US History for 8th Graders Syllabus 08-09
Denver School of the Arts US HIST 8
Mr. Brian Bowick
Professional
Educator
Brian_Bowick@dpsk12.org
Office Hours: By appointment only, please.
Email is the best way to contact me. No Email? Send me a
note and a number with your kid. I’ll contact you by phone or
with a note.
Expectations for students:
1. Come with an open mind: be prepared to
participate, be prepared to take risks, be prepared to make
mistakes, be
prepared to own your mistakes and be prepared to move into a solution.
2. Be positive.
3. Employ respect in all you do. Respect yourself, respect others, respect our environment.
Rules:
1. No food, candy, snack or fluids other than H2O in my classroom.
2. No put-downs or harassment of any kind. My classroom is a safe environment for all people, always.
3. No whining. Use words to state your needs.
4. Appropriate language only.
5. No Cell phones, Music Devices, Cameras or recording devices
Supplies:
1. Have a writing device.
2. Have paper, loose leaf of spiral.
3. Have a sealable water bottle (optional
Below is a supply list of consumables for my classes. It is a co-op, you all pay in by bringing in the supply or material listed beside the first letter of your last name and you get to use and consume all the supplies over the course of the year. It frees you up to simply suit up and show up for class without having to remember which supplies you will need on which days. In other words, we share. Thanks for your support. I ask that you get the materials to me by Friday Aug 28th. I’ll mark off your name when you turn in your item. Please contact me by email with questions, issues or concerns.
A Colored Marker or Colored Pencils
B Colored Marker or Colored Pencils
C Scotch Tape in Disposable Dispenser
D Scotch Tape in Disposable Dispenser
E Scotch Tape in Disposable Dispenser
F Scotch Tape in Disposable Dispenser
G Scotch Tape in Disposable Dispenser
H Scotch Tape in Disposable Dispenser
I Scotch Tape in Disposable Dispenser
J Box of Paper Clips
K Box of Paper Clips
L Box of Standard Staples
M Box of Tooth Picks
N Box of Standard Drinking Straws
O Box of Standard Drinking Straws
P A simple pair of scissors
Q Box of Tissues
R Box of Tissues
S Box of Tissues
T Colored Construction Paper
U Colored Construction Paper
V Colored Construction Paper
W Colored Construction Paper
X Pack of #2 Pencils
Y Pack of #2 Pencils
Z Pack of blue or black ball pt pens.
Goals
1. To develop an understanding and comprehension of time past, present and future
2. To improve public speaking and presentation skills
3. To develop your various learning styles
4. To employ H.O.T.S. (higher order thinking skills)
5. To refine your study habits, organizational and test taking skills
6. To have fun and work hard
7. To value you as a student, artist and person
Course Overview:
This course is designed to acquaint the student with
American history from Native American migrations to the Colonial period to the Civil War. DPS
is rolling out a new curriculum, with updated standards, current text
and approved student materials. Standardized testing dates are
not confirmed and, therefore, not reflected in this syllabus at this
time. I have the ability to
supplement the material as well. Mine is the definitive syllabus
that will be updated on my website every couple of weeks or so.
Grades: Standard: 100-90=A, 89-80=B, 79-70=C, 69-60=D.
Late Work:10% off for late work turned in within 24 hrs, 50% off for late work turned in within 48 hrs.
Zero credit for late work turned in after 48 hrs. My thoughts are that if you are late, you shouldn't be able
to get the A. Dates and deadlines mean something to me and are reflective of life outside of school.
Everyone is allowed to stub their toe, but there are escalating consequences.
Posting Grades: I post grades by student number in my classroom. I make students check their grades for a number of different reasons. Students should know where they stand. They should be able to make sure that the grade they earned is the grade I entered. I do make mistakes. By giving kids this information, they help me keep accurate grades. Because of this, students should keep all graded papers handed back. If they can show me my mistake(s) in data entry, then I will change their grade. I'm human. Please be courteous and calm when approaching me in this capacity with the knowledge that we will get it right.
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2009-2010 8th Grade US History
CHECK FOR YOUR ASSIGNMENTS BELOW. DATES, TIMES and DESCRIPTIONS INCLUDED
11/2-11/6
Mon=Bar Exam our Constitution Unit Diagnostic
10/26-10/27
Mon=Finish ISN Reading Notes pp 40-45 using Hist Alive Text ch 7
Tues=3 branches of government.
10/19-10/23
Mon= Hist Alive Text Ch 5 Quizzie on Toward Independence.
Tues=Causes of Revolution Ch 6 Preview, ISN 36-37
Wed/Thrs=The Declaration of Independence We The People Text pp276-8 used to answer ISN38-39
Fri=Kids create their own Declaration of Independence
10/12-10/16
Mon=Cornell Notes workday Ch 5 Hist Alive
Tues=Begin Town Hall meeting prep
Wed/Thrs Town Hall Mtg in Class
Fri=Town Hall Meeting Continues
10/5-10/9
Mon=Constitutional Gov't Notes and answers to essential questions
Tues=Natural Rights Quiz returns and reviews. Current Grades posted. Greek tragedy "Antigone" and why limits on governmental power is essential for democracy.
Wed/Thrs=Processing Antigone Worksheet due at the end of the period.
Fri=Cornell Style Outline Notes Ch 5 Hist Alive Text Due Tuesday.
9/28-10/2
Mon=What is Republican Gov't. Case Study: Cincinnatus. Republican Gov't Project. Students create product of learning and present results of 10 aspects of Repub Gov't
Tues=Presentations
Wed/Thr=Constitutional Government. Play/Performance on Antigone
Fri=Natural Rights Quizzie
9/12-9/25
Mon= States Test. Case Study: The Inuit People Vs Canada 1963
Tues= Why We Need Government
Wed/Thrs= What is Government. We the People Text Lesson Two.
Fri=What is Gov't Worksheet in class. Due at the end of the Period.
9/14-9/17
Mon- Collect outline notes, placard activity on class on Native American food, clothes and shelters
Tues-Big Ideas for Social Studies: Choice, Acceptance, Unfinished Revolution, Compromise, Participation,
Rights and Responsibilities, Civil Rights, Power V Authority
Wed/TR =Power V Authority definitions and scenarios, study note cards for states test on Mon 9/21
Fri=NO SCHOOL! Dist Assessment Day
9/8-9/11
Tues=Text & Cover Check 10 pts Textbook Guidelines. Skim and Skan, Careful Read, Note Cards
Wed Thrs=Ch 1 Reading Notes. Guided Practice in class. Outline Notes Ch 1 Due Monday 9/14
Fri= The States Project and Ch 1 Reading Notes
The States
Project...Students will be tested on the States, Capitals and State
Nicknames. I use this project to introduce an effective
learning/memorization tool=Notecards. Kids create notecards for the 50
states. The state name goes on one side of the card, the capital and
nickname on the other. They then use the 3 pile method to master the
info. It's simple.
3 Pile Method Shuffle the cards. Examine the card. If the kid
knows capital and nickname then they know the info and the card goes
into pile A. If they know some of the info, then the card goes in pile
B. If the kid knows nothing about the state, then the card goes into
pile C. The goal is to visit the cards until all cards are mastered
and hence in pile A. The cool thing about this is that shuffling
through the cards only takes 10-15 minutes a couple of times a day.
Pouring through the cards over and over with no break does not induce
memory. Rather, the kids should only examine the cards with a break between sessions. Shuffle the cards, go through them, then do
something else.
States Project testing will occur Sept, Dec, & May. Test #1 will be given Mon 9/21
8/31-9/4
Mon=Hat Presentations (Text Covers due today)
Tues=Hat Presentations
W/TR=Hat Presentations
Fri=Text Strategies, Outline Notes, Notecard
8/24-28
Mon=Teach about time.
Tues=Hat Project Intro, brainstorm, formal outline techniques, text check out. Bstorm and Outline due Friday 8/28
Wed/Thrs=Personality Pig, Interactive Student Notebook (ISN) checkout and decoration.
Fri=Hats Due
8/19-21
Wed=New Students
Thr = All students, Ice Breaker activities and team building.
Fri = Syllabus, rules & regs. Consequences. Opportunities and expectations. Grading. Team building
5/25-5/28
Mon-Memorial Day. No School!!!
Tues-States Test, 3rd and final call
Wed-Study Skills and High School
Thr-Continuation
5/18-5/22
Mon-John Brown
Tues-Glory intro. Permission slips due today
Wed- Glory
Thrs-Glory
Fri -Glory
5/11-5/15
Mon- Test! History Alive Ch 21 "A Dividing Nation"
Tues-Intro Hist Alive Ch 22. Begin ISN Reading notes or Cornell style Outline notes. Due Thrs for open-note test
Wed-Primary source docs in class. Complete notes
Thrs-Ch 22 Test! Open note. Notes due upon completion of test
Fri-Turn in Text Books. John Brown Doc Video. "Glory"Permission Slips due Tues May 19th
5/4-5/8
Mon Bench Marks
Tues Bench Marks
Wed Begin Civil War Unit
Teacher Driven Notes and Facts on the factors leading up to the Civil War, Vote on FD Monuments
Thrs Texts and ISN required today. Browse Ch 21 in Text, Complete Preview activity ISN p 145.
Fri Work day! Chapter 21 Cornell style Outline Notes OR, Or, or Ch 21 ISN Reading notes in class. These notes are due Monday 5/11 for the ch. 21 Test.
4/27-5/1
Mon & Tues Bench Marks
Wed Amistad
Thrs Amistad
Fri Finish Amistad
4/20-4/24
Mon- Begin Amistad
Tues- Amistad
Wed-Begin Processing Amistad
Thr- Intro Civil War Unit
Fri- Use Text book Ch 21, Outline Notes
4/13 - 4/17
Mon- MyCaps in A-122, FD Monuments Due
Tues-Finish Frederick Douglass Auto-bio. Hand out Amistad Permission Slips
Wed-Begin Monument Presentations, collect P Slips
Thrs-Finish Monument Presentations, collect P-Slips
Fri- No School for Kiddos! You don't have to stay home, but you can't come here. Make your life
4/6-4/10
Monday-FD Reading
Tues-FD Reading
Wed-Analyzing Primary Sources docs in class.
Thrs-FD reading
Fri-Finishing the Book
3/30-4/3
Monday-Sprg Brk Check in. SOAPStone document analysis tech
Tues-SOAPStone practice
Wed-Slave and Slave Owner Narratives (primary sources) Due at the end of the period.
Thr- Intro the Frederick Douglass Project. Product due Monday 4/13. See below for rubric and parameters
Begin reading The Narrative of the Life of Frederick Douglass
Fri-FD Reading
Frederick Douglass Monument 70 pts possible
USHISTORY8 Bowick
Create a 3D monument to Frederick Douglass-
1. 6” x 6” no larger – It must fit inside my special box of measure (10pts)
2. It must have a placard of information on it in the form of a 3” x 5” index card
Include on the placard this typed (5pts) information-
a. three aspects of a slave’s life (15 pts)
b. an important event in FD’s life (10 pts)
c. an important contribution by FD (10 pts)
d. explanation of process of monument production (5pts)
3. Monument will also be scored on
a. originality (5pts)
b. creativity (5pts)
c. effort (5pts)
4. You will do a 3-5 minute presentation in front of the class.
Date Assigned: 4/2
Date Due: Monday 4/13
3/16-3/20
Monday - Middle Passage Activity. No Homework.
Tues- Preview Ch 20 in ISN. Bring Text. Intro Ch 20. Cornell Style outline notes Ch 20 due Wednesday
Wed- Collect Outline Notes Ch. 20. Begin Quilt Block in class. Due Thrs
Thrs- Collect Quilt Blocks. Geo Challenge in Class.
Fri-Ch 20 Test.
3/9-3/13
Monday- Bring Texts. Cornell style outline notes for chapter due Tuesday. Test over Ch 19 on Friday
Tues-Use Text and Teacher Handout to complete ISN reading notes on ch. 19
Wed-Geo Challenge in class. Text 262 and handout due at the end of the period.
Thr- Review Chapter 19
Friday - Test Chapter 19
3/2-3/6 CSAP's 730-12PM M-Thrs and modified Schedule for the remainder of the day.
2/23-2/27
Fri-Speeches
Thrs-Speeches
Wed-Speeches and Posters Due! Random selection for speeches
Tues-Work/Practice Day
Monday-LMC Reformers Research in the LMC
2/18-2/20
Friday-Research Reformers
Thrs-Collect ISN ch 18 reading Notes. Assign reformers for upcoming speech and poster
Wed- Era of Reform. Text Ch 18 ISN reading notes pp 126-127 (follow the direction to the Tee)
2/16-2/17 Parent Teacher Conferences-Walk ins welcome
2/9-2/13
Monday: Lewis and Clark
Tues: Complete Study Guide. Turn in Study Guide
Wed: Intro Era of Reform
Thr: Book Talk - Guest Speaker- Alan Dylan
Fri: Complete Westward expansion, dovetail with Era of Reform, review thesis stmts & topic sentences
NO HOMEWORK
2/2-2/6
Monday - Complete Jigsaw on territories. Discuss "big picture' questions on pwr v authority. ISN pp 104-108 due Tues in class. Collect Jackson Essay !
Tues- Intro discussion on the Louisianna Purchase. Lewis and Clark by Ken Burns doc video. Study guide required for viewing.
Wed - Fri Lewis and Clarke
1/26-1/30 Bye Bye Month of many Bills, Hello February!
Friday: Intro Westward Expansion-Jigsaw the 5 territorial acquisitions the USA made in the 19th century. Text and ISN required.
Thrs: Essay work day in computer lab A122
Wed: Collect HW. Intro Jackson Persuasive Essay: Prompt=Does Andrew Jackson belong on the US $20? Students complete Formal Outline in Prep for writing the Essay in computer lab on Thrs. Essay Packet ( Rubric, Quickwrite, Outline and Final Draft - typed, double spaced, titled) Due Monday Feb 2
Tues: Collect ISN 95-100 Reading Notes Ch 14, Demographic Chart on Modern Immigration and Worksheet Due at the end of class, if done. If not done = Homework to be collected Wednesday
Monday: Transcontinental RailRoad DVD Documentary
1/20-1/23
Friday: Bring your texts and ISN. Jacksonian Democracy. Ch 14 pg 185 History alive, ISN reading notes for ch 14 pgs 95-100 chapter. Due Monday 1/26
Thrs: More anti-immigrant images with knowtes and questions. Due beginning of class on Friday
Wed: Defining Nativism and anti- immigrant propoganda from late 19th and early 20th century. Contemporary immigrant issues in America
Tues: Speech By a Famous American. Discussion and worksheet. WS due at the end o' the period.
Monday NO SCHOOL ! Enjoy the day and remember the lessons from the man, Dr Martin Luther King on His day.
1/12-1/16
Monday Industrialization Unit Overview. Component parts: immigration, westward expansion, era of reform and slavery.
Tues; Dimensions of Diversity-defining terms: acceptance, pluralism, assimilation as related to immigration
Wed: A Peacock in the Land of Penguins-a role-play activity and in-class discussion on immigration and the growing sense of nationhood
Thrs: The War of 1812 overview and the Star Spangled banner. Its creation, inception and protocol. Also, a student rendition.
Friday- Borders Activity. History Alive Ch. 13 and ISN 90-92 due Tuesday1/20. Yes, do the drawings.
1/6-1/9
Storming and Norming. Revised 8th Grade Rules and Regulations
12/15-12/19 Winter Break! Wake, shower, exercise, read, clean your room, eat, read, clean your house, eat, read, repeat
Monday John Adams Docu-drama HBO
Tues.John Adams Docu-drama HBO
Wed. STATES TEST state, cap, nickname, collect dilemma 2-4
Thrs/Fri Use PACED to solve dilemmas 2-4 HIST ALIVE TEXT pp 166-174 in class guided practice, homework
12/11 Using PACED to decide what America should do to protect itself from British Piracy?
12/8-12/10 Using PACED in everyday scenarios ...what to do on Saturday? what to do with $500 that you have 24 hrs to spend? how to decided who get the piece of candy?
12/3-5 Economics of Decision Making. PACED model for prioritizing in class.
12/1 -2 HBO Docu-drama John Adams
11/23-11/24
Monday: Counselor Joe Webber in class for a presentation on typewriter maintenance
Tues: Review Notecards for States's and Capital's test December 16.
11/17-11/21
Monday: Finalize notes, create 3x5 notecards for use during hearing. Practice responses in order of the question.
Tues: Dress Rehearsal Questions 1-3
Wed: Dress Rehearsal Questions 4-5
TR: Game Time. Congressional Hearing Mock Questions 1-3
Fri: Game Time. Congressional Hearing Mock Questions 4-6
11/11-11/14
Monday: No School! Ski Season Starts for BBO, come ski with me at Copper. See you at the Super B at 8:30AM!
Tues-Thr Research group question. Use We the People Text, History Alive, A122 Computer Lab and LMC
Fri-Group consolidate notes and reference content of those notes against grading rubric.
11/3-11/7
Monday-Grade the Bar Exam, Constitutional Dilemas in class
Tues-Election Day! Student create a Bill of Rights Collage in class using cut outs from magazines that become symbols representing the 1st 10 Amendments or Bill of Rights in the United States Constitution
Wed-Students write a thesis stmt in response to the question: Which Amendment in the Bill of Rights is most important and why? Thesis Requirements AP, T/P, 3 Cats. We then read two Supreme Court Cases dealing with Free Speech.
Thrs-Judicial Review via the Marbury v Madison Supreme Crt Case.
Friday-Intro the Mock Congressional Hearing Project Intro, Group Assignments, Groupies-R-US, task assignments and calendar completion
10/20-10/24 Monday: Students study the Declaration of Independence. We define the context in which it was written, and the spirit in which it was meant. Students complete pp 38-39 in the ISN book. Read and paraphrase excerpt from Decl of Ind, include interpretive drawing.
Tues: Check ISN work for accuracy. Begin Study of Gov Branches. Activity - history students are now in Constitutional Law class, they take the Bar exam and begin practicing constitutional law. ISN 55-59 /Hist. Alive Text Ch 9.
Wed. Complete reading notes in ISN on Ch 9
Thrs. Use notes to complete constitutional dilemas
Fri Take "Bar" Exam.
10/13-10/17 Great job doing the Town Meeting on the causes of the Revolution. Good level of discussion and good use of concrete detail. Each student makes a character name plate with quote. Each student makes a propaganda poster for their cause (loyalist, patriot or neutralist) with 3 key ideas supporting their opinions. Debate on Friday.
10/6-10/10
Mon: Constitutional Gov't focus. Define Key
terms- Constitution, Constitutional Gov., power limits on Const Gov,
Monarchy, Dictator, Autocrat, Higher Law, Citizen's Rights,
Distribution of Resources, Conflict Resolution, Private Domain.
Intro Constitutional Gov Project: 30pts Possible
Groups
create a product of their learning that defines Const Gov 5pts,
Explains why powers are limited 5pts, contrasts Const Gov with
monarchy/autocrats/dictator-tyrants 5pts, defines higher law 2pts ,
citz rights 2pts, private dowmain 2pts , dist of resources 2pts and
conflict resolution 2pts. All group member participate in production
and presentation 5pts
Tues: Constitutional Gov Project Work Day. Presentations will be ready for Wed.
Wed: Presentations
Thrs: Finish Presentations
Fri:
Begin examining the principles of good gov that influenced the founders
of the US Constitution. Magna Carta, English Bill of Rights, The
English Feudal Sys.
9/26-10/3
Mon: Power Vs Authority - Case Study Canada vs Inuit in court 1963
Key Terms:
Power=the ability to manipulate someone or something physically, mentally, spiritually or emotionally
Authority=the right to use power
Customs=traditions
Rules of Morality=the concept of right and wrong
Tues: Why we Need Gov't Worksheet using Ch 1 of We The People text. Due at the end of the period in class.
Students can come in during lunch or free period to complete.
Wed: Cincinnatus, a model of civic virtue, activity. Repulican Gov't WTP Cornell Style Outline notes in class
Thrs: Constitutional Gov't in WTP Cornell notes. Antigone, a lesson/actvity in power
Fri: Complete Antigone activity
Sat: Sleep late, eat all of your parent's food.
Sun:
Broncos/Bucs 2PM Mile High Stadium, watch the game and see me on TV.
You'll easily spot me as I'll be dressed in Orange. Go Broncos!
9/22-9/26
Mon: Grades States Test
Tues: Begin Unit on Constitution using the BIG IDEA of Power vs Authority
Wed: MyCaps with Ms. Knopf. Learning about college requirements. HW: Cover Your Textbook and bring it Thrs for points.
Thrs: Finish MyCaps
Friday: Power Vs Authority continued. No Weekend Homework! Go Broncos, beat the Chiefs. 11AM Sunday.
9/15-9/18 Four Days for Students this week. Friday is a day set for teachers to grade Benchmark exams and plan.
Monday: Cornell Notes review, 10 min w/ Notecards, Big Ideas overview.
Tues: Native Americans Test
Wed: Big Ideas Test
Thrs: States Test-all 50 states and their Caps and nicknames.
9/8-9/12 Benchmark Exams Mon&Tues.
Wednesday: The States
Project...Students will be tested on the States, Capitals and State
Nicknames. I use this project to introduce and effective
learning/memorization tool=Notecards. Kids create notecards for the 50
states. The state name goes on one side of the card, the capital and
nickname on the other. They then use the 3 pile method to master the
info. It's simple. Shuffle the cards. Examine the card. If the kid
knows capital and nickname then they know the info and the card goes
into pile A. If they know some of the info, then the card goes in pile
B. If the kid knows nothing about the state, then the card goes into
pile C. The goal is to visit the cards until all cards are mastered
and hence in pile A. The cool thing about this is that shuffling
through the cards only takes 10-15 minutes a couple of times a day.
Pouring through the cards over and over with no break does not induce
memory. Rather the kids should only examine the cards with a break
inbetween sessions. Shuffle the cards, go through them, then do
something else.
States Project testing will occur throughout the year. Test #1 will be given Thrs 9/18
Wednesday:
Textbooks issued in class. Your kid will be writing their name in the
book for easy return if they lose it and they are required to cover it
with paper or other suitable materials.
Thrs: 10 - 15
minutes for Notecard Study. 30 minutes on "The Big Ideas" concerning
our study of Am. Hist. and the themes of study throughout the year.
They are: COMPROMISE, CHOICE, PARTICIPATION, CIVIL RIGHTS, ACCEPTANCE,
POWER VS AUTHORITY, RIGHTS AND RESPONSIBILITIES, UNFINISHED REVOLUTION.
Friday:
Native American unit review. The test is generated from the materials
in Ch 1 of the Text. Students use their textbook techniques to Browse,
Skim and Skan, Careful Read and review. Students will be bubbling item
sets, examining maps and pictures and they will be completing a short
dialogue b/n Native Americans and writing a thesis statement. 50 pts.
Test on Tues 9/16.
Friday Cornell Style Outline Notes from
Cornell School of Law. Notetaking is a skill. Cornell style notes
take advantage of the fact that most textbooks are written in the same
format. They read like an essay in that they contain an intro, a body
of info and a conclusion. Within the Intro is a thesis statement or
main idea. The thesis is the "lens" for focus. Kids use this to their
advantage in the Cornell system.
9/2-9/6
The Hat Project was great! I feel like I've known these kids
for a long time. Grades are entered and I will be handing back rubrics
and scores this week. Parent teacher conferences on Wed from 6ish to
8ish. See the schedule on the DSA Homepage. Come and visit me and my
classroom. It may be fun.
We will be picking up the Native
American unit again. Students will be getting their Interactive
Student Notebooks on Wed. We will be using them to complete the
activity on regional civilizations and how they adapted to the
environment and what artifacts remain as evidence of this mastery.
Students complete ISN pages 2-5, using Text Ch 1. This will be done in class as it requires a lot of guidance to get going.
8/25-8/29
Textbook Strategies. 1 Browse the Chapter-read the intro
and locate the thesis stmnt, read the summary, look at the pictures,
read the captions, look at the graphs, charts and chronologies. Get a
"feel" for the content. 2 Skim and Skan-read the topic sentences for
all paragraphs. 3. Do a careful reading. Read EVERY word. 4. Take
notes, take Cornell style outline notes. 5. Make notecards for each
key term. Put the term on one side of the card and put the definition
and a significance statement on the other. 6. Review your notes and
note cards. Revisit the picture and graphics.
Hat
Presentations due on Tues 8/26 Turn in your BStorm and Formal
outline. Have a decorated hat for your visual aid. 3-5minutes.
Gooooooood Luck!
8/18-8/22
Start up activities including expectations, course
overview, team building and introduction to the "Hat Project" an
interactive presentation of self to classmates in a very organized
manner that reflects the DSA writing and presentation process.
HAT PROJECT DUE Tues 8/26/8 The hat must be complete. I will collect both the BS and the Formal Outline
Hat Project
I. BrainStorm or BS: Getting information on paper , in any prewriting format , ( list, bubble, T-chart etc) about you.
BS your name(s), nick-names, origin etc. This becomes your intro to the presentation.
BS your values, talents, interests or other. This becomes the body of the presentation.
BS a motto that represents you. IE; "Corn on the cob is better off" This becomes the conclusion.
II Organize your BStorm in a formal outline. see below
Formal Outline
I. Intro composed of name info.
A. First Name–
1. how or who named you ?
2. why that name or whom are you named after..(ok if you don’t know)
B. Middle Name-
1. - how/why/ who are you named after
C. Last Name-
1. background/ethnic origin
2. pronunciation,
D. Nick-Name-
1. How did you get it
2. What nick-name would you give yourself and why
II. Body of Info on you
A. Values – share what ideals and principles define you as a person
1. Detail and example
B. Talents – share what you are good at doing
1. Detail and example
C. Interest – share what captures your imagination and energy
1. Detail and example
D. Miscellaneous – share a little known fact about you, subject could include pets, travels, scars and accidents, fame
1. Detail and example
III. Closing Paragraph
Recap Body “ I’ve told you a bit about my values, talents, interests and collection of typewriter parts etc….”
Say motto or your code for living life: IE “My name is Brian Bowick and
I think those who fail to study history
are doomed to repeat it. ThankYou.”
Look for Most Current Dates Toward the TOP of the this PAGE
Bowick's 8th Grade US History