Bonjour,

Having some French resourses for being French outside of class came up in conferences, so please use these two Google doc vocabulary lists that cover what vocabulary we have used in class so far: 

Unit 1

Unit 2

To review online what we have covered in class, we have a class created on this site:

VERB NINJA  enter our class code:  1fz48zsf

Here is a Spotify playlist that has some songs we have heard in class.

Please don't hesitate to let mw know if you have any questions or concerns.

---------------------------------------------------------------------------------------------------------

How To Say ‘I’m Grateful For” In French

At Thanksgiving, it’s a tradition to go around the table and say what you are grateful for, thankful for that year.

In French, to say you are grateful, the expression is “être reconnaissant(e)”

The preposition used after it is a bit tricky:
– “pour” / “de” + something

Je suis reconnaissante pour vous, mes étudiant.es à Crowden ! 

Joyeux jour de l’Action de Grâce à vous et à votre famille !

Madame Demathieu

Bonjour,

Having some French resourses for being French outside of class came up in conferences, so please use these two Google doc vocabulary lists that cover what vocabulary we have used in class so far: 

Unit 1

Unit 2

To review online what we have covered in class, we have a class created on this site:

VERB NINJA  enter our class code:  wL6GAkJr

Here is a Spotify playlist that has some songs we have heard in class.

Please don't hesitate to let mw know if you have any questions or concerns.

---------------------------------------------------------------------------------------------------------

How To Say ‘I’m Grateful For” In French

At Thanksgiving, it’s a tradition to go around the table and say what you are grateful for, thankful for that year.

In French, to say you are grateful, the expression is “être reconnaissant(e)”

The preposition used after it is a bit tricky:
– “pour” / “de” + something

Je suis reconnaissante pour vous, mes étudiant.es à Crowden ! 

Joyeux jour de l’Action de Grâce à vous et à votre famille !

Madame Demathieu

Bonjour,

Having some French resourses for being French outside of class came up in conferences, so please use these two Google doc vocabulary lists that cover what vocabulary we have used in class so far: 

Unit 1

Unit 2

To review online what we have covered in class, we have a class created on this site:

VERB NINJA  enter our class code:  wvDrJCil

Here is a Spotify playlist that has some songs we have heard in class.

Please don't hesitate to let mw know if you have any questions or concerns.

---------------------------------------------------------------------------------------------------------

How To Say ‘I’m Grateful For” In French

At Thanksgiving, it’s a tradition to go around the table and say what you are grateful for, thankful for that year.

In French, to say you are grateful, the expression is “être reconnaissant(e)”

The preposition used after it is a bit tricky:
– “pour” / “de” + something

Je suis reconnaissante pour vous, mes étudiant.es à Crowden ! 

Joyeux jour de l’Action de Grâce à vous et à votre famille !

Dear Cello Class,

This is a reminder to PRACTICE this weekend.

On Monday, you will be tested on:

A-major broken thirds in TWO or FOUR to a bow (you choose).

A-major etude, in duos with one other student. You already chose top or bottom line.

Be 100% sure about intonation, EACH NOTE.

Be 100% sure that EACH NOTE has a solid, good sound.

I will grade you as follows:

You begin with 100 points.

Every wrong fingering is -1 point

Every wrong bow direction -1 point

Bad intonation (I'm going to be strict!) -1 point

Sound: close to the bridge. If a note it too quiet: -1 point

***

Also... this week we worked on The Squid.

Remember: The Squid is a small, squishy creature that only appears when you are playing at the frog. The Squid's survival mechanism is SPEED. It only appears for a moment, then it is gone. If the Squid is too slow, it will get eaten by a predator!

Also, if your Squid is too slow, your private cello teacher will call me all angry, asking me why you are playing with your right wrist too high. I have already gotten one call. Grrrr. 

So remember: 

The Squid only appears briefly at the frog. 

Then your wrist goes back down to normal.

Have a good weekend and happy practicing! 

Audrey

Dear 5th grade music historians and families,

Today we learned about the earliest known fragment of a written piece of music, Hurrian Hymn to Nikkal. It was written down about 3,400 years ago in cuneiform and is from the Ugarit Empire, a location which is on the Mediterranean Sea in the modern-day country of Syria. To experience what it might be like to write with a wedge shaped stylus in wet clay, we experimented with writing our names in the Ugaritic form of cuneiform in salt dough. We were a little short on time at the end of class to complete the project. If your student didn't complete their attempt to write their name, it will be their homework assignment this weekend to finish it. If your student did complete their project but would like to experiment further with clay and stylus, please feel free. I left all the students with a ziploc baggy of salt dough, a balsa wood stylus, some wax paper and instructions for the project.

The "clay" is non-toxic, made in my kitchen with wheat flour, salt, water and a little bit of cocoa powder for color. However, it is not edible, as the flour is raw and there is too much salt. In other words, DO NOT eat the "clay."

If you have any questions, please email me at kheater@crowden.org. I look forward to meeting all the parents at back to school night on September 18.

Have a great weekend!

Best regards,

Ms. Heater

Hello Everyone,

If you haven't already, please send me the latest versions of your scores and parts so I can print them before Friday's class: jreager@peralta.edu

I am very excited to hear all you pieces coming to life and to share them with your friends and family.

In musica unitatis

John Reager

Hello Everyone,

Please send me the latest versions of your scores and parts so I can print them before Friday's class: jreager@peralta.edu

I am very excited to hear all you pieces coming to life and to share them with your friends and family.

In musica unitatis

John Reager

Hello Everyone,

We are about a month away from our Musicianship Composition Recital on June 5th.

First drafts are due this Friday. Rehearsals will also begon this Friday, so please bring legible parts and your instruments to class.

Thank You.

Greetings Musiciship 4:

Reminder:  I extended our current project due date to Wednesday March 13th. 
On Wednesday March 13th, all should be prepared to give a brief presentation of your work and turn it in for full credit and worksample.
LEGIBLE NOTATION is a high priority as we head into the last months of composition work.

__________________________________________________

#2 CHORD PROGRESSIONS PROJECT
Assignment Due Friday March 8th = 100 points

1. Choose four progressions from original project "chord progression samples" to rewrite as a revision, inserting “more chord options” from new samples. 
2. Write revisions legibly on staff paper and edit your prompts to reflect the new character of the music. (submit for 80 points)
3. Present in class as a performance on Friday March 8th (20 points)
4. This short compositional assignment will be presented to parents in family conferences to show your compositional growth.

_________________________________________________

Please reach out to me by email to let me know if you have any questions about our work  in Musicianship 4.

Have a great long weekend.

Ms. Beth

Dear Fourth Grade families,

The students are making good progress on their instrument reports. One or two are still settling on a subject. You do not have to choose a western orchestral instrument! This week we looked at the resources in the classroom and started writing main paragraphs. Students also started taking home their presentation poster boards, and some are already working out their layouts. Include lots of images! You can create your own artwork or download images (non-copyright) for your poster.

Your report should have a main paragraph which describes the instrument, a paragraph on the history of the instrument, a personal connection paragraph (why did you choose this instrument for your report?) and a bibiography. Please let me know if you are having any obstacles in this project. kheater@crowden.org. Life at Crowden is busy! If you need an extension on this report, please email me and explain the circumstances. I would love to celebrate the completion of this project before spring break, so no one has to be working on it during vaction.

Best regards,

Ms. Heater

Hello 5th grade families!

The students are making headway on their composer reports. This week we looked at books and the New Grove Dictionary and wrote some paragraphs in class. Please check in with me if anyone is having trouble with any aspects of the report. kheater@crowden.org

There should be a main paragraph with biographical details, a historical context paragraph (in what kind of time/place did the composer live, and how did it affect their career?) a personal connection paragraph (what did you learn about this composer that made an impression?), a sample list of major works and a bibliography. Include lots of pictures! You can include your own artwork or find images on the internet, especially any first edition or autograph manuscripts of the composer's work.

I'm attaching a sample photo of a report to give you the idea.

I'm hoping to see the completed reports before spring break, so no one has to work on it during vaction. However, life at Crowden has gotten very busy. If anyone needs an extension, please send me an email explaining the circumstances.

Best regards,

Ms. Heater

https://kahoot.it/challenge/03590661?challenge-id=0555e21c-bee7-4cd4-99bf-45861e145f73_1651074960497

https://kahoot.it/challenge/04619659?challenge-id=0555e21c-bee7-4cd4-99bf-45861e145f73_1651074687187

Good afternoon,

I am writing to share the invitation for our fourth grade scientist's upcoming presentations. On Tuesday, March 29th from 10:50-11:40 students will be presenting their final projects for our current unit. The attachment to this message contains a digital invitation as well as an overview of what students have been learning. If you can, I hope you join us! Please email me with any questions or ideas you may have at tpowles@crowden.org

Wishing you well,

Tyler

Please check your email for two messages from me, giving you new Zoom login information for your individual check-in and small group violin class for the remainder of the school year. Zoom security now requires a password, so you will need this to login to our Zoom meeting.

If you have any questions, please send me an email.

Thanks, and see you soon!

Wendy

May the fourth be with you...;-D

May the fourth be with you...;-D

May the fourth be with you...;-D

May the fourth be with you...;-D

May the fourth be with you...;-D

Dear pianists,

Good luck tonight on your first performance!  I've heard reports back from Michael that you are all sounding "fantastic" and "really impressive."  I wish I could be there to hear you all in person but I look forward to hearing the recordings.  

I am very proud of the work you've all put in this past semester—please enjoy this performance tonight. 

all best,

Elizabeth

Dear pianists,

Good luck tonight on your first performance!  I've heard reports back from Michael that you are all sounding "fantastic" and "really impressive."  I wish I could be there to hear you all in person but I look forward to hearing the recordings.  

I am very proud of the work you've all put in this past semester—please enjoy this performance tonight. 

all best,

Elizabeth

Crowden Eighth Grade History - Greg Paxton, Teacher

Eighth graders will embark on an exploration of historical events that shaped America, with an emphasis on varied groups and their contributions to our society. Additionally, we will explore the tenants of the constitutional process, and analyze its relevance to current events.

Texts  - We will be using several resources including A More Perfect Union (Houghton Mifflin), along with various publications, articles, and editorials.

Format - Class consists of lectures and slideshows (with note-taking), with an emphasis on seminar-style discussion and reflection (critical thinking). Periodic labs and/or activities will integrated into the class discussion as well.

Note taking - Students will assemble a notebook of resources consisting of the main notes from class lectures, handouts, maps, and student-interpreted renderings. All students should have a spiral-bound notebook for notes, and a designated sleeved folder for handouts (preferably a binder to house all of these).

Research Papers - With an emphasis on critical thinking, students will sharpen research skills by gathering historical information, and then with Greg’s guidance, synthesize that information through written papers and/or reports. A rubric for each paper will be posted well in advance of the due date.

Class Projects - Class presentations, in the form of research projects, are designed not only to be a fun and creative, but also provide an opportunity for students to teach fellow students, as well as experience the dynamics of group planning (some projects are individual). Each project will involve submitting a proposal that I approve. Students are encouraged to use their imagination and creativity projects utilizing art, role-play, multi-media, model-making, and so forth, while balancing these formats with sound research. A rubric will be given for each project that details expectations. Some projects may also require a written component.

Homework and classwork - To what extent possible, I will strive to provide ample time for students to complete assignments as part of the class itself, though projects and research papers will need to be completed at home. When assigned, homework will consist of additional reading or research to supplement what has been discussed in class. Assigned research will either by followed by an assessment (quiz), or included as part of an upcoming test.

Tests and quizzes - Before each unit test or quiz, at least one period will be devoted to reviewing all materials for that unit (grades 6 & 7). Test dates will be posted on ThinkWave at least one week in advance. Study Guides will be assembled during the review period (a day or two before). During mid-terms and finals, either a test may be given, or a research paper may be assigned, depending on the class/unit.

Grading - Tests and quizzes are graded on a straight-forward point system. Research projects and presentations follow a rubric of required components. The main emphasis of both tests and projects is to ensure that each student grasps the historical concepts discussed in class, and that they can apply a measure of critical analysis to the facts.

Geography - Geography is taught concurrently with each unit throughout the year.

8th Grade Course Overview - Part One. Below is a sample of of the units covered in the first half of this year. Some units are taught chronologically, and some are thematic.

The Land - Geographical acclamation of the topography, and how/why this sets the stage for historical events.

Earliest Americans - An Introduction. This will begin an ongoing series of texts, resources, and discussion concerning the original inhabitants and their place in history.

European Exploration - The seeds of Commerce, Colonization, and Conversion.

Early European Settlements - Exporting European interests (and conflict) in the “New World,” as well as communities in exile.

The British Colonial Period - Detailed examination of the make-up of each satellite, daily life, and the pitfalls of being “ruled” from afar.

French and English Conflicts - And their impact on the residents of the “old” and “new” world.

Emerging Identity in the Colonies - Concepts of pluralism, immigration, and salutary neglect.

Religious Influences in the colonies - The intersection of the first “Awakening” and self-rule.

Pre-Revolutionary Ideas and Events - Rebellion against acts, the importance of printed pamphlets to spread ideas, and those who published these ideas.

The American Revolution - Declarations, geography of a non-certain outcome, emerging leaders of the rebellion.

Inside the mind of Jefferson - Influences on his own thinking, and the intent behind his words.

Early expansion in the Northwest Territory - Why this was important to a new nation.

Working It Out - The Constitution/Bill of Rights - Historical context for the “rule book” of democracy. The conflicts, compromises, debates, ratification process, and importance of state’s rights in seeking to amend it all.

Understanding the Constitutional Process (role of three branches) in an election year. - An overview of the separation of powers (its roots), and how this is playing out in current events. Creating a metaphor for the three branches, and the relevance of the Bill of Rights today.

Tests of Foreign Relations and U.S. Sovereignty. - The war of 1812, the Monroe Doctrine, and the emergence of Andrew Jackson as a “frontiersman.”

A Nation Grows - Westward expansion, Manifest Destiny, neoclassical revival, geographical differences in economics, more Great Awakening.

The Institution of Slavery - A timeline of events, exploration of histories, economic dependences, and the potential rupture to the union. Walter Dean-Myers: Now is Your Time.

Crowden Seventh Grade History - Greg Paxton, Teacher

Seventh graders will explore the medieval and modern world, with all its varied societies, empires, governments, art, culture, religious beliefs, ideologies, and technological advancements. Putting all of these into context is the primary goal of the course, with an emphasis on how all of these histories relate to our world today.

Texts - We will be using several resources including Across the Centuries (Houghton Mifflin), along with various publications, articles, and primary sources.

Format - Class consists of lectures and slideshows (with note-taking), discussion and reflection (critical thinking), and labs and/or activities to analyze historical documents and sources.

Note taking - Students will assemble a notebook of resources consisting of the main notes from class lectures, handouts, maps, and student-interpreted renderings. All students should have a spiral-bound notebook for notes, and a designated sleeved folder for handouts (preferably a binder to house all of these).

Research Papers - With an emphasis on critical thinking, students will sharpen research skills by gathering historical information, and then with Greg’s guidance, synthesize that information through written papers and/or reports. A rubric for each paper will be posted well in advance of the due date.

Class Projects - Class presentations, in the form of research projects, are designed not only to be a fun and creative, but also provide an opportunity for students to teach fellow students, as well as experience the dynamics of group planning (some projects are individual). Each project will involve submitting a proposal that I approve. Students are encouraged to use their imagination and creativity projects utilizing art, role-play, multi-media, model-making, and so forth, while balancing these formats with sound research. A rubric will be given for each project that details expectations. Some projects may also require a written component.

Homework and classwork - To what extent possible, I will strive to provide ample time for students to complete assignments as part of the class itself, though projects and research papers will need to be completed at home. When assigned, homework will consist of additional reading or research to supplement what has been discussed in class. Assigned research will either by followed by an assessment (quiz), or included as part of an upcoming test.

Tests and quizzes - Before each unit test or quiz, at least one period will be devoted to reviewing all materials for that unit (grades 6 & 7). Test dates will be posted on ThinkWave at least one week in advance. Study Guides will be assembled during the review period (a day or two before). During mid-terms and finals, either a test may be given, or a research paper may be assigned, depending on the class/unit.

Grading - Tests and quizzes are graded on a straight-forward point system. Research projects and presentations follow a rubric of required components. The main emphasis of both tests and projects is to ensure that each student grasps the historical concepts discussed in class, and that they can apply a measure of critical analysis to the facts.

Geography - Geography is taught concurrently with each unit throughout the year.

Course Overview - Below is an overview of the units covered this year, with a brief content description.

Part One

Early Travel and Cross-Cultural Connections. Modes of travel (150 - 1500), challenges,technological advances, and maps.

Byzantine Empire (Earlier Empire). The aftermath of the collapse of the West and the emergence of Constantine, Justinian, and the significance of “codes.” Also, and examination of the art and architecture of the empire, and an exploration of the intersection of religious belief.

Islam. Desert culture and the beginning of Islam; the life of Mohammed, the expansion of the Islamic Empire, its Golden Age, and concluding with the historical influences across the globe.

Africa. Early village life in Western Africa, the empires of Mali, Songhai, and Ghana, followed by the Bantu migration. From there were look at the rise of trading states, the Zimbabwe state and kingdom of Kongo. We concluded with an examination of the consequences of European trade.

Mongol Empire. And exploration of the culture of the Khans, their rise to power, and the meteoric expansion of the khanates.

China. The late Han Dynasty (Xian Di0, and its culture and technologies. We will learn about the political and social influences of Confucianism, Dao and Buddhism in China. Reunification of the empire (Wen, Tang, Sui) will be explored, as well as conflict with the Mongols. From there were conclude looking at the Ming and Qing dynasties.

Japan. The physical and human Geography of Japan, its early people, Chinese influence, and the emergence of Japan’s national culture (Kyoto). Then we look at the rise of feudalism and the power of the shoguns. We will also look at art and literature of the Kyoto court via role play.

The Mughal Empire. Geography. We explore Punjab, the Hindu and Muslim divide, followed by a brief explorations of Babur, Akbar’s multiculturalism (including Hindu integration), Jahangir and Shah Jahan. Art and architecture will be considered: The Taj Mahal and miniature painting. Hindu Deities will be explored in depth (well, the basics ones).

The Ottoman Empire. Ghazi warriors, Muslim expansion, the rule of Sultans, state organization, and the Janissary corps. Hopefully, a live classroom lesson (via FaceTime), live from Budapest!

Civilizations of the Americas. Mesoamerica: The Olmec, followed by a detailed examination of late-classic Mayan civilization, it’s cosmology, architecture, geography, and technological achievements. South America: Student-directed project on Inca or Aztec ways of life, after brief exploration of the Tiwanakan and Moche.

Part Two

Europe after the fall of the Roman Empire - the rise of feudalism, the growth of town, and the expanding power of the Church. Magna Carta deconstructed.

Western Europe under the power of the Church - Emerging conflicts with kings, the rise of the monastic life, universities (including influences from other cultures), art, and architecture. the significance of sacraments and cathedral-bulging on daily life will be examined.

Byzantine Empire (later empire). Trade, schisms within the Church, and the empire’s decline. The Era of the Crusades - Understanding the historical contexts of religious conflict, and judging it’s effects and history first on its own terms, then its impact on later eras.

Late Middle Ages and the Renaissance - The impact of the plague on social structures, central governments and monarchies. One-hundred year’s war, and emerging technologies.

The Italian Renaissance - Greek and Roman revival in art and culture; scientific thought and literature. The rise of Italian City-states, humanism, and the legacy of the Medici family and social classes.

The Renaissance in Northern Europe - How it differed from Italy; its literature, scientific emergence, art (perspectives), and the advent of printing.

The Decline of Church Authority - Corruption (indulgances), councils as threats to Papal authority, early Reformation leaders and emerging social/spiritual movements.

The era of the Reformation - Luther, the spread of Protestant ideology, the peace of Augsburg, Calvin and the concept of predestination in thought and theology. Then, the counter-reformation as a social and political response, including the inquisition.

Scientific Revolution - The emergence of methodology and hypotheses, how this conflicts the religious authority, and how it contributed to shifting world views and exploration.

Age of Exploration - Historical shifts, changing world geography from the explorer’s perspective.

Enlightenment Ideas - The historical impact of emerging ideologies and enlighten thinking in both Europe and the New World.

Crowden Sixth Grade History - Greg Paxton, Teacher

Texts  - We will be using a variety of resources including The World In Ancient Times series (Oxford University Press), as well as study guides from this series.

Format - Class consists of lectures and slideshows (with note-taking), time for discussion and reflection (critical thinking), and hands-on labs and/or activities (practical application).

Note taking - In class, students will assemble a notebook of resources consisting of the main notes from class, handouts, maps, and student-interpreted renderings. All students should have a spiral-bound notebook for notes, and a designated sleeved folder for handouts (preferably a binder to house all of these).

Research Papers - With an emphasis on critical thinking, students will sharpen research skills by gathering historical information, and then with Greg’s guidance, synthesize that information through written papers and/or reports. A rubric for each paper will be posted well in advance of the due date.

Class Projects - Class presentations, in the form of research projects, are designed not only to be a fun and creative, but also provide an opportunity for students to teach fellow students, as well as experience the dynamics of group planning (some projects are individual). Each project will involve submitting a proposal that I approve. Students are encouraged to use their imagination and creativity projects utilizing art, role-play, multi-media, model-making, and so forth, while balancing these formats with sound research. A rubric will be given for each project that details expectations. Some projects may also require a written component.

Homework and classwork - To what extent possible, I will strive to provide ample time for students to complete assignments as part of the class itself, though projects and research papers will need to be completed at home. When assigned, homework will consist of additional reading or research to supplement what has been discussed in class. Assigned research will either by followed by an assessment (quiz), or included as part of an upcoming test.

Tests and quizzes - Before each unit test or quiz, at least one period will be devoted to reviewing all materials for that unit (grades 6 & 7). Test dates will be posted on ThinkWave at least one week in advance. Study Guides will be assembled during the review period (a day or two before). During mid-terms and finals, either a test may be given, or a research paper may be assigned, depending on the class/unit.

Grading - Tests and quizzes are graded on a straight-forward point system. Research projects and presentations follow a rubric of required components. The main emphasis of both tests and projects is to ensure that each student grasps the historical concepts discussed in class, and that they can apply a measure of critical analysis to the facts.

Geography - Geography is taught concurrently with each unit throughout the year.

Course Overview - Sixth grade follows a unit-based narrative, beginning with early hominids, and ending with a detailed exploration of the Roman empire. Some of the topics covered will include:

From Early Hominids to Homo Sapiens

Early Cities of The Nile, Mesopotamia, the Indus Valley, and the Huang He valley

Early Middle Eastern Civilizations - Mesopotamia, the Sumerians

Cultures of the Ancient Levant - Their people, prophets, and kings

The Rise of Ancient Empires - Assyria, the Babylonians, Nubians

Ancient Egypt and The Rise of the Pharaohs

Ancient India  - The Indus Valley, Aryans, Buddhism and Hinduism

Ancient China and its Dynasties (including the age of Confucius and Taoism)

The Han Dynasty - And exploring the silk road.

Ancient Greece - From early Minoans, to the rise of the Greek city-state. art, culture, philosophy, deities, and war (Sparta).

Classical Greece - Government, archeology, social classes, and the Peloponnesian.

Alexander the Great - And the spread of Greek culture.

Rome - Origins, culture, technology, and rulers.

This is a check-in for your February historical fiction book project. You should be actively reading your book, taking notes along the way and focusing in on how the story is affected by the historical events happening at the time of your book. 

By now you should have chosen from the Menu Choices, the elements you plan to include in your One-Pager. 

You should be completing the brainstorming pages in your packet to help you develop your project. 

By the middle of this week, you should have begun to plan out your One-Pager.

By the end of the week, you should be finished with reading your book and may even be drafting a rough version of your project.

Hi everyone, 

Because of the air quality resulting in cancelling Friday's class, we will still be taking notes next Tuesday to finish up the unit on ancient Mesopotamia. That means any discussion about study guides or the next quiz will not take place until sometime after the Thanksgiving break- with ample time for everyone to prepare. 

For now, relax and stay indoors to avoid the bad air. 

- Greg

Rem Djemilev’s Violin Technique Class Curriculum 2018-2019 School Year Standards and Requirements • Establish good posture and physical coordination • Develop basic skills for correct pitch placement • The use of first position with different fingering patterns on each string • Bowing patterns on open strings, with simple rhythms, clear bow division, proper arm motion for detached strokes (detache), bowing near the bridge to produce a clear sound (sounding point), string crossings with single bows. • Bow hand exercises to create flexibility • Pizzicato, colle, and martelé may be introduced • Shifting to 3rd position and above may be introduced Examples of Scale Studies • Applebaum Scales for Strings • Whistler Elementary Scales and Bowings • A. Grigorian Scales and Arpeggios • Hrimaly Scale Studies • Sitt Scale Studies Examples of Etudes/Studies • Applebaum String Builder Bk.1, 2 • Applebaum First Position Etudes for Strings • Avsharian Fun with Rhythm • Avsharian Fun with Basics • Doflein Violin Method Bk.1 • Suzuki Bk. 1, 2 ,3, possibly 4 • Whistler First Etude Album for Violin • Wohlfahrt op. 38 Easiest Elementary Method Examples of Musical Repertoire • Applebaum Building Technics with Beautiful Music Bk. 1 , Bk.2 • Barber Solo Pieces for Young Players Bk. 1, Bk.2 • Suzuki Bk.1,2, 3

Crowden Eighth Grade History - Greg Paxton, Teacher

Eighth graders will embark on an exploration of historical events that shaped America, with an emphasis on varied groups and their contributions to our society. Additionally, we will explore the tenants of the constitutional process, and analyze its relevance to current events.

Texts  - We will be using several resources including A More Perfect Union (Houghton Mifflin), along with various publications, articles, and editorials.

Format - Class consists of lectures and slideshows (with note-taking), with an emphasis on seminar-style discussion and reflection (critical thinking). Periodic labs and/or activities will integrated into the class discussion as well.

Note taking - Students will assemble a notebook of resources consisting of the main notes from class lectures, handouts, maps, and student-interpreted renderings. All students should have a spiral-bound notebook for notes, and a designated sleeved folder for handouts (preferably a binder to house all of these).

Research Papers - With an emphasis on critical thinking, students will sharpen research skills by gathering historical information, and then with Greg’s guidance, synthesize that information through written papers and/or reports. A rubric for each paper will be posted well in advance of the due date.

Class Projects - Class presentations, in the form of research projects, are designed not only to be a fun and creative, but also provide an opportunity for students to teach fellow students, as well as experience the dynamics of group planning (some projects are individual). Each project will involve submitting a proposal that I approve. Students are encouraged to use their imagination and creativity projects utilizing art, role-play, multi-media, model-making, and so forth, while balancing these formats with sound research. A rubric will be given for each project that details expectations. Some projects may also require a written component.

Homework and classwork - To what extent possible, I will strive to provide ample time for students to complete assignments as part of the class itself, though projects and research papers will need to be completed at home. When assigned, homework will consist of additional reading or research to supplement what has been discussed in class. Assigned research will either by followed by an assessment (quiz), or included as part of an upcoming test.

Tests and quizzes - Before each unit test or quiz, at least one period will be devoted to reviewing all materials for that unit (grades 6 & 7). Test dates will be posted on ThinkWave at least one week in advance. Study Guides will be assembled during the review period (a day or two before). During mid-terms and finals, either a test may be given, or a research paper may be assigned, depending on the class/unit.

Grading - Tests and quizzes are graded on a straight-forward point system. Research projects and presentations follow a rubric of required components. The main emphasis of both tests and projects is to ensure that each student grasps the historical concepts discussed in class, and that they can apply a measure of critical analysis to the facts.

Geography - Geography is taught concurrently with each unit throughout the year.

8th Grade Course Overview - Part One. Below is a sample of of the units covered in the first half of this year. Some units are taught chronologically, and some are thematic.

The Land - Geographical acclamation of the topography, and how/why this sets the stage for historical events.

Earliest Americans - An Introduction. This will begin an ongoing series of texts, resources, and discussion concerning the original inhabitants and their place in history.

European Exploration - The seeds of Commerce, Colonization, and Conversion.

Early European Settlements - Exporting European interests (and conflict) in the “New World,” as well as communities in exile.

The British Colonial Period - Detailed examination of the make-up of each satellite, daily life, and the pitfalls of being “ruled” from afar.

French and English Conflicts - And their impact on the residents of the “old” and “new” world.

Emerging Identity in the Colonies - Concepts of pluralism, immigration, and salutary neglect.

Religious Influences in the colonies - The intersection of the first “Awakening” and self-rule.

Pre-Revolutionary Ideas and Events - Rebellion against acts, the importance of printed pamphlets to spread ideas, and those who published these ideas.

The American Revolution - Declarations, geography of a non-certain outcome, emerging leaders of the rebellion.

Inside the mind of Jefferson - Influences on his own thinking, and the intent behind his words.

Early expansion in the Northwest Territory - Why this was important to a new nation.

Working It Out - The Constitution/Bill of Rights - Historical context for the “rule book” of democracy. The conflicts, compromises, debates, ratification process, and importance of state’s rights in seeking to amend it all.

Understanding the Constitutional Process (role of three branches) in an election year. - An overview of the separation of powers (its roots), and how this is playing out in current events. Creating a metaphor for the three branches, and the relevance of the Bill of Rights today.

Tests of Foreign Relations and U.S. Sovereignty. - The war of 1812, the Monroe Doctrine, and the emergence of Andrew Jackson as a “frontiersman.”

A Nation Grows - Westward expansion, Manifest Destiny, neoclassical revival, geographical differences in economics, more Great Awakening.

The Institution of Slavery - A timeline of events, exploration of histories, economic dependences, and the potential rupture to the union. Walter Dean-Myers: Now is Your Time.

Crowden Seventh Grade History - Greg Paxton, Teacher

Seventh graders will explore the medieval and modern world, with all its varied societies, empires, governments, art, culture, religious beliefs, ideologies, and technological advancements. Putting all of these into context is the primary goal of the course, with an emphasis on how all of these histories relate to our world today.

Texts - We will be using several resources including Across the Centuries (Houghton Mifflin), along with various publications, articles, and primary sources.

Format - Class consists of lectures and slideshows (with note-taking), discussion and reflection (critical thinking), and labs and/or activities to analyze historical documents and sources.

Note taking - Students will assemble a notebook of resources consisting of the main notes from class lectures, handouts, maps, and student-interpreted renderings. All students should have a spiral-bound notebook for notes, and a designated sleeved folder for handouts (preferably a binder to house all of these).

Research Papers - With an emphasis on critical thinking, students will sharpen research skills by gathering historical information, and then with Greg’s guidance, synthesize that information through written papers and/or reports. A rubric for each paper will be posted well in advance of the due date.

Class Projects - Class presentations, in the form of research projects, are designed not only to be a fun and creative, but also provide an opportunity for students to teach fellow students, as well as experience the dynamics of group planning (some projects are individual). Each project will involve submitting a proposal that I approve. Students are encouraged to use their imagination and creativity projects utilizing art, role-play, multi-media, model-making, and so forth, while balancing these formats with sound research. A rubric will be given for each project that details expectations. Some projects may also require a written component.

Homework and classwork - To what extent possible, I will strive to provide ample time for students to complete assignments as part of the class itself, though projects and research papers will need to be completed at home. When assigned, homework will consist of additional reading or research to supplement what has been discussed in class. Assigned research will either by followed by an assessment (quiz), or included as part of an upcoming test.

Tests and quizzes - Before each unit test or quiz, at least one period will be devoted to reviewing all materials for that unit (grades 6 & 7). Test dates will be posted on ThinkWave at least one week in advance. Study Guides will be assembled during the review period (a day or two before). During mid-terms and finals, either a test may be given, or a research paper may be assigned, depending on the class/unit.

Grading - Tests and quizzes are graded on a straight-forward point system. Research projects and presentations follow a rubric of required components. The main emphasis of both tests and projects is to ensure that each student grasps the historical concepts discussed in class, and that they can apply a measure of critical analysis to the facts.

Geography - Geography is taught concurrently with each unit throughout the year.

Course Overview - Below is an overview of the units covered this year, with a brief content description.

Part One

Early Travel and Cross-Cultural Connections. Modes of travel (150 - 1500), challenges,technological advances, and maps.

Byzantine Empire (Earlier Empire). The aftermath of the collapse of the West and the emergence of Constantine, Justinian, and the significance of “codes.” Also, and examination of the art and architecture of the empire, and an exploration of the intersection of religious belief.

Islam. Desert culture and the beginning of Islam; the life of Mohammed, the expansion of the Islamic Empire, its Golden Age, and concluding with the historical influences across the globe.

Africa. Early village life in Western Africa, the empires of Mali, Songhai, and Ghana, followed by the Bantu migration. From there were look at the rise of trading states, the Zimbabwe state and kingdom of Kongo. We concluded with an examination of the consequences of European trade.

Mongol Empire. And exploration of the culture of the Khans, their rise to power, and the meteoric expansion of the khanates.

China. The late Han Dynasty (Xian Di0, and its culture and technologies. We will learn about the political and social influences of Confucianism, Dao and Buddhism in China. Reunification of the empire (Wen, Tang, Sui) will be explored, as well as conflict with the Mongols. From there were conclude looking at the Ming and Qing dynasties.

Japan. The physical and human Geography of Japan, its early people, Chinese influence, and the emergence of Japan’s national culture (Kyoto). Then we look at the rise of feudalism and the power of the shoguns. We will also look at art and literature of the Kyoto court via role play.

The Mughal Empire. Geography. We explore Punjab, the Hindu and Muslim divide, followed by a brief explorations of Babur, Akbar’s multiculturalism (including Hindu integration), Jahangir and Shah Jahan. Art and architecture will be considered: The Taj Mahal and miniature painting. Hindu Deities will be explored in depth (well, the basics ones).

The Ottoman Empire. Ghazi warriors, Muslim expansion, the rule of Sultans, state organization, and the Janissary corps. Hopefully, a live classroom lesson (via FaceTime), live from Budapest!

Civilizations of the Americas. Mesoamerica: The Olmec, followed by a detailed examination of late-classic Mayan civilization, it’s cosmology, architecture, geography, and technological achievements. South America: Student-directed project on Inca or Aztec ways of life, after brief exploration of the Tiwanakan and Moche.

Part Two

Europe after the fall of the Roman Empire - the rise of feudalism, the growth of town, and the expanding power of the Church. Magna Carta deconstructed.

Western Europe under the power of the Church - Emerging conflicts with kings, the rise of the monastic life, universities (including influences from other cultures), art, and architecture. the significance of sacraments and cathedral-bulging on daily life will be examined.

Byzantine Empire (later empire). Trade, schisms within the Church, and the empire’s decline. The Era of the Crusades - Understanding the historical contexts of religious conflict, and judging it’s effects and history first on its own terms, then its impact on later eras.

Late Middle Ages and the Renaissance - The impact of the plague on social structures, central governments and monarchies. One-hundred year’s war, and emerging technologies.

The Italian Renaissance - Greek and Roman revival in art and culture; scientific thought and literature. The rise of Italian City-states, humanism, and the legacy of the Medici family and social classes.

The Renaissance in Northern Europe - How it differed from Italy; its literature, scientific emergence, art (perspectives), and the advent of printing.

The Decline of Church Authority - Corruption (indulgances), councils as threats to Papal authority, early Reformation leaders and emerging social/spiritual movements.

The era of the Reformation - Luther, the spread of Protestant ideology, the peace of Augsburg, Calvin and the concept of predestination in thought and theology. Then, the counter-reformation as a social and political response, including the inquisition.

Scientific Revolution - The emergence of methodology and hypotheses, how this conflicts the religious authority, and how it contributed to shifting world views and exploration.

Age of Exploration - Historical shifts, changing world geography from the explorer’s perspective.

Enlightenment Ideas - The historical impact of emerging ideologies and enlighten thinking in both Europe and the New World.