Please put your name on your work, not just in the email,
but in the title bar (or elsewhere) on everything you submit.
Please be sure that the work you submit is unique to you;
when I get several pieces of work that all have the same, unique idea
or the phrasing of a sentence is identical, I question whose work I'm reading.
Remember: I want to know what YOU think and what YOU learned.
8ELA
-Reading-Be sure to get in your 40 minutes of reading today. Did you submit pages read as of Friday? If you didn't tell me the book and page you're working on, please send it today.
-Last week, we read "Lather and Nothing Else" by Hernando Tellez. Please find the questions below. I'll be collecting answers tomorrow.
1. As you read this story, did you think the barber would harm Captain Torres? Why or why not? /2
2. Suspense is created in the first two paragraphs. What are two details the author uses to do this? Explain why this is suspenseful. /3
3. Find another place in the story where the author achieves suspense. Explain how it is achieved, while identifying the details. /2
4. What has the captain been doing for the past four days? /1
5. On page two and three, we learn that the barber has a secret. What secret does the barber have? /1
6. The interior monologue reveals a character v self conflict. What decision must the barber make? What are the possible consequences of his choice? /3
7. Do you agree with the barber’s decision to let Torres leave unharmed? Explain your thoughts. /2
8. Review the last paragraph of the story and especially these lines: On the threshold he stopped for a moment, and turning toward me, he said, “They told me you would kill me. I came to find out if it was true. But it’s not easy to kill. I know what I’m talking about.” What do we learn about the Captain Torres’s character? How is he “different” from the Captain Torres from the rest of the story? /2
8SS
-Last week, we learned about the Roman military and I collected homework. Please review your work and compare it to answers posted below.
Roman Military
1. Audaces fortuna iuvat is useful for today’s topic because fortune/wealth comes to those who are brave and willing to try new things. The soldiers/military were brave and willing to go fight in foreign lands and they brought wealth to Rome (and themselves).
2. Three criteria for being a part of the Roman military are soldiers had to be men, they had to be citizens, and they had to have their own weapons. They also served without pay (it was their duty and love for Rome that made them serve).
3. Auxiliary troops are those people who came from conquered lands. They were forbidden from serving in their homelands because the Romans probably couldn’t trust them; the Roman probably thought they would encourage a rebellion against Roman control. (Think of it this way: Munroville goes to attack Cirictown and Munroville wins (of course!) we now control Cirictown. Munroville wants to conquer more territory—let’s go conquer Barairoburg!—who should I leave to control Cirictown while I’m out with my soldiers conquering new lands? Should I leave one of my loyal Munroville citizens or should I leave a Cirictown citizen? Hmmmm…I think I’ll leave a loyal grade 8 student there because I can trust him or her and I’ll take the newly conquered Cirictown people with me.)
4. A centurion is a full-time officer and a legion is the group of 6000 soldiers.
5. Hannibal is the commander of the Carthaginian army (could you tell me where Carthage is? It’s on the map we did at the start of this unit). He decided to attack from the north because Rome controlled the Mediterranean Sea with it’s strong navy.
6. (answers will vary-possibilities follow) Hannibal was unsuccessful because his attack route was too long (through Spain, mountains, and more mountains) and his soldiers were exhausted and he lost many elephants on the journey. He was unsuccessful because as the leader he should have protected Carthage and he didn’t; he left it open to attack and once he was away, the Romans attacked and Hannibal had no choice but to turn back/give up.
7SS
-Last week, we learned about the UDHR, why it was created, and how it is to be used. Remember, it is formed on the idea that these are the rights that EVERYONE has simply because he or she is human.
-Today we’ll look at how these rights can be denied. While many countries have denied rights to
their citizens, we will focus on South Africa and Canada.
-Read p. 96 from your textbook to learn what happened in South Africa. Be an active reader—you may want to print the
page and highlight the big ideas in each paragraph. If you don’t want to print, stop after every
paragraph and ask yourself: what was the
big idea in that paragraph?
-Access The Apartheid Museum in South Africa (a virtual field trip!)
and click on Exhibitions then Permanent Exhibition. Visit boxes 1 – 18 for more information and
visuals of apartheid.
-Now let’s see how human rights were abused in Canada. Watch the video and review the website.
https://www.pc.gc.ca/en/culture/clmhc-hsmbc/res/doc/information-backgrounder/Viola_Desmond
https://www.historicacanada.ca/content/heritage-minutes/viola-desmond
-Tomorrow, I’ll assign the questions that will check your learning on
the idea of human rights abuses.
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