Word Choice and Diction

PRACTICE WORKSHEET A

Word Choice and Diction

A. Practice and Apply Read the boxed passage. Then circle the answer to each
 question that follows.

 [The soldier spoke] in a querulous way like a man who has mislaid
 his hat.
 —Stephen Crane, The Red Badge of Courage

 1. The word choice in this passage is
 a. concrete
 b. abstract
 2. In the passage, the connotation of the word querulous is
 a. positive
 b. negative

B. Practice and Apply Read the boxed passage. At each numbered blank
 choose a word from the Word Box that best conveys the “feeling” suggested.

 Word Box
 3. placed / hung / put
 4. cool / shiny / clammy
 5. retched / fluttered / tingled
 6. tired / sickly / drawn
 7. challenging / trying / unbearable
 8. gloomy / long / dull

FEELING: a feeling of discomfort and unhappiness
 Alicia 3.           her head over the 4.          
 iron railing of the cruise ship. She stared into the green-gray waves far
 below. Her stomach 5.           and her face looked
 6.           . This 7.           vacation at sea was
 coming to a close. That fact shone as the sole bright spot in a
 8.           day.

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 3 Word Choice and Diction

PRACTICE WORKSHEET B

Word Choice and Diction

A. Practice and Apply Read the passage. At each numbered blank choose a
 word from the Word Box that best conveys the “feeling” suggested.

 Word Box
 1. Laughing / Snickering / Tittering
 2. scurried / sprinted / jogged
 3. flashing / glowing / shimmering
 4. smiling / smirking / beaming

FEELING: A feeling of comfort and cheer
 1.           with anticipation, Paul 2.          
 over the grassy dunes toward the 3.           ocean. When he
 hit the surf, he dove in headfirst, his body knifing through the sea-green curl
 of the wave. After a minute, he emerged, 4.           and
 shaking water from his hair like a dog after a bath.

B. Practice and Apply Read each passage. Then answer the question.

 His dark, very old face was surrounded by a mass of curly
 white hair including facial hair that seemed to sever his head from
 the number of soiled garments he had put on his small body.

 His black, heavily wrinkled face was surrounded by a halo of
 crinkly white hair and whiskers that seemed to separate his head
 from the layers of dirty coats piled on his smallish frame.
 —Walter Dean Myers, “The Treasure of Lemon Brown”

 5. Explain why the word choice in the second passage is more effective. Point
 out specific words that carry strong connotations or that add life to the
 description.

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 4 Word Choice and Diction

RETEACHING WORKSHEET

Word Choice and Diction

A. Practice and Apply Read the boxed passage. At each numbered blank
 choose a word from the Word Box that best conveys the “feeling” suggested.

 Word Box
 1. gentle / little / bumpy
 2. Good / Sweet / Sharp
 3. slows / helps / soothes
 4. plush / damp / long
 5. touching / cradling / against
 6. peace / feel / sound

FEELING: a feeling of comfort and calm

 When I lay on the 1.           hills of Cooper’s Meadow, my

 mind seems to sigh with relief. 2.           smelling air, part cut

 grass and part fresh dirt, 3.           my spirit. I feel the

 4.           grass 5.           my head; only the

 wind and the meadowlarks speak. The 6.           of Cooper’s

 Meadow works a magic on my soul.

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 5 Word Choice and Diction

8th Grade History
 for the week of
 April 13, 2020

HemetLearnsTogether.org

8th grade History - Enrichment Activities
 Week of April 13, 2020

 Salem Witch Trials Lessons

 Central Historical Question:
 What caused the Salem Witch Crisis of 1692?
 Salem Witch Trials
Materials:
 Students are often captivated by the story of the Salem
• Salem Summary Information witch trials. But do you understand the deeper causes of
• Salem Evidence A, B, C, D the crisis? And do you see what the crisis reveals about
• Salem Graphic Organizer life in Massachusetts at the end of the 17th century? In
 this lesson, you will use four historical sources to build a
 more textured understanding of both the causes and
 historical context of these dramatic events.
 Instructions:

1. Introduction: Think about what you may already know about the Salem Witch
 trials.

2. Take out the Salem Summary information and read it through it.

 • Why do you think the people of Salem believed the girls’ accusations of
 witchcraft?
 • Even if the people of Salem truly believed in witchcraft, why would there
 be so many accusations all at once, all of a sudden?

3. We’re going to look at some pieces of evidence that might help us answer the
 question: What caused the Salem witch crisis of 1692?
 Take out Salem Evidence A, B, C, D, and Graphic Organizer. Complete ONLY
 THE TOP CHART FOR EVIDENCE A & B.

4. Reflect:

 • What type of document is Evidence A?
 • What type of document is Evidence B?
 • Based on these two documents, why did the people of Salem believe the
 girls’ testimony?

5. Introduce Evidence C & D: These two pieces of evidence tell us a little more
 about the HISTORICAL CONTEXT—in other words, what was happening in
 Salem at this time. Complete the graphic organizer.

6. Reflect:

 • Consider the Evidence C & D:

 Salem Witch Trials

o What else was happening in 1692?
 o Why might economic concerns have contributed to the witch
 crisis?

 • How does the information in Documents C & D change your view of
 what caused the Salem witchcraft crisis?

Citations:

Testimony of Abigail Hobbs, April 19, 1692, in Verbatim Transcripts of the Legal
Documents of the Salem Witchcraft Outbreak of 1692, ed. Paul Boyer and Stephen
Nissenbaum. http://testetext.lib.virginia.edu/etcbin/ot2www-
salemname?specfile=/texts/english/salem/public/salem.o2w&act=text&offset=3207915&t
extreg=div3&query=hobabi

Cotton Mather, “Memorable Providences relating to Witchcrafts and Possessions,” from
A Discourse on Witchcraft, (Boston, 1689), pp. 4-9.
http://books.google.com/books?pg=RA2-PA2&lpg=RA2-
PA2&dq=mather+%22discourse+on+witchcraft%22&sig=rwWdjDW94kUMgnTViV3JCV
GZbjo&ei=dGV4SrDGHYWotgP0y9DwBA&ct=result&id=7l9hAAAAMAAJ&ots=4kzbg3H
NPb&output=text

Paul Boyer and Stephen Nissenbaum. Salem Possessed: The Social Origins of
Witchcraft. Cambridge, Massachusetts: Harvard University Press,1974.

 © Copyright 2009, Avishag Reisman and Bradley Fogo.

 Salem Witch Trials

Salem Witch Crisis: Summary

 The Salem witchcraft crisis began during the winter of 1691-
1692, in Salem Village, Massachusetts, when Betty Parris, the nine-
year-old daughter of the village’s minister, Samuel Parris, and his
niece, Abigail Williams, fell strangely ill. The girls complained of
pinching, prickling sensations, knifelike pains, and the feeling of being
choked. In the weeks that followed, three more girls showed similar
symptoms.
 Reverend Parris and several doctors began to suspect that
witchcraft was responsible for the girls’ behavior. They pressed the
girls to name the witches who were tormenting them. The girls
named three women, who were then arrested. The third accused was
Parris’s Indian slave, Tituba. Under examination, Tituba confessed to
being a witch, and testified that four women and a man were causing
the girls’ illness.
 The girls continued to accuse people of witchcraft, including
some respectable church members. The new accused witches joined
Tituba and the other two women in jail.
 The accused faced a difficult situation. If they confessed to
witchcraft, they could escape death but would have to provide details
of their crimes and the names of other participants. On the other
hand, it was very difficult to prove one’s innocence. The Puritans
believed that witches knew magic and could send spirits to torture
people. However, the visions of torture could only be seen by the
victims. The afflicted girls and women were often kept in the
courtroom as evidence while the accused were examined. If they
screamed and claimed that
the accused witch was
torturing them, the judge
would have to believe their
visions, even if the accused
witch was not doing anything
visible to the girls.
 Between June and
October, twenty people were
convicted of witchcraft and
killed and more than a
hundred suspected witches
remained in jail.

 Salem Witch Trials

Salem Evidence A: “Discourse on Witchcraft” (Modified)

In the speech below, Cotten Mather, an influential leader of the Puritans, argues
for the existence of witchcraft:

I will prove that Witchcraft exists. Those who deny it exists argue that they
never saw any witches, therefore there are none. That would be as if you
or I said: We never met any robbers, therefore there are none.

I have two pieces of evidence that witchcraft exists: First, the Scripture
mentions witchcraft. Secondly, many people have experienced the horrors
of witchcraft.

Source: Cotton Mather, “Memorable Providences relating to Witchcrafts and Possessions,”
from A Discourse on Witchcraft, (Boston, 1689), pp. 4-9. Cotton Mather was one of the
most influential religious leaders in America at the time.

Salem Evidence B: Testimony of Abigail Hobbs (Modified)

Below is the testimony of a teenager accused of witchcraft, Abigail Hobbs, on
April 19, 1692.

Judge: Abigail Hobbs, you are brought before Authority to answer to various acts
of witchcraft. What say you? Are you guilty, or not? Speak the truth.

Abigail Hobbs: I will speak the truth. I have seen sights and been scared. I have
been very wicked. I hope I shall be better, if God will help me.

Judge: What sights did you see?

Abigail Hobbs: I have seen the Devil.

Judge: How often, many times?

Abigail Hobbs: But once.

Judge: What would he have you do?

Abigail Hobbs: Why, he would have me be a witch.

Judge: Would he have you make a covenant with him?

Abigail Hobbs: Yes.

 Salem Witch Trials

Salem Evidence C: Chart of Family Farms

Average Size of Family Farms in Salem Village, 1640-1700

 1692: Salem
 Witchcraft
 Trials

Salem Evidence D: Map of Salem Village

The map below depicts Salem Village (on the left/west) and Salem Town (on the
right/east). Most people in Salem Village were farmers, whereas most people in
Salem Town were merchants and townspeople. The residents of Salem Village
had to pay taxes to Salem Town. The map shows that most of the people who
made accusations were from Salem Village.

 Salem Witch Trials

Name____________

 What caused the Salem Witch Crisis of 1692?

 What is it? According to this document, why did
 (Describe this the people of Salem believe the girls’
 piece of accusations?
 evidence)
 Salem
Evidence
 A

 Salem
Evidence
 B

 What is it? According to this document, what was
 (Describe this happening economically in Salem in
 piece of evidence) 1692?

 Salem
Evidence
 C

 Salem
Evidence
 D

 Salem Witch Trials

Using information from all 4 pieces of evidence, write a paragraph in the
space below that best answers the question:

What caused the Salem Witch Trials of 1692?

 Salem Witch Trials

Salem Evidence A: “Discourse on Witchcraft” (ORIGINAL)

In the speech below, Cotten Mather, an influential leader of the Puritans, argues
for the existence of witchcraft (1688).

It should next be proved THAT Witchcraft is.

The being of such a thing is denied by many that place a great part of their small
wit in deriding the stories that are told of it. Their chief argument is that they
never saw any witches, therefore there are none. Just as if you or I should say,
we never met with any robbers on the road, therefore there never was any
padding there. . . .

[T]here are especially two demonstrations that evince the being of that infernal
mysterious thing. First. We have the testimony of scripture for it. Secondly. We
have the testimony of experience for it. . . . Many witches have . . . confessed
and shown their deeds. We see those things done that it is impossible any
disease or any deceit should procure.

Source: Cotton Mather, “Memorable Providences relating to Witchcrafts and
Possessions,” from A Discourse on Witchcraft, (Boston, 1689), pp. 4-9. Cotton
Mather was one of the most influential religious leaders in America at the time.

 Salem Witch Trials

Salem Evidence B: Testimony of Abigail Hobbs (ORIGINAL)

Below is the testimony of a teenager accused of witchcraft, Abigail Hobbs, on
April 19, 1692.

The Examination of Abigail Hobbs , at Salem Village, 19 April, 1692, by John
Hawthorn and Jonath. Corwin , Esqs., and Assistants.

[Judge:] Abig. Hobbs, you are brought before Authority to answer to sundry acts
of witchcraft, committed by you against and upon the bodies of many, of which
several persons now accuse you. What say you? Are you guilty, or not? Speak
the truth.

[Abigail Hobbs:] I will speak the truth. I have seen sights and been scared. I
have been very wicked. I hope I shall be better, if God will help me.

[Judge:] What sights did you see?

[Abigail Hobbs:] I have seen dogs and many creatures.

[Judge:] What dogs do you mean, ordinary dogs?

[Abigail Hobbs:] I mean the Devil.

[Judge:] How often, many times?

[Abigail Hobbs:] But once.

....

[Judge:] What would he have you do?

[Abigail Hobbs:] Why, he would have me be a witch.

[Judge:] Would he have you make a covenant with him?

[Abigail Hobbs:] Yes.

 Salem Witch Trials

8th Grade Integrated Science: Paper Boat Design Challenge

Week 04/13/2020

Reading:
 ● Annotate the article: ​Density and buoyancy determine whether an object will float
 ○ Underline important ideas
 ○ Circle important words
 ○ Write a “?” next to something you want to know more about
Activity:
 ● Building Challenge Guidelines
 ○ The boat must be able to float in water
 ○ It cannot be wider than 12cm (use the included ruler)
 ● Fold and Build 3 paper boats
 ○ Maritime Makers Paper Boat
 ○ Sailboat
 ○ Design your own boat
 ● Once floating which boat can hold the most pennies?

Writing:
 ● Complete the ​STEM Challenge​ questions

Density and buoyancy determine whether an
object will float
By Gale, Cengage Learning on 02.18.20
Word Count 725
Level MAX

Image 1. A ship floats in water because of the combined effects of density and buoyancy. Photo by George Desipris via Pexels

What does it mean when it is said that one type of matter is more dense than another? What does
density tell us about the nature and behavior of a substance? How does density affect the tendency
of an object to float or sink in a liquid?

The density of matter is determined by the mass of a given volume of that matter. Any object at a
given temperature and pressure will have a fixed volume, determined by the quantity of space it
occupies and measured in cubic inches, feet or yards. It also will have a fixed mass, determined by
the quantity of matter contained in the substance. Mass is measured in pounds. Density equals
mass divided by volume.

The mass of different substances can vary greatly. The atoms that make up lead are tightly packed
(at room temperature and pressure) and possess a large number of subatomic particles — protons,
neutrons and electrons. In contrast, the atoms that make up hydrogen gas are very loosely packed
at the same temperature and pressure and possess a very small number of subatomic particles.

 This article is available at 5 reading levels at https://newsela.com.

More atoms with more subatomic particles in a given volume means higher density. Fewer atoms
with fewer subatomic particles in a given volume means lower density.

Imagine a life-size sculpture of a goldfish molded in
solid clay. Now imagine an identical statue cast in
solid lead. Both sculptures occupy the same volume,
but the lead has a greater mass and is therefore
denser. A third identical sculpture, this time carved
from balsa wood, also occupies the same volume but
contains less mass than either the clay or the lead.
Balsa wood is less dense than both clay and lead.

Density Is Measured On A Relative Scale

Notice that in comparing the densities of lead, clay
and balsa wood, we have not used any units of measurement. We simply stated that balsa wood is
less dense and lead is more dense compared to clay. This is called relative density.

To measure density, scientists often use a relative scale. Water is assigned a value of 1.0, and other
materials are assigned numerical values greater or less than 1.0 based on their density relative to
water. For example, lead has a relative density of 11.3 and balsa wood has a relative density of 0.2.
Relative density compared to water is also called specific gravity.

Relative Density Can Be Observed

The relative density of certain materials is easy to determine by observing the behavior of the
materials when gravity acts upon them in a liquid. Substances of greater density will sink in liquids
of lesser density due to the greater gravitational pull on the mass they contain. Conversely,
substances of lesser density will rise. Thus, the lead goldfish will sink in water, while the balsa
wood goldfish will float. What about the clay goldfish? To predict its behavior, we would need to
know its relative density.

When two immiscible liquids, such as oil and vinegar, are poured into a container, the less-dense
liquid will float on top of the more-dense liquid. If a third liquid whose density falls between the
first and second is poured into the container, it will form a layer between the other two liquids. A
solid dropped into the container will sink through the liquids of lesser density than itself, but it
will float on the layer of the liquid whose density is greater than the solid's density.

Look! It Floats!

The relationship between density and buoyancy was studied in the third century B.C. by
Archimedes, a Greek philosopher and inventor. The Archimedes Principle states that the lifting
effect of a liquid on an object is equal to the weight of the liquid displaced by the object. Thus, if
the object contains less mass than the mass of the displaced liquid, the object will float.

The Archimedes Principle is what makes steel ships float. If the mass of the displaced water — that
is, the mass of the volume of water pushed aside by the hollow hull of the ship below the waterline
— is greater than the mass of the entire ship, then the ship will float, even though steel has a
relative density greater than 1.

 This article is available at 5 reading levels at https://newsela.com.

Paper Boat Folding Directions

STEM Challenge 
  
 Name: ____________________________________ Date: __________________________
 Name of Today’s Challenge: ____________________________________________
 Explain today’s challenge:
CHALLENGE 
  

 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________ 
  

 Record information needed to understand and complete today’s challenge?
RESEARCH 
  

 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________ 
  

 What ideas do you have for completing this challenge? © Rebecca Rojas @ CreateTeachShare
IMAGINE 
  

 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________ 
  

Explain what you did to design and create your piece for this challenge.
DESIGN & CREATE 
  
 ___________________________________ Diagram:
 ___________________________________
 ___________________________________
 ___________________________________
 ___________________________________
 ___________________________________
 ___________________________________
 ___________________________________ 
  

 What was the outcome of this challenge?
 ________________________________________________________
OUTCOME 
  

 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________ 
  

 What worked well during this challenge? What challenges did you face?
 In the future, how would you improve your design?
EVALUATE 
  

 © Rebecca Rojas @ CreateTeachShare

 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________
 ________________________________________________________ 
  

Art Connects
 2020 Virtual Student Arts Competition
 RIVERSIDE COUNTY OFFICE OF EDUCATION

The Riverside County Office of Education is launching a
virtual student arts competition to help students channel their
creativity during the COVID-19 school closures.
Despite the closure of schools, students in Riverside County are continuing to create, dream, and express
their ideas through their own unique talents and abilities. Artistic expression is a healthy way for students
to process their feelings, exercise their creative abilities, and expand their understanding of a changing
world. These expressions have the power to uplift others and bring meaning to their life and the lives of
others during challenging times.

Rules and Eligibility Requirements
• Open to all Riverside County students in grades TK–12 attending public, charter, private, parochial, or
 home-school programs.
• One entry per student per art form per week.
• Individual entries only; no group entries.
• Grade level categories include TK–2, 3–5, 6–8, and 9–12.

Awards
• 1st, 2nd, and 3rd place awards will be selected in each art form.
 • 1st place award: $75 gift card, plaque, and certificate of participation
 • 2nd place award: $50 gift card and certificate of participation
 • 3rd place award: $25 gift card and certificate of participation
 • Honorable mention: Certificate of participation
• Awards will be announced weekly via www.rcoe.us/art-connects, on RCOE’s social media pages,
 and by email to the winners.
• The work of awardees may be shared on the website and RCOE social media pages.
 Awards provided by the Riverside County Office of Education Foundation.

Judging Criteria
• Judges will include Riverside County artists, poets, choreographers, actors, writers, educators, filmmakers,
 and musicians.
• Judges will score entries based on the following categories:
 • Creativity and originality
 • Artistic composition
 • Connection to weekly theme
 • Overall impression
• Judges will take into account the constraints that come with the nature of a virtual competition.
 • Example: Video submissions will be based on the content of the film, not the production value.
 • Example: Photo submissions will be judged on the artistic quality of the image, not the resolution
 of the JPG.

 For additional information, please visit www.rcoe.us/art-connects
 or contact Louisa Higgins, RCOE Arts Administrator, lhiggins@rcoe.us.

Art Connects
 2020 Virtual Student Arts Competition
 RIVERSIDE COUNTY OFFICE OF EDUCATION

Guidelines and Submission Information

Week One: Poetry Week Two: Visual Arts Week Three: Dance
Theme: Expressions of Change (2D, 3D, Photography) Theme: Expressions of Kindness
Submission: 100 word maximum, Theme: Expressions of Possibility Submission: Two-minute video
typed or handwritten Submission: JPEG photo of Submit entries 4/8 through 4/14
Submit entries 3/25 through 3/31 finished work Winners announced on 4/21
Winners announced on 4/7 Submit entries 4/1 through 4/7
 Winners announced on 4/14

Week Four: Theater Week Five: Media Arts Week Six: Music
Theme: Expressions of Persistence Theme: Expressions of Connections Theme: Expressions of Hope
Submission: Original writing Submission: Two-minute podcast Submission: Two-minute video;
of an excerpt enacted into or short film compositions encouraged,
two-minute video Submit entries 4/22 through 4/28 however can be performances
Submit entries 4/15 through 4/21 Winners announced on 5/5 of hope-themed music
Winners announced on 4/28 Submit entries 4/29 through 5/5
 Winners announced on 5/12

 How to Submit Entries
 • Go to www.rcoe.us/art-connects and follow the directions to upload your submissions.
 • Students will be asked to provide their name, school or district affiliation, and contact information in
 order to verify winners for any awards.
 • After you submit your entry, you are encouraged to share your submission on social media with the
 hashtag #ArtConnectsRivCo.

 For additional information, please visit www.rcoe.us/art-connects
 or contact Louisa Higgins, RCOE Arts Administrator, lhiggins@rcoe.us.