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Year 5 Half term 3 Suggested challenges for your child to enjoy at home
Take a walk around Saltaire. Can you spot the lions? How many are there? What are they all doing?
Bonus: Can you find out where in the UK they were originally supposed to be placed?
Research some of the constellations in our solar system. Create a model of these constellations with marshmallows and spaghetti sticks.
How creative can you be? Create a piece of art inspired by our class text Harry Potter and the Philosopher’s Stone.
Design a spacesuit for an astronaut. Research what materials are used and what keeps them safe. Draw and label your design.
Write a book review for a book you have enjoyed recently. Why did you like it? What was the story about? Who would you recommend it to and why? How many stars would you give it out of five?
Create a fact file about Saltaire. Can you include at least 5 interesting facts? Try and teach Miss Hansen and Miss Emery something new.
Create a profile on Greta Thunberg and come up with one way you could reduce your carbon footprint.
Learn and perform Ilkley Moor Baht'at.
Spend some time taking part in a sport outside of school. Think about why you do this sport and what you love about it. We’d love to see some pictures of this and an explanation if you wish! | <urn:uuid:25201632-750c-484d-88ef-15046b8c48f9> | CC-MAIN-2023-50 | https://lowash.bradford.sch.uk/wp-content/uploads/2023/01/Year-5-home-challenges-term-3.pdf | 2023-12-03T21:14:18+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00339.warc.gz | 436,808,678 | 289 | eng_Latn | eng_Latn | 0.999127 | eng_Latn | 0.999127 | [
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** Roof cover:
APPENDIX A2: CALCULATION OF THE VOLUME OF YOUR RAINWATER TANK, ACCORDING TO THE USE OF RAINWATER
In this document you can calculate the volume of your rainwater tank in according to the use of rainwater.
The average use of rainwater per person per day is:
Toilettes:
43 liter = 36 %
Bath/shower:
39 liter = 33 %
Washing:
16 liter = 13 %
Dishwasher:
8 liter = 7 %
Cleaning:
5 liter = 4 %
Garden:
5 liter = 4 %
Drinking and cooking: 3 liter = 3 %
The largest use of tap water are the toilettes, an can be perfectly replaced by rainwater.
Here you find the calculation of how big your tank should be.
Calculation of the roof surface
- The horizontal roof surface in m²
= A
- The correction for the inclination and orientation* x roof cover** x filter*** = B
- Corrected surface in m² = A x B
= C
* Inclination:
| Inclination | North east | North west | South west |
|---|---|---|---|
| 30 ° | 0,75 | 1 | 1,25 |
| 35 ° | 0,70 | 1 | 1,30 |
| 40 ° | 0,64 | 1 | 1,36 |
| 45 ° | 0,57 | 1 | 1,43 |
| 50 ° | 0,48 | 1 | 1,52 |
| > 55° | 0,45 | 1 | 1,55 |
*** Filter:
For the filter you have to calculate the loss. For a self-cleaning filter is this 0,90 and for a cyclone filter 0,95.
The average rainfall is 800 mm/m²/year. This is equal to 800 l/m²/year. Multiply this by C, and you have the average amount of rainwater entering in the tank.
Tel.: +32 (0) 9 375 11 11 – Fax: +32 (0) 9 375 22 22
Site: www.boralit.com - E-mail: firstname.lastname@example.org
Example:
The horizontal roof surface of 200 m², so A = 200 A roof of 45° direction north east, covered with slates, and a self cleaning filter = 0,57 x 0,90 x 0,90 = 46,17 so B = 0,4617
Corrected surface = A x B = 200 x 0,4617 = 92,34 so C = 92,34 92,34 m² x 800 l/m²/j = 73.872 l/j
Calculation of water usage
| Consumption post | Usage/person/day | Number of persons |
|---|---|---|
| Toilettes | 43 liter | (ex 4) |
| Washing | 16 liter | |
| Cleaning | 5 liter | |
| Garden | 5 liter | (ex 4) |
| Total usage for the family per day | | |
| Total usage per year (x 365) | | |
Determination of the volume of the tank
Calculate the average of the volume of rainwater entering the tank and the volume needed. Example (73.872 + 70.080)/2 = 71.976
Multiply by 0,058 (is 21 days reserve divided by 365 days)
71.976 x 0,058 = 4.175 liter. This is the minimum volume of the tank.
Savings to tap water
Multiply the total usage of rainwater per day in m³ (in our example 70,08 m³) with the price per m³of tap water.
Tel.: +32 (0) 9 375 11 11 – Fax: +32 (0) 9 375 22 22 | <urn:uuid:121b44d3-947e-435e-9d6f-a1400b5626c2> | CC-MAIN-2023-50 | https://www.boralit.be/sites/boralit/files/downloads/app_a2_calculation_of_the_volume_rainwatertank_2017_en.pdf | 2023-12-03T20:49:15+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00342.warc.gz | 742,666,754 | 878 | eng_Latn | eng_Latn | 0.822589 | eng_Latn | 0.910293 | [
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Ken Murphy CEO Shire Park Welwyn Garden City, Hertfordshire AL7TW United Kingdom
Wendy Coleman 6 Park Road Bakewell KA9 7AT United Kingdom
Wednesday 30 th October 2021
Dear Ken Murphy,
My name is Wendy Coleman and I am 10 years old. I am writing to you as part of Sky Nevillie's campaign 'Kids Against Plastic TAT' as I am very concerned by the amount of plastic that is still being produced, thrown away and polluting our oceans and environment. Our aim, as the generation who will bear the greatest burden of the environmental impact, is to eliminate unnecessary and environmentally harmful single-use plastic 'tat' from children's comics and magazines.
As the current generation, we need your help in protecting our precious planet and following in the footsteps of Waitrose who recently announced that they would no longer stock the 'plastic tat' magazines and gave the publishers eight weeks to change. This announcement, that received loads of positive media attention for Waitrose, is something that Tesco could also achieve. If I were you, as the CEO of the largest supermarket in the UK, I would reconsider stocking children's comics and magazines that include plastic gifts and here are my reasons why.
These are the three plastic problems with children's magazines:
1) 'Free gifts' more like 'Plastic Tat that is damaging our Earth'. Why does anyone even need a PLASTIC bone pen, a PLASTIC cannon or a PLASTIC grabber hand? In the last two magazines, which I have purchased, the 'free gifts" have been duplicates so they are also totally useless to me as well as harming our environment.
2) The magazines usually come wrapped in single use plastic which again ends up in our oceans or polluting our Earth from landfills. There are lots of other options of wrapping like a paper envelope or a plastic like material made from potato starch.
3) The 'free gifts' are always held in place with plastic. OK it is usually recyclable but it is still plastic. If you must sell magazines, that include a free gift, you should make sure it is VERY kind to the Earth and is packaged in a potato starch bag or something similar.
In addition to the above, children of today are spending more and more time on electronic devices and therefore reading magazines online. What are the 'free gifts' actually achieving? This is another reason why this plastic 'tat' is as unnecessary as the pollution it creates.
I look forward to receiving your reply in the not too distant future.
Yours faithfully,
Wendy Coleman (aged 10). | <urn:uuid:43068602-3935-4759-b01c-8f57997762e2> | CC-MAIN-2023-50 | https://www.kidsagainstplastic.co.uk/wp-content/uploads/2022/08/KAPtat-Writing-a-Wrong-Letter-Example.pdf | 2023-12-03T21:39:28+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00341.warc.gz | 947,291,418 | 538 | eng_Latn | eng_Latn | 0.999318 | eng_Latn | 0.999318 | [
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Welcome to 8th Grade ELA
Dear 8th Graders and Parents,
The summer slide: it sounds fun, but it can make the transition from seventh grade to eighth grade very difficult. Saints JOhn and Paul School students can start strong in September if their reading habits don't "slide" away during the summer.
Students entering 8th grade must read: 8A: The Book Thief by Markus Zusak and 8G: The Boy in the Striped Pajamas by John Boyne. After reading the novels, they are to complete the given exam/writing project. This will be collected and graded during the first week of school and will count towards their first quarter ELA grade.
Please encourage your child to read other books for enjoyment this summer. Have a terrific summer!
Sincerely,
Rose Scozzari
Mrs. Rose Scozzari
Name:
Date:
The Book Thief- end of book
Section 1: Multiple Choice: Circle or highlight the correct answer.
1. Where did Liesel's brother die?
a. In a hospital
b. On a train
c. At home in bed
d. In Hans' and Rosa's basement
2. Which book did Liesel steal first?
a. The Duden dictionary
b. The Shoulder Shrug
c. The Grave-diggers Handbook
d. The Whistler
3. What is the English translation of Himmel Street?
a. Heaven Street
c. Rubble Street
b. Hotdog Street
4. What is the color of Hans' eyes?
a. Silver
d. High Street
c. black
b. Blue
d. brown
5. Hans befriends Liesel by teaching her to ____.
a. Whistle
c. play the accordion
b. Paint houses
d. Roll his cigarettes
6. Why did Rudy cover his body in coal?
a. To be invisible at night.
b. To play a black cat in the school play.
c. To imitate Jesse Owens.
d. To avoid joining the Hitler Youth.
7. Why is Hans Jr. belligerent with his father?
a. He is angry because Hans Sr. is poor.
b. He is angry that Hans Sr. is hiding a Jew.
c. He is angry that Hans Sr. isn't a member of the Nazi party.
d. He is angry that Hans Sr. plays the accordion.
8. At the book burning when Liesel says she hates Hitler, Hans slaps her. He does it because _____.
a. He is patriotic and loves Hitler.
b. It is dangerous for Liesel to speak against Hitler in public.
c. She just stole a book, and Hans wants her to know stealing was wrong.
d. He is sick of her complaining.
9. Ilsa Hermann lost her son. He died ___.
a. In Russia
c. in WW1
b. In a car accident
d. During childbirth
10. In order to stay in shape in the basement, Max ____.
a. Does pushups and imagines he's boxing Hitler.
b. Does sit-ups and imagines competing in the Olympics.
c. Does jumping jacks and imagines swimming in the Amper River.
d. Does yoga and imagines marrying Rosa Hubermann.
11. When Rudy rescued Liesel's book from the river, he hoped to be rewarded with _____.
a. An apple
c. a reading lesson
b. A cigarette
d. A kiss
12. When Max gets sick, Rosa and Hans are very worried that he ____.
a. Will need medicine they can't afford.
b. Will have something that is contagious.
c. Will cough and alert the neighbors.
d. Will die and they will have to get rid of his body.
13. At which battle was Michael Holtzapfel injured?
a. Berlin
c. Moscow
b. Leningrad
d. Stalingrad
14. After he gives bread to the elderly Jewish prisoner being paraded through town, Hans' attitude can best be described as
___.
a. Proud for having intervened.
b. Disgusted for having watched the parade.
c. Sorrowful because of how the Jews were treated.
d. Panicked for having jeopardized Max's safety.
15. According to Death, everyone in Nazi Germany had to take their turn being punished. What was Hans' punishment?
a. Being sent to war
b. Being sent to Dachau
c. Being forced to memorize Mein Kampf
d. Losing his job.
20. Of the following characters, who survived the bombing on Himmel Street?
a. Rudy
c. Rosa
b. Nobody
d. Hans
21. When Death comes for Liesel, he gives her a book he rescued from the rubble the night of the bombing. What is it?
a. The Book Thief
b. The Grave-diggers Handbook
c. The Whistler
d. The Word Shaker
22. When Liesel asks Death if he read the book, he tells her he is
16. After Hans leaves, Rosa stays up holding his accordion each night because ____.
a. She doesn't want Liesel to play with it.
b. She wants to learn to play it herself.
c. It makes her feel closer to Hans.
d. She is worried it will be stolen.
17. After Liesel tears up a book in Ilsa Hermann’s library,Ilsa brings Liesel a blank notebook so that _____.
a. Liesel can write a letter to her mother.
b. Liesel can write her own story.
c. Liesel can do her math homework.
d. Liesel can draw a picture of Max.
18. When Himmel Street is bombed, Liesel is not killed because ___?
a. She is in Ilsa Hermann's library.
b. She is riding her bike with Rudy.
c. She is in the Hubermann's basement.
d. She is looking for Max in the forest.
19. Rudy finally gets what he wants from Liesel after the bombing when she gives him ________.
a. A teddy bear.
b. The fourth Hitler Youth medal.
c. A kiss.
d. A book.
_____.
a. Not a fast reader.
b. Sorry for what happened during the war.
c. Haunted by humans
d. Jealous that she gets to die.
Section 2: Culminating Activity.
Choose ONE of the following activities to complete.
1). Book Review: Read a number of different book reviews from different sources. Try to identify the key points that form the framework of a successful review. These points include:
-plot summary
-description and discussion of characters
-information about the settings
-explanation of the themes
-your personal response to the book
-a recommendation and rating (usually a mark out of 10; a star rating or grade)
-you may also provide information about the author
Task: Write a book review of The Book Thief for publication in a newspaper, magazine, or journal of teenage fiction.
2). Creative Writing: Near the end of The Book Thief there is a big gap in the time between Liesel and Max reuniting at the end of the war to Liesel's death in Sydney. What do you think the rest of Liesel's life turned out to be like? What effect did the war have on her personality?
Task: Write another chapter in the life of Liesel. This could be:
-just after she and Max reunite
-the events and decisions that led her to leave Germany
-who she married and how they met
-anything else of your choice
Your chapter must complement the author's style. | <urn:uuid:3a4193c6-ce51-4a27-b70c-ba19fabc9938> | CC-MAIN-2023-50 | https://www.sjpschool.org/uploads/1/2/7/6/127662941/2023_8a_summer_reading.pdf | 2023-12-03T21:45:32+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00343.warc.gz | 1,121,500,300 | 1,587 | eng_Latn | eng_Latn | 0.997609 | eng_Latn | 0.998488 | [
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Section 1: Eclipse Maps and Predictions
1.1 Introduction
Earth will experience 11,898 eclipses of the Sun during the 5000-year period from –1999 to +3000 (2000 BCE 1 to 3000 CE). An individual global map for every solar eclipse over the five millennium interval is presented in the Appendix. For partial eclipses, the path of the Moon's penumbral path depicts the geographic region of eclipse visibility. For total, hybrid, and annular eclipses, the track of the Moon's umbral/antumbral 2 shadow is also plotted. The maps include modern political borders to assist in identifying the geographic visibility of each eclipse.
1.2 Explanation of Solar Eclipse Maps
For each eclipse, an orthographic projection map of Earth shows the path of the Moon's penumbral (partial) and umbral/antumbral (total, hybrid, or annular) shadows with respect to the continental coastlines, political boundaries (circa 2000 CE) and the Equator. North is to the top and the daylight terminator is drawn for the instant of greatest eclipse. An "x" symbol marks the sub-solar point or geographic location where the Sun appears directly overhead (zenith) at that time. All salient features of the eclipse maps are identified in Figure 1-1 which serves as a key.
The limits of the Moon's penumbral shadow delineate the region of visibility of a partial solar eclipse. This irregular or saddle shaped region often covers more than half the daylight hemisphere of Earth and consists of several distinct zones or limits. At the northern and/or southern boundaries lie the limits of the penumbra's path. Partial eclipses have only one of these limits, as do central eclipses when the Moon's shadow axis falls no closer than about 0.45 radii from Earth's center. Great loops at the western and eastern extremes of the penumbra's path identify the areas where
1 The terms BCE and CE are abbreviations for "Before Common Era" and "Common Era," respectively. They are the secular equivalents to the BC and AD dating conventions. A major advantage of the BCE/CE convention is that both terms are suffixes whereas BC and AD are used as suffix and prefix, respectively.
2 The term "umbral/antumbral" means "umbral and/or antumbral." | <urn:uuid:73796d39-0eca-46ae-aa31-faf10dc85413> | CC-MAIN-2023-50 | https://mreclipse.com/pubs/images/5MCSE2-MapKey.pdf | 2023-12-03T20:48:00+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00343.warc.gz | 472,382,056 | 491 | eng_Latn | eng_Latn | 0.995228 | eng_Latn | 0.995228 | [
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PLANNED INSTRUCTION
A PLANNED COURSE FOR:
_____________8th Grade Honors Science_____________________
Grade Level: 8
Date of Board Approval: ________2019____________
Planned Instruction
Title of Planned Instruction: 8th Grade Honors Science
Subject Area: Honors Physical Science
Grade(s): 8
th
Course Description: 8th grade Honors Science is a course that covers concepts in scientific thinking and problem solving, Physical Science, and Chemical Science. Each concept that is covered in this course is taught for mastery. The intent of this curriculum is to provide all 8th grade honors students with a sound and firm foundations in its topics to better prepare our students to master the concepts that will be presented to them on their 8th grade PSSA Science exam as well as in their higher level Science courses, in which they will be working towards the goal of achieving successful scores on Advanced Placement Science exams.
Time/Credit for the Course: Full Year
Curriculum Writing Committee: Mark Alderfer, Alyssa Tomaskovic
Curriculum Map
1. Marking Period One:
* Overview based on 45 days: Students will gain an understanding of what science is, how to approach a scientific problem, employ scientific inquiry before applying those foundations to the topics of motion and forces. Students will learn how to identify when motion occurs and how to describe the relationship between motion and an applied force.
* Time Range:
40-45 days
* Unit One: Foundations of Science
*
i. Chapter One: Scientific Thinking and Experimental Design
i. Chapter Eleven: Motion
Unit Two: Foundations of Motion
ii. Chapter Twelve: Forces and Motion
* Goals:
i. What is Science? (4 days)
Understanding of:
ii. Using a Scientific Approach (2 days)
iv. Presenting Scientific Data (3 days)
iii. Measurement (3 days)
v. Distance and Displacement (4 days)
vii. Acceleration (3 days)
vi. Speed and Velocity (4 days)
viii. Forces (4 days)
x. Newton's Third Law of Motion (2 days)
ix. Newton's First and Second Laws of Motion (2 days)
xi. Universal Forces (2 days)
xii. Assessment, In-Class Enrichment/Extension, Laboratory Exploration and Review (7‐12 days)
2. Marking Period Two:
* Overview based on 45 days: Students will extend their knowledge of forces to include how forces are impacted in a fluid medium. Students will then learn about what energy is, its various forms, and explore methods of heat transfer in relation to the environment.
* Time Range: 40-45 Days
* Unit Three: Forces in fluids, energy, and heat
i. Chapter Thirteen: Forces in Fluids
ii. Chapter Fifteen: Energy
iii. Chapter Sixteen: Heat
* Goals:
i. Fluid Pressure (3 days)
Understanding of:
ii. Forces and pressure in Fluids (3 days)
iv. Energy and Its Forms (5 days)
iii. Buoyancy (3 days)
v. Energy Conversion and Conservation (4 days)
vii. Thermal Energy and Matter (2 days)
vi. Energy Resources (2 days)
viii. Heat and Thermodynamics (3 days)
x. Assessment, In-Class Enrichment/Extension, Laboratory Exploration and Review (7‐12 days)
ix. Using Heat (3 days)
3. Marking Period Three:
* Overview based on 45 days: Students will gain an understanding of what work and power are, eventually being able to describe the relationship between the two. They will then learn about the six simple machines before learning about how to classify matter and identify the various states of matter. Students will gain an understanding of how to identify phase changes.
*
Time Range: 40-45 days
* Unit Four: Work, Power, Simple Machines
*
i. Chapter Fourteen: Work, Power, Simple Machines
i.
Chapter Two: Properties of Matter
Unit Five: Classification of Matters
ii. Chapter Three: States of Matter
* Goals:
i. Work and Power (3 days)
Understanding of:
ii. Work and Machines (3 days)
iv. Simple Machines (6 days)
iii. Mechanical Advantage and Efficiency (2 days)
v. Classification of Matter (4 days)
vi. Physical Properties (3 days)
*
DELAWARE VALLEY SCHOOL DISTRICT
vii. Chemical Properties (3 days)
ix. The Gas Laws (3 days)
viii. Solids, Liquids and Gasses (3 days)
x. Phase Changes (3 days)
xi. Assessment, In-Class Enrichment/Extension, Laboratory Exploration and Review (7‐12 days)
4. Marking Period Four:
* Overview based on 45 days: Students will gain an understanding of the concepts of the structure and parts of the atom. Students will gain and understanding of the nomenclature used for the identification of atoms. Students will gain an understanding of the periodic table of elements. Students will conclude the marking period by gaining and understanding of chemical bonds and reactions.
* Time Range: 40-45 days
* Unit Six: Atomic Structure
i.
Chapter Four: Atomic Structure
*
ii. Chapter Five: Periodic Table
i. Chapter Six: Chemical Bonds
Unit Seven: Chemical Interactions
ii. Chapter Seven: Chemical Reactions
Goals:
i. Studying Atoms (3 days)
Understanding of:
ii. The Structure of the Atom (2 days)
iv. Organizing the Elements (3 days)
iii. Modern Atomic Theory (2 days)
v. The Modern Periodic Table (3 days)
vii. Ionic Bonding (2 days)
vi. Representative Groups (2 days)
viii. Covalent Bonding (2 days)
x. The structure of Metals (2 days)
ix. Naming Compounds and Writing Formulas (3 days)
xi. Describing Reactions (2 days)
xiii. Energy Changes in Reactions (2 days)
xii. Types of reactions (2 days)
xiv. Reaction Rates (2 days)
xvi. Assessment, In-Class Enrichment/Extension, Laboratory Exploration and Review (7‐12 days)
xv. Equilibrium (2 days)
Curriculum Plan
Unit: 1: Foundations of Science (Ch 1)
Marking Period: 1
Standard(s): 3.1.8.A9, 3.1.8.B6, 3.1.8.C4, 3.2.8.A6, 3.2.8.B7, 3.3.8.A8, 3.3.8.D3, 3.1.B.A9, 3.1.B.B6, 3.1.B.C4, 3.2.B.A6, 3.2.B.B7, 3.3.B.A8, 3.3.B.D3, 3.1.C.A9, 3.1.C.B6, 3.1.C.C4, 3.2.C.A6, 3.2.C.B7, 3.3.C.A8, 3.3.C.D3, 3.1.P.A9, 3.1.P.B6
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Anchor(s): S8.A.1.1, S8.A.2.1, S8.A.2.2, S8.A.3.2, S.8.C.3, S.8.C.1.1.1, S.8.C.1.1.2 http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Big Idea #1: Basic Principles and Applications of Physics and Chemistry
Essential Questions:
* How do these disciplines overlap?
* What are the main ideas of chemistry and physics?
* How are these sciences related to technology?
* What is the difference between a theory and a law?
* What are the necessary skills utilized by these scientists?
Concepts:
* Scientific laws are scientific conclusions or answers to scientific questions that are tested many times by many different scientists and are proven or strongly supported to be true.
* Scientific theories are well tested conclusions that attempt to answer a specific scientific question that still have some flaws.
* The basic steps in the scientific method are:
o Gather information from research
o Ask a question
o Form a hypothesis
o Record and analyze data
o Perform an experiment
o Form a conclusion
* Controlled variables
There are three types of variables in a scientific experiment:
* Independent variables
There are two different types of data that a scientist can collect, record and Analyze that should be objective and meaningful:
* Dependent variables
* Qualitative Data
* Quantitative Data
Competencies: As a result of this unit of instruction, students will be able to:
* Attempt to answer a self‐generated, scientific, testable question in a hands on setting
* Discuss the scientific problem solving model in an informed manner with other students and teachers.
* Master all key vocabulary terms associated with this unit of instruction
* Successfully be able to integrate pertinent mathematics concepts into their data recording and analysis (graphing, charting, averaging)
* Successfully identify all types of variables in many different examples of scientific experiments
* Successfully be able to identify the two different types of data that can be produced by a scientific experiment
* Make meaningful observations that are free from opinion
* Increase the ability to think critically through problems both inside and outside of the Science classroom
* Make inferences based on data and scientific information
* Identify experimental flaws and provide solutions to those flaws
* Formulate well thought out conclusions following scientific experiments
* Distinguish between Physics, Chemistry, Earth and Space Science and describe how they overlap.
Overview: This unit is designed to inform students that scientific thinking skills are very useful both inside and outside of their Science classroom. Students will master the steps involved in the process of solving valid testable questions in a methodical way, learn to interpret their results and data, and use those interpretations to correct experimental flaws, draw conclusions and make inferences about the world around them. This unit focuses on reviewing and expanding on student knowledge concerning atomic structure, basic knowledge of matter and properties of elements so as to prepare students for the next unit of study that focuses on foundational concepts of physics, including motion and forces that drive life as we know it.
Goals:
* For students to build a solid body of knowledge about scientific thinking skills, experimental design and data analysis
* For students to become better critical thinkers and problem solvers
* For students to better understand what science is and why it is important
* For students to better understand the areas of Physics, Chemistry, Earth and Space Science and how they overlap
* For students to build a solid body of knowledge about the laws that govern space, time, forces, motion, matter and energy and their interactions.
* For students to be able to apply those principals of physics to everyday, real world situations in a way that is meaningful and helpful to their lives.
* For students to form a solid foundation of basic principles of physics
Objectives:
* Discuss the scientific problem solving model in an informed manner with other students and teachers (DOK Level 3).
* Create an experimental scenario that answers a self‐generated, scientific, testable question in a hands on setting (DOK level 4)
* Master all key vocabulary terms associated with this unit of instruction (DOK level 2)
* Successfully identify all types of variables in many different examples of scientific experiments (DOK level 1)
* Successfully be able to integrate pertinent mathematics concepts into their data recording and analysis (graphing, charting, averaging) (DOK level 4)
* Successfully be able to identify the two different types of data that can be produced by a scientific experiment (DOK level 1)
* Increase the ability to think critically through problems both inside and outside of the Science classroom (DOK level 4)
* Make meaningful observations that are free from opinion (DOK level 3)
* Make inferences based on data and scientific information (DOK level 2)
* Formulate well thought out conclusions following scientific experiments (DOK level 3)
* Identify experimental flaws and provide solutions to those flaws (DOK level 1)
* Distinguish between Physics, Chemistry, Earth and Space Science and describe how they overlap (DOK level 1)
Core Activities and Corresponding Instructional Methods:
1. For each chapter included in this unit of study, the teacher should present all pertinent information found under the concepts section of this unit in a way that aid in not only retention, but mastery of all key concepts and mandatory vocabulary for this unit of instruction. Some suggested means of presenting this information are PowerPoint notes, cloze notes format, skeleton outlines, and student generated notes that are taken during a teacher presentation.
2. Give students a sample of a scientific experiment and have them identify the controlled, independent and dependent variables as well as experimental flaws.
3. Lead a class discussion that prompts students to compare and contrast different known hypotheses, scientific theories and laws based on their knowledge of those terms.
4. Have students work through a graded laboratory experiment, beginning with a testable question and working through the steps in the scientific method to conclusion where they have to produce a summary of their experiment.
5. Present all unit vocabulary to students in a format that they can study for retention and application of knowledge. See appendix for the MANDATORY list of vocabulary words.
6. Create an assignment where students will design and produce a body of work to exemplify a complete understanding of the scientific method though process and all of its steps, ability to design an experiment from scratch to test a scientific question and ability to critique and analyze conclusions in order to either obtain an answer to the original scientific question or revise the thought process in order to attempt to achieve an acceptable answer to that question.
7. Suggested STEAM incorporation of the teacher should assign groups a different branch of science and have students research various problems that their particular branch can address to increase understanding of different scientific disciplines.
8. Suggested activity for understanding science can include students completing activities regarding reliability of information found online and on social media
Assessments:
o Diagnostic:
[x] Pretests
[x] Ungraded homework
[x] Class Discussions
[x] Teachers observations
o Formative:
[x] Quizzes
[x] Assignments
[x] Graded Homework Assignments
[x] Practice Tests
[x] Laboratory Exploration
[x] PSSA Aligned Short Open Ended Questions
o Summative:
[x] Unit Tests
[x] Major Projects
Extensions: Optional recommended Inquiry Labs and Digital Path interactive multimedia practice opportunities. Have students write their own experiments, one with the correct steps
9
and components of the scientific method, the other without. Students can then exchange papers to identify which experiment is the correct one and articulate their reasoning. Students can research STEM-based current event article on reputable news website. They can write a summary of the article and a paragraph explaining the overarching significance/why should we care.
Correctives:
* Give students extra practice identifying variables in an experiment.
* Re‐teach and retest important concepts including mandatory vocabulary.
* Provide additional remediation opportunities for math applications.
Materials and Resources: See last page of curriculum
Curriculum Plan
Unit: 2: Foundations of Motion (Ch 11 and 12)
Marking Period: 1
Standard(s): 3.2.5.B1, 3.2.6.B1, 3.2.7.B1
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Anchor(s): S8.A3.2, S8.C.3.1.1, S8.C.3.1.1, S8.A.2.1, S8.A.2.2, S8.A.1.1,
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Big Idea #1: A change in the direction of an object is known as motion, and motion is governed by certain principles.
Essential Questions:
* How are distance and displacement different?
* What is needed to describe motion completely?
* How do you add displacements?
* How can you find the speed from a distance time graph?
* How are instantaneous speed and average speed different?
* How are speed and velocity different?
* How are changes in velocity described?
* How do velocities add?
* How can you calculate acceleration?
* How does a speed time graph represent acceleration?
* What is instantaneous acceleration?
Concepts:
* Measuring distance
* Frame of reference
* Measuring displacements
* Graphing motion
* Speed calculations
* Velocity and combining velocities
* Changes in speed and direction
* Defining acceleration
* Calculating acceleration
* Distance time graphs
* Graphs of accelerated motion
Competencies: As a result of this unit of instruction, students will be able to:
* Identify appropriate SI units for measuring distances
* Identify frames of reference and describe how they are used to measure motion
* Distinguish between distance and displacement
* Calculate displacement using vector addition
* Compare and contrast instantaneous speed and average speed
* Identify appropriate SI units for measuring speed
* Interpret distance time graphs
* Describe how velocities combine
* Calculate the speed of an object using slopes
* Identify changes in motion that produce acceleration
* Calculate the acceleration of an object
* Describe examples of constant acceleration
* Interpret speed time and distance time graphs
* Describe instantaneous acceleration
* Classify acceleration as positive or negative
Big Idea #2: All changes in motion are caused by the forces that act on objects.
Essential Questions:
* What are the four main types of friction?
* How do forces affect the motion of an object?
* How do gravity and air resistance affect a falling object?
* Why does a projectile follow a curved path?
* In what direction does Earth's gravity act?
* How does Newton's first law relate change in motion to a zero net force?
* How are weight and mass related?
* How does Newton's second law relate force, mass and acceleration?
* What is Newton's third law of motion?
* How is momentum conserved?
* What is needed for an object to have a large momentum?
* What force can attract and repel?
* What is Newton's law of universal gravitation?
* What force holds the nucleus together?
Concepts:
* Defining force
* Measuring and units of force
* Combining forces
* Frictional forces
* Balancing forces
* Gravity
* Projectile motion
* Calculating acceleration
* Aristotle, Galileo and Newton
* Momentum
* Newton's Laws of Motion
* Conservation of momentum
* Nuclear forces
* Electromagnetic forces
* Gravitational force
Competencies
* Orbits
* Describe examples of force
: After this unit of instruction, the students will be able to:
* Identify appropriate SI units used to measure force
* Compare and contrast the four kinds of friction
* Explain how the motion of an object is affected when balanced and unbalanced forces are acting on it
* Describe how Earth's gravity and air resistance affect falling objects
* Identify the forces that produce projectile motion
* Describe the path of a projectile
*
* Describe Newton's second law of motion and use it to calculate acceleration, force and mass
Describe Newton's first law of motion and how it relates to inertia
* Relate the mass of an object to its weight
* Calculate the momentum of an object and describe what happens when momentum is conserved during a collision
* Explain how action and reaction forces are related according to Newton' s third law of motion
* Identify the forms of electromagnetic force that can both attract and repel
* Define Newton's law of universal gravitation and describe the factors affecting gravitational force
* Identify and describe the universal forces acting within the nucleus
* Describe centripetal force and the type of motion it produces
Overview: This unit is designed to provide students with a solid background in the laws that govern space, time, forces, motion, matter, and energy. This is foundational basis will provide a platform for students to then apply additional and extensive ideas regarding forces, energy, and work, power, and simple machines.
Goals:
* For students to build a solid body of knowledge about the laws that govern space, time, forces, motion, matter and energy and their interactions.
* For students to be able to apply those principals of physics to everyday, real world situations in a way that is meaningful and helpful to their lives.
* For students to explore careers in the various scientific disciplines.
Objectives:
* Identify frames of reference and describe how they are used to measure motion (DOK: Level 1)
* Identify appropriate SI units for measuring distances (DOK: Level 1)
* Distinguish between distance and displacement (DOK: Level 2)
* Calculate displacement using vector addition (DOK: Level 2)
* Identify appropriate SI units for measuring speed (DOK: Level 1)
* Compare and contrast instantaneous speed and average speed (DOK: Level 2)
* Interpret distance time graphs (DOK: Level 2)
* Calculate the speed of an object using slopes (DOK: Level 2)
* Describe how velocities combine (DOK: Level 1)
* Identify changes in motion that produce acceleration (DOK: Level 1)
* Describe examples of constant acceleration (DOK: Level 1)
* Calculate the acceleration of an object (DOK: Level 2)
* Interpret speed time and distance time graphs (DOK: Level 2)
* Classify acceleration as positive or negative (DOK: Level 2)
* Describe instantaneous acceleration (DOK: Level 1)
* Describe examples of force (DOK: Level 1)
* Identify appropriate SI units used to measure force (DOK: Level 1)
* Explain how the motion of an object is affected when balanced and unbalanced forces are acting on it (DOK: Level 1)
* Compare and contrast the four kinds of friction (DOK: Level 2)
* Describe how Earth's gravity and air resistance affect falling objects (DOK: Level 1 & 2)
* Describe the path of a projectile (DOK: Level 2)
* Identify the forces that produce projectile motion (DOK: Level 1)
* Describe Newton's first law of motion and how it relates to inertia (DOK: Level 1 & 2)
* Describe Newton's second law of motion and use it to calculate acceleration, force and mass (DOK: Level 1 & 2)
Core Activities and Corresponding Instructional Methods:
1. For each chapter included in this unit of study, the teacher should present all pertinent information found under the concepts section of this unit in a way that aid in not only retention, but mastery of all key concepts and mandatory vocabulary for this unit of instruction. Some suggested means of presenting this information are PowerPoint notes, cloze notes format, skeleton outlines, and student generated notes that are taken during a teacher presentation.
2. The teacher should design a hands on application or laboratory exploration for each of the chapters in this until to further emphasize and connect the different segments and layers of learning the overarching processes discussed. Many examples of these types of activities are found in the resource material that comes with the primary textbook for this course.
3. The teacher should assign a formal lab report to be written and graded for one of the laboratory exploration or hands on activities in this unit to increase writing across the curriculum.
4. Suggested lab prior to beginning unit as an exploratory application includes rolling marbles to determine how the variables of speed, distance, and time are related.
5. Additional suggested lab activities on distance and displacement can include having students walk certain distances and calculating the displacement associated with it.
6. STEAM activity can include creating a poster that displays how the four types of friction are present in a student selected sport, hobby, or activity.
7. Present all unit vocabulary to students in a format that they can study for retention and application of knowledge. See appendix for the MANDATORY list of vocabulary words.
Assessments:
o Diagnostic:
[x] Pretests
[x] Ungraded homework
[x] Class Discussions
[x] Teachers observations
o Formative:
[x] Quizzes
[x] Assignments
[x] Graded Homework Assignments
[x] Practice Tests
[x] Laboratory Exploration
[x] PSSA Aligned Short Open Ended Questions
o Summative:
[x] Unit Tests
[x] Major Projects
Extensions: Optional recommended Inquiry Labs and Digital Path interactive multimedia practice opportunities. Have the students select from a list of potential project ideas (write a
song, create a lesson, etc) and create a visual or auditory means of describing the three laws of motion. Students can research STEM-based current event article on reputable news website. They can write a summary of the article and a paragraph explaining the overarching significance/why should we care
Correctives:
* Re‐teach and retest important concepts including mandatory vocabulary.
* Provide additional remediation opportunities for math applications.
Materials and Resources: See last page of curriculum
Curriculum Plan
Marking Period: 2
Unit: 3: Forces in Fluids, Energy, and Heat (Ch 13, 15, 16)
Standard(s): 3.2.7.B3, 3.2.6.B3, 3.2.6.B6, 3.2.5.B3, 3.2.7.B6, 3.2.6.A1, 3.2.10.A3 http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Anchor(s): S8.A.3.2, S8.C.2.1.2, S8.A.2.1, S8.A.2.2, S8.C.2.1.3
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Big Idea #1: Forces acting on fluids cause different events to occur than forces acting on nonfluids.
Essential Questions:
* How does water pressure change with depth?
* How is pressure calculated?
* How is pressure distributed at a given level in a fluid?
* How does Pascal's principal describe the transmission of pressure through a fluid?
* How does air pressure change with altitude?
* How does a hydraulic system work?
* What is the effect of buoyancy on the apparent weight of an object?
* How is the speed of a fluid related to the pressure within the fluid?
* How can you determine if an object will float or sink in a fluid?
* Calculating pressure in fluid
Concepts:
* Air pressure and the atmosphere
* Pascal's Principal
* Transmitting pressure in a fluid
* Hydraulic systems
* Buoyant force
* Bernoulli's Principal
* Archimedes' Principal
Competencies: After this unit of instruction, the students will be able to:
* Density and its effect on buoyancy
* Define and calculate pressure
* Describe the relationship between water depth and the pressure it exerts
* Identify appropriate SI units for measuring pressure
* Describe how forces from pressure are distributed at a given level in a fluid
* Describe how pressure is transmitted in a fluid according to Pascal's Principal
* Explain how altitude affects air pressure
* Explain how a hydraulic system works to change a force
* Explain the effect of buoyancy on the apparent weight of an object
* Explain how the speed and pressure of a fluid are related according to Pascal's principal
* Explain the relationship between the volume of fluid displaced by an object and buoyant force acting on an object according to Archimedes' principal
* Describe the relationship among object weight, buoyant force, and whether an object sinks or floats in a fluid
Big Idea #2: Energy is continuously converted between many different forms.
Essential Questions:
* What factors does the kinetic energy of an object depend on?
* How are energy and work related?
* How is gravitational potential energy determined?
* Can energy be converted from one form to another?
* What are the major forms of energy?
* What is the law of conservation of energy?
* How are energy and mass related?
* What energy conversion takes place as an object falls towards Earth?
Concepts:
* Kinetic energy
* Energy and work
* Potential energy
* Conservation of energy
* Forms of energy
* Energy conversion
Competencies: After this unit of instruction, the students will be able to:
* Energy related to mass
* Describe the relationship between work and energy
* Analyze how potential energy is related to an objects position and give examples of gravitational potential and elastic potential energy
* Relate kinetic energy to mass and speed and calculate these quantities
* Solve equations that relate an object's gravitational potential energy to its mass and height
* Describe conversions of energy from one form to another
* Give examples of the major forms of energy and explain how each is produced
* State and apply the law of conservation of energy
* Describe the relationship between energy and mass and calculate how much energy is equivalent to a given mass
* Analyze how energy is conserved in conversions between kinetic energy and potential energy and solve equations that equate initial energy to final energy
Big Idea #3:
Essential Questions:
* How does heat flow from one object to another?
* How are heat transfer and work related?
* What does the thermal energy of an object depend on?
* What are the mechanisms of heat transfer?
* How does thermal expansion occur?
Concepts:
* Temperature
* Spontaneous flow of heat
* Thermal energy
*
* Thermal expansion and contraction
* Conduction
Specific heat
* Insulators
* Convection
* Conductors
* Radiation
* Heat engines
* 3 Laws of Thermodynamics
Competencies: After this unit of instruction, students will be able to:
* Identify the variables that the thermal energy of an object depends on.
* Describe how heat is transferred from one object to another.
* Compare and contrast temperature and thermal energy.
* Compare and contrast the three mechanisms of heat transfer.
* Define under what conditions thermal expansion and contraction occurs.
* Identify and apply the three laws of thermodynamics
* Describe uses for various heat engines.
Overview: Students will be able to compare the various forces acting on the objects around them. Students will then relate this idea to energy and how energy is transferred or transformed, not created or destroyed. They will then explore how heat is transferred from one object to another.
Goals:
* For students to build a solid body of knowledge about forces in fluids, including liquids and air, and apply those big ideas to practical, real world situations.
* For students to relate the transfer of energy to happenings they see around them on a regular basis.
* For students to gain an increased understanding of how the principles of heat transfer are applied to heat engines found in common objects like cars, refrigerators, and air conditioners.
Objectives:
* Define and calculate pressure (DOK: Levels 1 & 2)
* Identify appropriate SI units for measuring pressure (DOK: Level 1)
* Describe the relationship between water depth and the pressure it exerts (DOK: Level 2)
* Describe how forces from pressure are distributed at a given level in a fluid (DOK: Level 2)
* Explain how altitude affects air pressure (DOK: Level 2)
* Describe how pressure is transmitted in a fluid according to Pascal's Principal (DOK: Level 2)
* Explain how a hydraulic system works to change a force (DOK: Level 1)
* Explain how the speed and pressure of a fluid are related according to Pascal's principal (DOK: Level 1)
* Explain the effect of buoyancy on the apparent weight of an object (DOK: Level 2)
* Explain the relationship between the volume of fluid displaced by an object and buoyant force acting on an object according to Archimedes' principal (DOK: Level 2)
* Describe the relationship among object weight, buoyant force, and whether an object sinks or floats in a fluid (DOK: Level 2)
* Relate kinetic energy to mass and speed and calculate these quantities (DOK: Level 2)
* Analyze how potential energy is related to an objects position and give examples of gravitational potential and elastic potential energy (DOK: Level 4)
* Solve equations that relate an object's gravitational potential energy to its mass and height (DOK: Level 2)
* Give examples of the major forms of energy and explain how each is produced (DOK: Level 1)
* Describe conversions of energy from one form to another (DOK: Level 1)
* State and apply the law of conservation of energy (DOK: Level 1 & 4)
* Analyze how energy is conserved in conversions between kinetic energy and potential energy and solve equations that equate initial energy to final energy (DOK: Level 4)
* Describe the relationship between energy and mass and calculate how much energy is equivalent to a given mass (DOK: Level 1 & 2)
* Describe the relationship between work and heat transfer (DOK: 2)
* Describe the conditions under which thermal expansion and contraction occur (DOK: 2)
* Calculate the specific heat of an object (DOK: 3)
* Give examples of the means of heat transfer (DOK: 1)
* Describe the relationship between work and energy (DOK: Level 2)
Core Activities and Corresponding Instructional Methods:
1. For each chapter included in this unit of study, the teacher should present all pertinent information found under the concepts section of this unit in a way that aid in not only retention, but mastery of all key concepts and mandatory vocabulary for this unit of instruction. Some suggested means of presenting this information are PowerPoint notes, cloze notes format, skeleton outlines, and student generated notes that are taken during a teacher presentation.
2. Suggested labs include various activities that demonstrate how shape and density of an object impacts its buoyancy and how dropping a tennis ball from various heights can impact the potential and kinetic energy of the ball.
3. Present all unit vocabulary to students in a format that they can study for retention and application of knowledge. See appendix for the MANDATORY list of vocabulary words.
Assessments:
o Diagnostic:
[x] Pretests
[x] Ungraded homework
[x] Class Discussions
[x] Teachers observations
o Formative:
[x] Quizzes
[x] Assignments
[x] Graded Homework Assignments
[x] Practice Tests
[x] Laboratory Exploration
[x] PSSA Aligned Short Open Ended Questions
o Summative:
[x] Unit Tests
[x] Major Projects
Extensions: Optional recommended Inquiry Labs and Digital Path interactive multimedia practice opportunities. Students can research how energy changes in amusement park rides. Students can research STEM-based current event article on reputable news website. They can
write a summary of the article and a paragraph explaining the overarching significance/why should we care
Correctives:
* Re‐teach and retest important concepts including mandatory vocabulary.
* Provide additional remediation opportunities for math applications.
Materials and Resources: See last page of curriculum
Curriculum Plan
Unit: 4: Work, Power, Simple Machines (Ch 14)
Marking Period:
Standard(s): 3.1.7A1, 3.2.7.B, 3.2.8.B1
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Anchor(s): S7.C.2, S8.C.3.1, S8.C.3.1.1, S8.C.3.1.2, S8.C.3.1.3
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Big Idea #1: A force applied over a distance to move an object equals work, and work is equal to the transfer of energy to that object by the action of that force.
Essential Questions:
* How are work and power related?
* When does a force do work?
* How do machines make work easier?
* How does the actual mechanical advantage of a machine compare to its ideal mechanical advantage?
* How are work input and work output related for a machine?
* Why it the efficiency of a machine always less than 100 percent?
*
* What determines the mechanical advantage of the six types of simple
What are the six types of simple machines?
* machines?
* Defining work
Concepts:
* Calculating work
* Calculating power
* Defining power
*
* Work output
Work input
* Mechanical advantage
* Efficiency
* Calculating mechanical advantage
* Simple machines
Competencies: After this unit of instruction, the students will be able to:
* Compound machines
* Describe the conditions that must exist or a force to do work on an object
* Describe and calculate power
* Calculate the work done on an object
* Compare the units of watts and horsepower as they relate to power
3
* Describe what a machine is and how it makes work easier to do
* Compare a machine's actual mechanical advantage to its ideal mechanical advantage
* Relate the work input to a machine to the work output of the machine
* Calculate the ideal and actual mechanical advantages of various machines
* Calculate a machine's efficiency
* Explain why the efficiency of a machine is always less than 100 percent
* Name, describe, and give an example of each of the six types of simple machines
Overview: Students will gain an understanding of the concepts of work and power and how they relate to force, distance and time. Students will also gain and understanding of simple machines and how they relate to work and power.
Goals:
* For students to define the concepts of work and power
* For students to articulate the relationship between work power
* For students to calculate work and power with proper units
* For students to identify six simple machines and how each makes doing work easier
For students to calculate mechanical advantage and efficiency while being able to
* explaining how those are improved by using simple machines
Objectives:
* Describe the conditions that must exist or a force to do work on an object (DOK: Level 1)
* Calculate the work done on an object (DOK: Level 2)
* Describe and calculate power (DOK: Level 2)
* Compare the units of watts and horsepower as they relate to power (DOK: Level 1)
* Describe what a machine is and how it makes work easier to do (DOK: Level 1 & 2)
* Relate the work input of a machine to the work output of the machine (DOK: Level 2)
* Compare a machine's actual mechanical advantage to its ideal mechanical advantage (DOK: Level 1)
* Calculate the ideal and actual mechanical advantages of various machines (DOK: Level 2)
* Explain why the efficiency of a machine is always less than 100 percent (DOK: Level 1)
* Calculate a machine's efficiency (DOK: Level 2)
* Name, describe, and give an example of each of the six types of simple machines (DOK: Level 1 & 2)
* Describe how to determine the ideal mechanical advantage of each type of simple machine (DOK: Level 1)
* Define and identify compound machines (DOK: Level 1)
Core Activities and Corresponding Instructional Methods:
1. For each chapter included in this unit of study, the teacher should present all pertinent information found under the concepts section of this unit in a way that aid in not only retention, but mastery of all key concepts and mandatory vocabulary for this unit of instruction. Some suggested means of presenting this information are PowerPoint notes, cloze notes format, skeleton outlines, and student generated notes that are taken during a teacher presentation.
2. A suggested hands-on application includes assigning students a simple machine and, in groups, create an informational poster and working model of the simple machines, presenting their research and demonstrating their model's functionality.
3. Additional suggested exploration extension is to have the students complete a webquest on Rube Goldberg.
4. Present all unit vocabulary to students in a format that they can study for retention and application of knowledge. See appendix for the MANDATORY list of vocabulary words.
Assessments:
o Diagnostic:
[x] Pretests
[x] Ungraded homework
[x] Class Discussions
[x] Teachers observations
o Formative:
[x] Quizzes
[x] Assignments
[x] Graded Homework Assignments
[x] Practice Tests
[x] Laboratory Exploration
[x] PSSA Aligned Short Open Ended Questions
o Summative:
[x] Unit Tests
[x] Major Projects
Extensions: Optional recommended Inquiry Labs and Digital Path interactive multimedia practice opportunities. Students will be given an assortment of materials and be required to make a Rube Goldberg machine to complete a given task. Students can research STEM-based
current event article on reputable news website. They can write a summary of the article and a paragraph explaining the overarching significance/why should we care
Correctives:
* Re‐teach and retest important concepts including mandatory vocabulary.
* Provide additional remediation opportunities for math applications.
Materials and Resources: See last page of curriculum.
Curriculum Plan
Unit: 5: Classification of Matter (Ch 2 and 3)
Marking Period: 3
Standard(s): 3.2.6.A2, 3.2.6.A4, 3.2.6.A5, 3.2.7.A1, 3.2.3.A1, 3.2.3.A4. 3.2.4.A4, 3.2.6.A3
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Anchor(s): S8.C.1.1.1, S8.C.1.1.2, S8.A.1.3, S8.A.1.3, S8.A.2.1, S8.A.2.2, S8.C.1.1.3
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Big Idea #1: Matter exists in many different forms, each of which has specific characteristics.
Essential Questions:
* What are compounds?
* What are elements?
* What are mixtures, suspensions, colloids?
* What are physical properties?
* How are elements named?
* What are chemical properties?
* Elements are pure substances that cannot be broken down into other substances.
Concepts:
* Compounds are a combination of two or more elements that are chemically combined.
* A suspension is a mixture that separates into layers over time.
* A mixture is a group of substances that still retain their individual identities.
* A colloid is a mixture that has medium sized particles but does not settle and cannot be separated.
* A chemical change is when a substance is altered to make a new substance or substances.
* Physical properties are characteristics that can be observed or measured without changing the chemical composition of the substance itself.
Competencies: As a result of this unit of instruction, students will be able to:
* Identify physical and chemical changes
* Distinguish between all types of matter
* Describe methods for creating physical and chemical changes in matter
* Master all key vocabulary associated with this unit of instruction
Big Idea #2: There are three states in which matter exists in and they are governed by laws
Essential Questions:
* What is Charles's Law?
* What are the three states of matter?
* What is Boyle's Law?
* What causes a phase change?
* What is a phase change?
Concepts:
* Charles's Law states that the volume of a gas is directly proportional to its temperature, given that all other factors are constant.
* Matter can exist as a solid, liquid or gas.
* Boyle's Law states that the volume of a gas is inversely proportional to its pressure, given that all other factors are constant.
* Adding or taking away energy causes a phase change.
* A phase change is when matter becomes a different state than it previously existed.
Competencies: As a result of this unit of instruction, students will be able to:
* Predict what will happen to the phase of matter under different energy conditions.
* Identify the state of matter something exists in.
* Correctly apply the principles of Charles's and Boyle's Law in open ended practice problems.
Overview: This unit focuses on introducing then expanding on student knowledge concerning atomic structure and basic knowledge of matter to prepare students for the next unit of study that focuses on the actual chemical interactions and reactions of Chemistry. By attaining this foundational knowledge regarding matter, students will then be able to better understand the mechanisms of atomic chemistry.
Goals:
* For students to be able to apply universal laws that govern matter
* For students to accurately calculate unknown variables when provided with
givens in the common gas law
* For students to identify changes of matter based on various conditions
Objectives:
* Distinguish between all types of matter (DOK level 1)
* Identify physical and chemical changes (DOK level 1)
* Describe methods for creating physical and chemical changes in matter (DOK level 1)
* Master all key vocabulary associated with this unit of instruction (DOK level 2)
* Identify the state of matter something exists in (DOK level 1)
* Predict what will happen to the phase of matter under different energy conditions (DOK level 2)
* Correctly apply the principles of Charles's and Boyle's Law in open ended practice problems (DOK level 4)
Core Activities and Corresponding Instructional Methods:
1. For each chapter included in this unit of study, the teacher should present all pertinent information found under the concepts section of this unit in a way that aid in not only retention, but mastery of all key concepts and mandatory vocabulary for this unit of instruction. Some suggested means of presenting this information are PowerPoint notes, cloze notes format, skeleton outlines, and student generated notes that are taken during a teacher presentation.
2. Suggested lab activities provided in textbook and supplemental resources can be implemented at teacher discretion to enhance comprehension
3. Present all unit vocabulary to students in a format that they can study for retention and application of knowledge. See appendix for the MANDATORY list of vocabulary words.
Assessments:
o Diagnostic:
[x] Pretests
[x] Ungraded homework
[x] Class Discussions
[x] Teachers observations
o Formative:
[x] Quizzes
[x] Assignments
[x] Graded Homework Assignments
[x] Practice Tests
[x] Laboratory Exploration
[x] PSSA Aligned Short Open Ended Questions
o Summative:
[x] Unit Tests
[x] Major Projects
Extensions: Optional recommended Inquiry Labs and Digital Path interactive multimedia practice opportunities. Students will watch as the teacher performs various minidemonstrations that show either a physical or chemical change. The students then must identify the type of change that is occurring and provide a justification for their choice using observable evidence. Students can research STEM-based current event article on reputable
news website. They can write a summary of the article and a paragraph explaining the overarching significance/why should we care
Correctives:
* Re‐teach and retest important concepts including mandatory vocabulary
* Provide additional remediation opportunities for math applications.
Materials and Resources: See last page in curriculum.
Curriculum Plan
Marking Period: 4
Unit: 6: Atomic Structure (Ch 4 and 5)
Standard(s): 3.2.7.A2, 3.2.10.A2, 3.2.8.A2
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Anchor(s): S8.C.1.1.1, S8.A.3.2, S8.C.1.1.1, S8.A.3.3, S11.C.1.1.4
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Big Idea #1: Atoms are held together by the attraction of the opposite forces that hold them together.
Essential Questions:
* What are the charges of those particles?
* What are the three subatomic particles that atoms are made up of?
* What are the positions of those particles in the structure of the atom?
* What are the rows on the periodic table called?
* Who were some of the major contributing scientists to the development of modern day atomic theory?
* What are the columns on the periodic table called?
* Where are metals found? Nonmetals? Transition metals? Metalloids? Alkaline Earth Metals? Alkali Metals? Halogens? Noble Gases?
* What do the numbers above and below the element symbol stand for?
Concepts:
* Protons have a positive charge, neutrons have a neutral charge and electrons have a negative charge.
* Atoms are made up of protons, electrons and neutrons.
* Both protons and neutrons are found in the nucleus of the atom.
* Dalton, Thompson, Rutherford and Bohr were four of the major contributors to modern atomic theory.
* Electrons are found orbiting the nucleus.
* Rows in the periodic table are known as periods, and elements found in the same period have the same characteristics.
* The number above each element symbol represents the atomic number.
* Columns are known as groups, and elements found in the same groups have similar characteristics.
* The number below the element symbol and name represents the atomic mass of that element.
* Metals are found on the left of the table while nonmetals are found on the right.
* Transition metals are found as you approach the "step" and metalloids are found along the "step".
* All of the aforementioned groups have specific physical and chemical distinguishing characteristics.
* Group 1A is known as the Alkali Metals, Group 2A is known as the Alkaline Earth Metals, Group 7A is known as the Halogens, and Group 8A is known as the Noble gases.
Competencies: As a result of this unit of instruction, students will be able to:
* Identify the charges of those particles.
* Identify the particles that make up an atom.
* Cite the location of the subatomic particles in an atom
* Compare and contrast those theories.
* Describe the four major scientist's contributions to atomic theory.
* Identify the differences between elements found in the same period versus group.
* Describe predicted characteristics and behaviors of elements based on their locations or families they belong to.
Overview: This unit focuses on reviewing and expanding on student knowledge concerning atomic structure and properties of the periodic table so as to prepare students for the next unit of study that focuses on the actual chemical interactions and reactions of Chemistry
Goals:
* For students to describe the three subatomic particles (location, charges, and masses).
* For students to compare and contrast the major atomic theories and describe how those theories lead to further discovery.
* For students to have a working knowledge of the Periodic Table of Elements
Objectives:
* Identify the particles that make up an atom (DOK level 1)
* Identify the charges of those particles (DOK level 1)
* Cite the location of the subatomic particles in an atom (DOK level 3)
* Describe the four major scientist's contributions to atomic theory (DOK level 2)
* Compare and contrast those theories (DOK level 2)
* Be able to apply that knowledge and have a working knowledge of the periodic table for the remainder of the year during laboratory explorations and subsequent units of Chemistry instruction (DOK level 4)
Core Activities and Corresponding Instructional Methods:
1. For each chapter included in this unit of study, the teacher should present all pertinent information found under the concepts section of this unit in a way that aid in not only retention, but mastery of all key concepts and mandatory vocabulary for this unit of instruction. Some suggested means of presenting this information are PowerPoint notes, cloze notes format, skeleton outlines, and student generated notes that are taken during a teacher presentation.
2. Suggested lab activities provided in textbook and supplemental resources can be implemented at teacher discretion to enhance comprehension.
3. Present all unit vocabulary to students in a format that they can study for retention and application of knowledge. See appendix for the MANDATORY list of vocabulary words.
Assessments:
o Diagnostic:
[x] Pretests
[x] Ungraded homework
[x] Class Discussions
[x] Teachers observations
o Formative:
[x] Quizzes
[x] Assignments
[x] Graded Homework Assignments
[x] Practice Tests
[x] Laboratory Exploration
[x] PSSA Aligned Short Open Ended Questions
o Summative:
[x] Unit Tests
[x] Major Projects
Extensions: Optional recommended Inquiry Labs and Digital Path interactive multimedia practice opportunities. Students will use the chemical symbols on the periodic table to create an original license plate using a word that represents an aspect of their personality or something that interests them, and will illustrate it accordingly. Have the student design his or her own presentation describing why the halogens and the alkali metals are so highly reactive with each other. Students can research STEM-based current event article on reputable news website. They can write a summary of the article and a paragraph explaining the overarching significance/why should we care
Correctives:
* Re‐teach and retest important concepts including mandatory vocabulary
* Provide additional remediation opportunities for math applications.
Materials and Resources: See last page of curriculum.
Curriculum Plan
Unit: 7: Chemical Interactions (Ch 6 & 7)
Marking Period: 4
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Standard(s): 3.2.6.A4, 3.2.7.A4
Anchor(s): S8.C.1.1.1, S8.C.1.1.3, S8.A.1.3, S8.A.2.1, S8.A.2.2, S8.A.3.2
http://static.pdesas.org/content/documents/CF-Science_MS_PhysicalScience.pdf
Big Idea #1: Atoms bond in different ways, and those bonding differences give substances their unique characteristics.
Essential Questions:
* What is one way in which elements can achieve stable electron configuration?
* When is an atom unlikely to react?
* How does the structure of an ionic compound affect its properties?
* What happens when atoms don't share electrons equally?
* How are atoms held together in a covalent bond?
* What factors determine whether a molecule is polar?
* What information do the name and formula of an ionic compound provide?
* How do attractions between polar molecules compare to attractions between nonpolar molecules?
* What information do the name and formula of a molecular compound provide?
* How do metallic bonds produce some of the typical properties of metals?
* What are the forces that give a metal its structure as a solid?
* How are the properties of alloys controlled?
* Stable Electron Configuration
Concepts:
* Transfer of electrons
* Properties of ionic compounds
* Formation of ionic bonds
* Formation of covalent bonds
* Polarity of molecules
* Properties of covalent compounds
* Polyatomic ions
* Naming compounds
* Binary ionic compounds
* Writing chemical formulas
* Properties of metallic bonding
* Metallic bonding
Competencies: After this unit of instruction, students will be able to:
* Predict an elements chemical properties using the number of valence electrons and electron dot diagrams
* Recognize stable electron configurations
* Describe how ionic bonds form and how ionization energy affects this process
* Relate the properties of ionic compounds to the structure of crystal lattices
* Predict the composition of an ionic compound from its chemical formula
* Describe how covalent bonds form and the attractions that keep atoms together in molecules
* Demonstrate how polar bonds affect the polarity of a molecule
* Compare polar and nonpolar bonds
* Compare the attractions between polar and nonpolar molecules
* Determine chemical formulas for ionic and molecular compounds
* Recognize and describe binary ionic compounds, metals with multiple ions and polyatomic ions
* Describe the structure and strength of bonds in metals
* Define an alloy and demonstrate how the composition of an alloy affects its properties
* Relate the properties of metals to their structure
Big Idea #2: There are many different ways that substances can interact with each other and each of those interactions follow specific rules and provide specific expected outcomes.
Essential Questions:
* Why must chemical equations be balanced?
* What is the law of conservation of mass?
* Why do chemists use the mole?
* What are the general types of chemical reactions?
* How can you calculate the mass of a reactant or product in a chemical reaction?
* How did the discovery of subatomic particles affect the classification of reactions?
* What happens to energy during a chemical reaction?
* What happens to chemical bonds during a chemical reaction?
* What does a reaction rate tell you?
* Under what conditions do physical and chemical equilibria occur?
* What factors cause reaction rates to change?
* How do equilibrium systems respond to change?
* Using equations to represent reactions
Concepts:
* Conservation of mass
* Counting with moles
* Balancing equations
* Molar mass
* Converting mass to moles
* Mole‐mass conversions
* Converting moles to mass
*
* Molar ratios
* Decomposition reactions
Synthesis reactions
* Single replacement reactions
*
* Double replacement reactions
Combustion
* Reduction
* Oxidation
* Breaking and forming bonds
* Exothermic reactions
* Endothermic reactions
* Conservation of energy
*
* Types of equilibrium
Factors that affect reaction rates
* Factors that affect equilibrium
* Interpret Chemical equations in terms of reactants, products, and
Competencies: After this unit of instruction, the students will be able to:
* conservation of mass
* Convert between moles and mass of a substance using molar mass
* Balance chemical equations by manipulating coefficients
* Calculate amounts of reactants or products by using molar mass, mole ratios and balanced chemical equations
* Describe oxidation‐reduction reactions and relate them to other classifications of chemical reactions
* Classify chemical reactions as synthesis, decomposition, single‐replacement, double‐replacement or combustion reactions
* Describe the energy changes that take place during chemical reactions
* Explain how energy is conserved during chemical reactions
* Classify chemical reactions as exothermic or endothermic
* Explain what a reaction rate is
* Identify and describe physical and chemical equilibrium
* Describe the factors that affect chemical reaction rates
* Describe the factors affecting chemical equilibrium
Overview: This unit is designed to expand on the fundamental knowledge about matter and its characteristics. Students will learn the different ways elements, when in the presence of other elements, will react and interact with each other and the basic patterns and rules that elements of certain characteristics follow within those interactions. Natural connections between these
interactions and the rules that govern them and other areas of scientific study, such as Biology and Earth Science will be drawn to deepen the students' awareness for the interconnections between these disciplines. These connections will further deepen the meaning of the content and serve as a natural review and preview of material that will be assessed on the 8th grade Science PSSA as well as the Keystone Biology exam.
Goals:
* For students to build a solid body of knowledge about why certain substances react and interact with others in the way that they do as well as the factors that can control or affect those interactions are.
* For students to be able to apply those principals of chemical interactions to everyday, real world situations in a way that is meaningful and helpful to their lives.
* For students to understand more deeply why certain biochemical reactions, such as photosynthesis and cellular respiration, occur in the manner in which they do, making them essential to life
Objectives:
* Recognize stable electron configurations (DOK: Level 1)
* Predict an element's chemical properties using the number of valence electrons and electron dot diagrams (DOK: Level 2)
* Describe how ionic bonds form and how ionization energy affects this process (DOK: Levels 1 & 2)
* Relate the properties of ionic compounds to the structure of crystal lattices (DOK: Level 2)
* Describe how covalent bonds form and the attractions that keep atoms together in molecules (DOK: Levels 2)
* Compare polar and nonpolar bonds (DOK: Level 2)
* Demonstrate how polar bonds affect the polarity of a molecule (DOK: Level 2)
* Compare the attractions between polar and nonpolar molecules (DOK: 2)
* Recognize and describe binary ionic compounds, metals with multiple ions and polyatomic ions (DOK: Level 1)
* Determine chemical formulas for ionic and molecular compounds (DOK: 1)
* Describe the structure and strength of bonds in metals (DOK: Level 2)
* Relate the properties of metals to their structure (DOK: Level 2)
* Define an alloy and demonstrate how the composition of an alloy affects its properties (DOK: Level 1)
* Interpret chemical equations in terms of reactants, products, and conservation of mass (DOK: Level 2)
* Balance chemical equations by manipulating coefficients (DOK: Level 2)
* Convert between moles and mass of a substance using molar mass (DOK: Level 2)
* Calculate amounts of reactants or products by using molar mass, mole ratios and balanced chemical equations (DOK: Level 2)
* Classify chemical reactions as synthesis, decomposition, single-replacement, double‐ replacement or combustion reactions (DOK: Level 1)
* Describe oxidation‐reduction reactions and relate them to other classifications of chemical reactions (DOK: Levels 1 & 2)
* Describe the energy changes that take place during chemical reactions (DOK: Level 1)
* Classify chemical reactions as exothermic or endothermic (DOK: Level 1)
* Explain how energy is conserved during chemical reactions (DOK: Level 2)
* Explain what a reaction rate is (DOK: Level 1)
* Describe the factors that affect chemical reaction rates (DOK: Level 1 & 2)
* Identify and describe physical and chemical equilibrium (DOK: Level 1)
* Describe the factors affecting chemical equilibrium (DOK: Level 2)
Core Activities and Corresponding Instructional Methods:
1. For each chapter included in this unit of study, the teacher should present all pertinent information found under the concepts section of this unit in a way that aid in not only retention, but mastery of all key concepts and mandatory vocabulary for this unit of instruction. Some suggested means of presenting this information are PowerPoint notes, cloze notes format, skeleton outlines, and student generated notes that are taken during a teacher presentation.
2. Suggested lab activities provided in textbook and supplemental resources can be implemented at teacher discretion to enhance comprehension
3. Present all unit vocabulary to students in a format that they can study for retention and application of knowledge. See appendix for the MANDATORY list of vocabulary words.
Assessments:
o Diagnostic:
[x] Pretests
[x] Ungraded homework
[x] Class Discussions
[x] Teachers observations
o Formative:
[x] Quizzes
[x] Assignments
[x] Graded Homework Assignments
[x] Practice Tests
[x] Laboratory Exploration
[x] PSSA Aligned Short Open Ended Questions
o Summative:
[x] Unit Tests
[x] Major Projects
Extensions: Optional recommended Inquiry Labs and Digital Path interactive multimedia practice opportunities. Students can engage in Inquiry Activity on pg. 191 in the textbook as an opening investigation to the topics that will be discussed in this unit. Students can research STEM-based current event article on reputable news website. They can write a summary of the article and a paragraph explaining the overarching significance/why should we care
Correctives:
* Re‐teach and retest important concepts including mandatory vocabulary
* Provide additional remediation opportunities for math applications.
Materials and Resources: (If the materials and resources are consistent throughout the curriculum, then place "Materials and Resources" on the last page of the curriculum and list them once.)
Primary Textbook(s) Used for this Course of Instruction
Name of Textbook: Physical Science in Action with Earth and Space Science
Textbook ISBN #: 978-0-13-362818
Textbook Publisher &Year of Publication: Pearson Education, 2009
Curriculum Textbook is utilized in (title of course): 8th Grade Honors Science
Appendix A: Mandatory Vocabulary List
Chapter One: Foundations of Chemistry
Technology
Science
Chemistry
Geology
Physics
Astronomy
Scientific notation
Biology
Length
Volume
Mass
Density
Precision
Conversion factor
Significant figures
Thermometer
Accuracy
Slope
Inverse proportion
Direct proportion
Scientific Method
Hypothesis
Observation
Manipulated Variable
Controlled variable
Responding Variable
Scientific theory
Model
Scientific law
Chapter Eleven: Motion
Relative motion
Frame of Reference
Distance
Resultant vector
Vector
Speed
Instantaneous speed
Average Speed
Velocity
Acceleration Free fall Constant acceleration Linear Nonlinear graph
Chapter Twelve: Forces and Motion
Newton
Force
Net force
Static friction
Friction
Sliding friction
Fluid friction
Rolling friction
Air resistance
Terminal velocity
Gravity
Projectile motion
Mass
Inertia
Weight
Law of conservation of momentum
Momentum
Electromagnetic force
Weak nuclear force
Strong nuclear force
Gravitational force
Centripetal force
Chapter Thirteen: Forces in Fluids
Pascal
Pressure
Fluid
Hydraulic system
Lift
Buoyancy
Archimedes' principal
Buoyant force
Chapter 15: Energy
Kinetic energy
Energy
Potential energy
Gravitational potential energy
Mechanical energy
Elastic potential energy
Thermal energy
Electrical energy
Chemical energy
Electromagnetic energy
Energy conversion
Nuclear energy
Nonrenewable energy resources
Renewable energy resources
Fossil fuels
Hydroelectricity energy
Geothermal energy
Solar energy
Biomass energy
Energy conservation
Hydrogen fuel cell
Chapter 16: Heat
Temperature
Heat
Absolute zero
Specific heat
Thermal expansion
Calorimeter
Thermal conductor
Conduction
Thermal insulator
Convection current
Convection
Radiation
Heat engine
Thermodynamics
Waste heat
Chapter Fourteen: Work, power, simple machines
Power
Work
Horsepower
Watt
Joule
Machine
Input distance
Output force
Input force
Work output
Work input
Mechanical advantage
Output distance
Actual mechanical advantage
Efficiency
Ideal mechanical advantage
Lever
Input arm
Fulcrum
Output arm
Inclined plane
Wheel and axle
Wedge
Pulley
Screw
Compound machine
Chapter Two: Properties of Matter
Atom
Pure substance
Element
Heterogeneous mixture
Compound
Homogeneous mixture
Suspension
Solution
Colloid
Viscosity
Physical property
Conductivity
Melting point
Malleability
Boiling point
Distillation
Filtration
Physical change
Flammability
Chemical property
Reactivity
Precipitate
Chemical change
DELAWARE VALLEY SCHOOL DISTRICT
Chapter Three: States of Matter
Liquid
Solid
Gas
Pressure
Kinetic energy
Absolute zero
Boyle's Law
Charles's Law
Phase change
Heat of fusion
Endothermic
Exothermic
Heat of vaporization
Vaporization
Evaporation
Condensation
Vapor pressure
Sublimation
Deposition
Chapter Four: Atomic Structure
Proton
Nucleus
Electron
Atomic number
Neutron
Mass number
Energy levels
Isotopes
Electron cloud
Electron configuration
Orbital
Ground state
Chapter Five: Periodic Table
Period
Periodic table
Group
Atomic mass unit
Periodic law
Metals
Transition metals
Nonmetals Metalloids Valence electron Alkali metals Alkaline earth metals Halogens Noble gases
Chapter Six: Chemical Bonds
Ion
Electron dot diagram
Anion
Chemical bond
Cation
Ionic bond
Crystals
Chemical formula
Covalent bond
Polar covalent bond
Molecule
Polyatomic ion
Alloy
Metallic bond
Chapter Seven: Chemical Reactions
Products
Reactants
Chemical equation
Mole molar mass
Coefficients
Synthesis reaction
Single replacement reaction
Decomposition reaction
Double replacement reaction
Oxidation‐reduction reaction
Combustion reaction
Chemical energy
Endothermic reaction
Exothermic reaction
Reaction rate
Equilibrium
Catalyst
Reversible reaction
Appendix B: Materials and Resources
* Primary Textbook
* SAS Website
* Supplemental assignments and activities from teacher's edition and lab workbook
* Various websites and online resources, including but not limited to YouTube videos/clips, PhET simulations, assorted diagrams and illustrations
* Movies and videos to reinforce content including but not limited to October Sky, Wall-E, Echo, Fern Gully, The Day After Tomorrow, Apollo 13 (clips), The Martian, Tron, Big Hero 6, The Lorax, assorted Mythbusters/NOVA/Bill Nye clips and episodes | <urn:uuid:f82e9ac1-4e5e-44ba-8a38-2d4d18223f10> | CC-MAIN-2023-50 | https://pa01001022.schoolwires.net/cms/lib/PA01001022/Centricity/Domain/38/HONORS%20SCIENCE%208.pdf | 2023-12-03T20:00:38+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00344.warc.gz | 488,897,002 | 14,543 | eng_Latn | eng_Latn | 0.921065 | eng_Latn | 0.988043 | [
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Parliamentary Procedure and the 4-H Meeting The Basics
Parliamentary procedure refers to rules that help maintain order and ensure fairness in business meetings. Most parliamentary procedure is based on Robert's Rules of Order which describes procedures on how to conduct items of business. It is important because it helps make the meeting more effective.
What is Parliamentary Procedure?
It is:
* Efficient – It keeps the group focused
* Fair – It is a democratic process for making decisions
* Effective – It provides an orderly way to conduct the group's business
Where does a club start with Parliamentary Procedure?
4-H meetings are often the first exposure young people will have to parliamentary procedure. There are volumes of material written on the fine points of parliamentary procedure, but only the basics are necessary for 9% of the business conducted at a local 4-H club meeting. Start with the basics of parliamentary procedure.
How to use Parliamentary Procedure in a 4-H Club Meeting:
1. Call to order
(President stands, strikes gavel) “This meeting of the _______4-H Club will come to order. Please stand and recite the Pledge of Allegiance led by _______ and the 4-H Pledge led by _________.” Generally, the president stands when talking and sits when someone else is delivering a report.
2. Roll Call
The secretary remains seated to take roll to make recording of attendance easier.
President: "The secretary will call the roll." (The president or secretary will announce the preferred way to answer roll call.)
3. Reading of the minutes
President: "The secretary will read the minutes of the last meeting." (The secretary stands, reads minutes, and then sits.) The president stands and asks, "Are there any additions or corrections?" Pause for a moment. "If not, they stand approved as read."
If there are corrections, the president asks them to be made then says, "The minutes stand approved as corrected." (If someone questions the accuracy of the minutes or the correction that has been proposed, it may be necessary to take a formal vote to approve the minutes. This is usually not needed.)
4. Treasurer's Report
"We will now have the treasurer's report." The president sits while the treasurer stands to report on the following: money received, money spent, and the present balance. The president stands and says, "Are there any questions about the treasurer's report?" Pause for a moment. If not, the report will be filed for audit." The treasurer hands a copy of the report to the secretary and sits down. (At the end of the year, the auditor's report is approved.
5. Other Reports
The president asks for the following reports: Additional officers' reports and committee reports. Put someone in charge of reporting on the newsletter published by the county Extension office. Encourage members to bring their copy.
If an officer or committee report requires action of the club, usually the person making the report makes a motion at the end of the report. Committee recommendations do not require a second since more than one person decided to make the recommendation from the committee. The president then repeats the motion and asks for discussion.
6. Unfinished Business
"Is there any other unfinished business? If not, we will proceed to new business."
Something discussed but not decided at a previous meeting. "Secretary, were there any motions postponed until this meeting?"
7. New Business
Member 1:
Business not previously discussed. "Is there new business to be brought before the club?"
Member 2:
"Mr./Madam President, I moved that ______________________."
President:
"I second the motion."
discussion?"
"It has been moved and seconded that ______________________. Is there any
After discussion is over…
8. Adjournment
President: "All those in favor of (repeat motion), signify by raising your hand. All those opposed, raise your hand. Motion carries/fails."
The business portion of the meeting should be adjourned before the program and group building. "Is there a motion to adjourn?" Receive motion and second.
"It has been moved and seconded the meeting be adjourned. All in favor say 'Aye." All opposed, say, 'No.' Meeting adjourned." (Tap the gavel.)
9. Program
"We will now ask our Vice President to announce the program." The president allows the Vice President/Program Chairperson to take charge.
10. Group Building
During this part of the meeting, there can be team building activities, recreation, refreshments, and/or celebrating.
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Condensation
A brief guide for tenants
What is condensation?
One of the most common causes of dampness in buildings is condensation. Moisture is always present in the air, even if it cannot be seen.
Warm air holds more moisture than cold air, and when air is cooled it holds less moisture. If cooled far enough the air releases excess moisture and droplets of water are formed on surfaces. This is known as condensation.
Examples of this are when you see your breath in cold weather, or when both the mirrors and the cold tap steam up in a bathroom.
In your home, condensation is often seen on windows, which is usually more noticeable on cold mornings, on external walls or in places where air movement is restricted. This can include corners of rooms, behind items of furniture placed against walls and even in wardrobes.
Its presence is often frst indicated by the development of mould growth on walls and ceilings, and sometimes it can even appear on furniture, clothes and on other fabrics. This mould growth could also lead to the rotting of afected timbers such as wooden window frames.
Condensation usually occurs during the colder, winter months and October - April is generally acknowledged as 'Condensation Season.'
Typical causes of condensation
In your home, condensation can be related to modern living standards, economic pressure and change in building design.
The following are the major factors that contribute to condensation:
Lack of ventilation
How to avoid condensation
Reduce the amount of water being produced Cooking
* Cover pans.
* Don't leave kettles boiling.
* Keep kitchen doors closed and open windows instead.
* Use an extractor fan if ftted.
Bathing
* Keep bathroom doors closed and open the windows instead.
* When flling the bath, run the cold water frst and then add hot water, this will greatly reduce the amount of steam.
* Use an extractor fan if ftted.
Washing/drying
* Dry washing outside if possible.
* If drying washing inside, then do so in a closed, heated and well ventilated room.
* If a tumble dryer is used it must be ventilated directly to the outside air.
* Remember, placing damp clothes on or near a radiator will dry them but will release the moisture straight into your room.
Portable fuel-less heaters
These produce a lot of moisture - approximately every litre of fuel produces a litre of moisture.
These heaters are not recommended, but if you do use one make sure you do so in a closed, heated and well ventilated room.
Provide adequate ventilation
In your home some ventilation is required all of the time. This can help reduce condensation by removing moist air from your home and replacing it with drier air. This can be achieved by the following:
* Keep trickle vents in window frames open.
* Open windows, even if only slightly and on the security setting.
* Ideally, cross ventilate by opening a window upstairs and downstairs, and on opposite sides of the property. At the same time open interior doors to allow air to circulate.
* Open windows wider during cooking, washing, drying clothes, bathing etc. Use extractor fans if ftted.
* Ventilate cupboards and wardrobes, this can be done by providing breather holes in false backs.
* Do not overfll cupboards and wardrobes, and use slatted shelves if possible. Leave sufcient space to allow air circulation between furniture and walls.
* Avoid standing furniture against external walls.
Note: Make sure that opening windows will not cause a security risk. Remember to close and lock them when you leave the property.
Provide adequate heating
* The best way to heat your home efectively is to have more constant but low background heat. This will enable, both the air and the building fabric to be warmed, therefore creating warmer surfaces.
* You must ensure there is sufcient ventilation (i.e. keep trickle vents open).
* Where draught proofng is to be installed, please observe the following:
- Do not draught proof rooms with a condensation problem, or where there is a heater or cooker that burns gas or solid fuel
- Do not block or close permanent vents or airbricks, particularly those installed for heating appliances.
- Do not draught proof bathroom, shower room or kitchen windows. | <urn:uuid:b4d88b45-a5e3-4dfc-b6cd-fb0c3c315fd1> | CC-MAIN-2023-50 | https://www.darlington.gov.uk/media/17644/condensation.pdf | 2023-12-03T19:43:03+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00345.warc.gz | 808,905,927 | 883 | eng_Latn | eng_Latn | 0.999373 | eng_Latn | 0.999424 | [
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Graded stories
The hole in the wall A2/B1
Joanna is the last fruit seller in her family. When she goes to the capital city to sell her fruits, she discovers something worth more than money.
Before reading
Do the preparation task first. Then read the text and do the exercises.
Preparation task
Match the definitions (a–h) with the vocabulary (1–8).
Vocabulary
Definition
1. …… a trader
2. …… ripe
3. …… a cart
4. …… a stall
5. …… value
6. …… to be worth
7. …… to lose your mind
8. …… wisdom
a. to have a particular value, especially in money
b. a small vehicle with two or four wheels that a horse or person can pull
c. to start behaving in a silly or strange way
d. (of fruit) ready to eat
e. a person who buys and sells things
f. good sense and judgement, learned from your experience of life
g. a table or small shop with an open front for selling things at a market
h. the amount of money that can be received for something; how useful or important something is
The hole in the wall — A2/B1
Joanna Paresi was the last one left – the last living person in a family who had been market traders for hundreds of years. She was born in a village at the bottom of high mountains, and she had lived there all her life. At the top of the mountains, the stone fruit grew. In autumn, the fruit fell down the mountains. Most of the stone fruit got lost and no one could find them again. But some fruit fell into a small valley. Joanna's family were the only people who knew about the valley.
When the stone fruit fell from the trees, they were black and hard. It took four long months for them to become ripe. They turned from black to grey and, finally, to silver. Then people could enjoy the sweet, sun-coloured fruit inside.
When it was ripe, the stone fruit was delicious. It was the most popular food in the region. On market day, people got up early and queued for hours to buy it. Joanna's family always had more fruit to sell than anyone else. Her family had made a lot of money by selling the fruit
over the years. But they were not as rich as the market sellers who sold their products far away in the capital city.
When Joanna was a child, she asked her mother, 'Why don't we go to the capital city to sell the fruit? That's where the most important market in the country is.' Her mother told her that someone had tried once, and they had failed. But she didn't say any more.
As the years passed, Joanna dreamed of selling stone fruit at the market in the capital. The spring after her mother died, she decided to go. It would take four long months to walk to the capital city. It was exactly how long it took the fruit to become ripe. It would be difficult … but it was possible.
When the people in the city tried stone fruit for the first time, they would love it. And, best of all, they would pay a lot. She would earn more money than ever before.
*****
Joanna walked all the way to the capital city. She pushed a wooden cart full of stone fruit. She carried with her a beautiful wooden market stall. The stall had belonged to her mother, and before that to Joanna's grandmother. On this stall, she would sell her fruit. When she finally arrived at the city, she was very tired after months on the road. But the stone fruit were almost ripe. So far, her plan was working.
Of course, there was a tax to enter the city gates. And there were market fees to pay. Plus, it wasn't easy to sell strange, new foods like hers at the market. The fruit had to be tested to prove it was safe to eat. The tests were not cheap and they took days to do.
Joanna spent all her money on the tests. And she also needed a place to sleep while she waited. She really needed money, so she sold her beautiful family stall. She didn't want to do it, but she had no choice. After she sold the fruit, she could buy the stall back.
Finally, the tests were finished and she was allowed to sell her fruit. She used the last of her money to rent a cheap, ordinary stall. But by now the perfect, silver stone fruit had turned white and lost their sweet flavour.
No customers wanted to buy her overripe fruits from her boring stall. They were starting to look and smell bad. In the end, she sold all the stone fruit to a farmer to feed his pigs. He bought her cart too, and paid her much less than its value.
She had lost everything.
Joanna left the market in defeat. She walked through the city streets. There were shops of every kind. In one she saw the beautiful stall that her mother had given her. But she had no money to buy it back
Tears ran down her face, and she walked until she was lost in the city streets. At last, she lay down in a corner and fell asleep.
*****
When Joanna woke again, it was dark. But there was something even darker on the wall opposite her. It was a hole in the wall.
It wasn't a door, because it didn't reach the ground. It wasn't a window either. This was just a hole in the wall. It had … nothing. Just like her.
Joanna felt so angry – with the market and with herself. She pulled off one of her boots. It was full of holes from her long journey. She threw it across the street at the hole.
It disappeared into the hole, but there was no sound as it landed. The boot was gone. It was just one more thing that she had lost by being stupid. Tired and sad, she closed her eyes on the world. But then she heard a sound.
She opened her eyes again.
There was something shiny on the ground. It was a coin – a single penny. It was enough to buy a meal. It was definitely worth more than her old boot.
It must be a joke, she thought. She waited for someone to come out and start laughing at her. But nothing happened. She pulled off her other boot and threw it after the first. She saw it fly through the hole into nothing. But this time she saw another coin fly back out, then a second and a third.
Joanna picked up the nearest coin. She held it close to her face … It was real!
She picked up the other coins: three pennies. She could buy new boots now.
She took off her belt and threw it at the hole. In it went – and more coins flew back out. She picked those up too and counted them: ten pennies. Enough for new boots and a simple belt!
Excited, she quickly took off her travelling coat, her jacket and both socks. She threw each one into the hole.
When the sound of metal falling on the ground ended, she had a small pile of coins. She counted them, over and over, through the rest of the night.
When morning came, the hole in the wall had disappeared. Perhaps she had lost her mind as well as her fruit, her cart and her mother's stall.
Fine. She didn't care. She had thirty-eight pennies.
And if you're a good trader, all you need is somewhere to start.
*****
Joanna was now a very unusual trader. She had no shoes, socks or coat. She went from shop to shop. With her pile of pennies, she bought:
a large bag;
a long shirt;
a pair of broken wooden shoes;
all the old, broken or useless things the other traders would sell her.
When she had spent all her money, Joanna returned to the street where she had spent the night. All day she sat there, looking at the empty wall opposite. People walked past her. Some felt sorry for her. Others wondered what she was doing. But most people didn't pay her any attention.
*****
In the middle of the night, the hole in the wall appeared again. Joanna was happy that she hadn't imagined it.
She opened the empty bag in front of the hole. Then, one by one, she threw things into the hole. Even the wooden shoes went in. The only thing she didn't throw in was the bag. When the sun rose in the morning, the bag was full and heavy with coins.
*****
Joanna bought new clothes with the money: a good hat, shirt and trousers, boots to take her home, a thick coat for winter in the mountains, and a new, bigger bag. She had enough money left to do some shopping at the market too. She bought silk carpets, fine wool, bags of spices and more.
After a busy day, she returned to one, special shop. There she bought back her mother's stall. And then she went back to her lucky street with all the beautiful things she had bought at the market.
She sat down for one last night, waiting for the hole.
When the hole appeared again, she started throwing the spices into it. Then she threw the wool and silk and the other things. Silver and gold coins flew out of the hole into the bag. Soon her bag was filled with more money than she had ever known. For a moment, she thought about throwing her family stall into the hole as well. But then she had a better idea.
The hole had always given her more than the value of the things she threw into it. So what about the gold and silver coins? What would the hole give her if she threw all the money in?
What could be worth more than all the money she had?
Maybe she would never have to sell stone fruit again! Joanna lifted the heavy bag of coins. She began to move the bag backwards and forwards, faster and faster … and then she threw it.
Five coins came out of the bag and fell by Joanna's feet. The others flew into the hole.
Joanna waited and watched the hole. But this time, nothing came back.
*****
There was a tax to leave the city. Joanna's last five coins were just enough to pay it.
She walked out in her good boots and new clothes. On her back, she carried her mother's stall. She walked all day and she slept well at night. She was happy to be going home. As she got further and further away from the capital, she could see the mountains of home. They looked more beautiful than ever.
Her pockets were empty, but her heart was full.
Sometimes she met other travellers on the road. When she saw them coming, she put up her beautiful, family stall. The only thing she had to sell was her story. She only asked people to pay a penny or two to hear her story. If they didn't have any money, she asked for some food or drink. No one believed her story was true, but they believed the lessons her story
contained. Everyone who heard the story learned a different lesson. For some people, the lesson was 'be happy with what you have' or 'if you want more than you need, you will lose everything.' For others, it was 'wisdom has a high price.'
For Joanna, the last trader in her family, the lesson was different. It was the answer to her question: What could be worth more than all the money she had? Now she knew the answer was wisdom.
Story written by Andrew Leon Hudson and adapted by Nicola Prentis.
Tasks
Task 1
Write a number (1–8 ) to put the events in the order they are mentioned.
Joanna sees something she thinks is not real.
Joanna learns a valuable lesson.
Joanna decides to sell the stone fruit at the big market in the capital city.
Joanna is able to buy expensive things.
Joanna has no money and sleeps on the streets.
Joanna has to spend all her money while her fruit goes bad.
Joanna loses everything again.
Joanna buys basic new clothes and things that are worth very little.
Task 2
Circle the best answer.
1. How did Joanna's family make their money?
a. They were the first market sellers in their town.
b. They knew where to find more stone fruit than anyone else.
c. They sold stone fruit in the capital city.
2. What was the first thing to go wrong for Joanna?
a. She arrived too late to the city.
b. She couldn't pay for the tests.
c. The tests took too long.
3. Why didn't people buy Joanna's fruit?
a. It had gone bad.
b. It was too expensive.
c. They didn't know what it was.
4. What did she think when the hole gave her the first coins?
a. Someone was doing it as a joke.
b. The money wasn't real.
c. She was imagining things.
5. Which sentence is true about the money that came from the hole?
a. It was of a lower value than the things that went into the hole.
b. It was the same value as the things that went into the hole.
c. It was of a higher value than the things that went into the hole.
6. What did Joanna NOT throw into the hole?
a. The things she had bought at the market
b. Her mother's stall
c. The money
7. Why was her 'heart full' when she left the city?
a. Because she had learned that money was less important than she thought.
b. Because she had a lot of money.
c. Because she was excited to go home.
8. What did the other travellers think of her story?
a. They thought it was true.
b. They learned something from it.
c. They didn't think it was worth paying to hear it.
Discussion
Did you like the story? Do you agree that wisdom is more important than money?
Answers
Preparation task
1. e
2. d
3. b
4. g
5. h
6. a
7. c
8. f
Task 1
4 Joanna sees something she thinks is not real.
8
Joanna learns a valuable lesson.
1 Joanna decides to sell the stone fruit at the big market in the capital city.
6 Joanna is able to buy expensive things.
3 Joanna has no money and sleeps on the streets.
2 Joanna has to spend all her money while her fruit goes bad.
7
Joanna loses everything again.
5 Joanna buys basic new clothes and things that are worth very little.
Task 2
1. b
2. c
3. a
4. a
5. c
6. b
7. a
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Math Resource: Modeling Travel with Linear Functions
Given a constant speed, you can use ratios and linear functions to predict how long it will take them to travel any distance.
Speed is a ratio that describes the relationship between the distance an object travels and the amount of time it takes to travel that distance. Complete the following table to identify the distance and time components of each speed.
| Speed | Distance | | Time |
|---|---|---|---|
| 32 meters per second | | for every | |
| 15 minutes per mile | 1 mile | for every | |
| 5 minutes per mile | | for every | |
| 75 mph | | for every | |
| | 25 miles | for every | |
| | 1 mile | for every | |
Using Speed to Predict Travel Times
When working with ratios, it is important to pay careful attention to units.
Example 1: Speed Represented as Distance per Time
Diyah wants to predict how long it will take her to travel different distances when traveling at a constant speed of 40 miles per hour. She builds the following table to look for patterns.
1. Fill in the missing values in the following table.
2. Describe a general pattern that you could use to build one row in the table using a previous row in the table.
3. Describe a pattern that you could use to make the quantities in the left column of the table equivalent to the quantities in the right column of the table.
4. Write a function that uses Diyah's distance (x) to calculate her travel time (y) for any speed (v) she travels.
5. Use your function to predict how long it will take Diyah to travel 5 miles if she travels at an average speed of 25 miles per hour.
Example 2: Speed Represented as Time per Distance
Diyah wants to know how her function would change if she used different units for speed. She builds the following table based on a constant speed 15 minutes per mile.
1. Fill in the missing values in the table.
2. Describe a pattern that you could use to get from one row in the table to another row in the table. How does each number relate to Diyah's situation?
3. Describe a pattern that you could use to get from the left column in the table to the right column in the table. How does each number relate to Diyah’s situation?
4. Write a function that uses Diyah’s distance (x) to calculate her travel time (y) for any speed (v) she travels. Be sure to define your variables.
5. Use your function to predict how long it will take Diyah to travel 9 miles if she travels at an average speed of 15 minutes per mile.
Building a Function from a Table
The following table represents Constance's distance and time during a run. To keep track of how long it takes her to exercise in total, she includes her 20 minutes of stretching in her total time.
| Distance (miles) | Time (minutes) |
|---|---|
| 0 | 20 |
| 2 | 36 |
| 3 | 44 |
| 4 | 52 |
1. How can you tell that this table represents a linear function?
.
2. Write a function that uses Constance's distance (x) to calculate her travel time (y) Assume her speed is constant.
3. Use your function to predict how long Candace will be exercising if she runs 9 miles. | <urn:uuid:89e13b6f-7039-492f-ae77-a049446157df> | CC-MAIN-2023-50 | https://sites.ced.ncsu.edu/design-and-pitch/wp-content/uploads/sites/13/2022/12/Math-Resource_-Modeling-Travel-with-Linear-Functions.pdf | 2023-12-03T21:55:43+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.53/warc/CC-MAIN-20231203193127-20231203223127-00344.warc.gz | 576,563,016 | 753 | eng_Latn | eng_Latn | 0.997978 | eng_Latn | 0.998802 | [
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Long Term Planning – Year B Class 2 - Year 1 and 2
The Colour
Relationships
Families and friendships
relationships
Relationships
Respecting and others
ourselves
Living in the
Wider World
Belonging to a community
literacy and
| | English | | Maths | | Science | | R.E. | | Geography | | History | | P.E. | | Music | | Computing | | Art | | DT |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Here We Are Non- chronological reports - ourselves The Disgusting Sandwich Character Description Fictional stories based on structure of focus text | | Place Value Ordering, sequencing and comparing numbers Problem Solving & Reasoning | | Living Things and their Habitats | | What do Christians think about how the world was made and how we should we look after it? | | Urban and Rural Locations Sustainability | | What were homes like a long time ago? How have shops changed over the years? | | Multi-skills | | Exploring Timbre | | Computing systems and networks Information technology around us | | Creation story artwork Mixing colours | | Art focus | |
| | English | | Maths | | Science | | R.E. | | Geography | | History | | P.E. | | Music | | Computing | | Art | | DT |
| Lost and Found Story based on the structure of a text | | Place Value Addition Subtraction Problem Solving & Reasoning | | Everyday Materials Heat and Cool Float and Sink | | Who was Jesus and why is He important to Christians today? | | North and South Pole Location of hot and cold areas 7 continents 5 oceans | | Lives of significant others – Explorers compare aspects of lives of Christopher Columbus, Earnest Shackleton | | Orienteering Compass directions | | Exploring Tempo and Pulse | | Creating Media Digital photography | | Penguin sculptures | | Make a boat that floats | |
| | English | | Maths | | Science | | R.E. | | Geography | | History | | P.E. | | Music | | Computing | | Art | | DT |
| The Lion Inside Stories from a Range of Cultures | | Shape Addition Subtraction Money | | Animals including humans Healthy Humans – including Exercise | | Why did Jesus teach people through stories? | | Location of hot and cold areas Contrasting non-European country comparative Study - | | Why do we Celebrate Mandela Day? | | Dance | | Exploring pitch | | Programming A Robot algorithms | | DT focus | | African Animal Puppets | |
resilience
Living in the
Wider World
Money and
Health and
Wellbeing health and
wellbeing
Growing and
Health and
Wellbeing
Keeping safe
| | | Problem Solving & Reasoning | | | | | | Nairobi – Kenya | | | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | English | | Maths | | Science | | R.E. | | Geography | | History | | P.E. | | Music | | Computing | | Art | | DT |
| The Curious Case of the Missing Mammoth Story based on the structure of a text | | Multiplication Division Fractions Statistics Problem Solving & Reasoning | | Plants Science week | | How is Easter celebrated? | | UK countries and cities | | Geography focus | | Games – Net Games | | Exploring Duration | | Data and Information Pictograms | | Art focus | | Clay Fossils | |
| | English | | Maths | | Science | | R.E. | | Geography | | History | | P.E. | | Music | | Computing | | Art | | DT |
| Toys in Space Beegu Poetry – Humorous and repetitive poems | | Position & Direction Length Weight Capacity Time Problem Solving & Reasoning | | Use of Everyday Materials | | How do Muslims express new beginnings? | | History focus | | Lives of significant others - Astronauts Mae Jemison and Neil Armstrong | | Games – Bat and Ball Games | | Exploring Rhythm | | Creating Media Making music | | Van Gogh – Starry Night | | Space Vehicles Space rocket Moon buggy | |
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FACT SHEET:
Category: Behaviour
Audience:
Families and Support Workers
Understanding Adynamia and Lack of Motivation
Introduction
Adynamia following brain injury is related to difficulties with ability to initiate or start activity, and to the ability to keep going to finish an activity or task.
For more information contact the Acquired Brain Injury Outreach Service (ABIOS)
PH: (07) 3176 9506
Email: email@example.com
Address: PO Box 6053, Buranda 4102
©The State of Queensland (Queensland Health) 2021
Reviewed Feb 2021
For review Feb 2022 ABIOS Neuropsychologist
* After brain injury a person may show decreased or lost motivation and drive, and have difficulty planning and carrying out activities. They may experience loss of interest and enjoyment of previous enjoyed activities and interests.
* Adynamia can cause greater difficulty with new or more complex activities or behaviours, particularly those with many steps, or where there is a sequence of tasks.
* Sometimes a person will be able to talk about plans, goals and activities that they want or need to do, but have difficulty starting or completing them. The person may know what to do, but may not do it.
* Most people with adynamia will still be able to carry out many of their normal everyday activities, particularly if those tasks are easy, familiar, well-structured, or are routine or habitual activities.
* In severe cases of adynamia, a person may be unable to perform basic self care activities such as showering, dressing, may not eat, or may not take care of basic household tasks e.g. cleaning, taking medication, taking out the rubbish, paying bills, contacting friends or family.
* People may think that the person with adynamia is lazy, lacking in motivation, or think they are not making an effort., but the brain injury itself will often be the cause of the problems.
Tips for Helping with Adynamia
Structure and Routine
Having Fun
* An environment that is organised and structured with regular daily routines and activities is more likely to result in participation and completion of activities and tasks.
* A person with mild difficulties may be able to independently use checklists, diaries and visual cues and prompts as a way to increase their independence.
* If a person has more severe difficulties they may need more external support such as prompting and reminding along the way. Phone calls, texts, and emails can help keep things on track
* Break down bigger tasks into smaller steps that are easier and quicker to achieve (see associated sheet on goal setting).
* Structure and routine decrease demand on memory and thinking skills and increases confidence, so:
* Use checklists
* Use plans
* Use reminders
* Use a diary, calendar or whiteboard (or all of the above)
* Schedule activities and tasks
* A person will have more energy and motivation for an activity if it is something they enjoy or would like to do.
* Explore previously enjoyed activities and interests as well as new things. Look in the local area for new ideas e.g. newspapers, websites.
* It is also important to know what activities a person didn't enjoy prior to their injury. Expecting someone to do activities that they previously disliked or found difficult may be unrealistic.
* To increase motivation and energy, build in plenty of rewards and pleasurable, fun activities. Plan a less desirable activity or task, alongside something more interesting and enjoyable.
* Keep photos and keepsakes to remind the person of activities they enjoyed, as this will help in maintaining interest and motivation.
Offer Choices
* Make suggestions and come up with a range ideas and suggestions.
* Be clear and consistent in the way activities or tasks are presented as an option. For everyday essential tasks and activities give structured choices or options.
For example, "Will you wash or wipe the dishes up?" or "Would you like to have a shower now, or in an hour?"
* Either / Or choices will work better than a choice of whether to do a single activity or not.
* Encourage the person to participate in the decision making so they choose what they would like to get done or need to get done, and when they would like to do it.
Reviewed Feb 2021 For Review Feb 2022: ABIOS Neuropsychologist
Social and Communication Skills
* A person may have difficulty starting conversations, or in keeping a conversation going.
* Make a list of conversation topics e.g. sport, news, family which the person might enjoy, or can easily talk about.
* Get to know the person and their interests, and introduce topics into the conversation e.g. cars, sport, music etc.
* Try to ask open-ended questions, e.g. "what do you think about it", rather than questions that can be answered with a "yes" or "no", as this will tend to stop conversation.
* Take time and listen.
Encouraging Motivation and Activity
* Contracts can be used to talk to the person about their goals, agreed activities, and timeframes.
* Try Contracting and negotiating with the person to schedule activities
* Contracts can include the what, when, where and who and how of planning:
* What is to be done "You want to try out the fishing group"
* When will it get done "I will pick you up on Tuesday at 9.00 and drive you there"
* Who will do what "You will be dressed, and have your hat and bag and rod ready"
* How will we know it is working "We will talk about it afterwards to see if it went well and you would like to do it again".
* What to do next
* Research information about activities that will grab the person's interest.
* Be prepared to be flexible and suggest new ideas and activities to spark interest.
* Have some energy and enthusiasm. The more positive you are, the more positive the person will be as well.
Other Resources
See other Acquired Brain Injury Outreach Service (ABIOS) Information sheets at http://www.health.qld.gov.au/abios/
Motivation and Initiation: Synapse factsheet https://synapse.org.au/fact-sheet/ motivation-and-initiation-adynamia/
Notes:
___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________
Want to know more?
Contact your ABIOS Case Manager or Neuropsychologist
Reviewed Feb 2021 For Review Feb 2022: ABIOS Neuropsychologist | <urn:uuid:d9de715f-18aa-446a-b1d3-63fca615c107> | CC-MAIN-2022-21 | https://www.health.qld.gov.au/__data/assets/pdf_file/0033/389445/adynam_motiv_fsw.pdf | 2022-05-22T11:48:06+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545326.51/warc/CC-MAIN-20220522094818-20220522124818-00582.warc.gz | 929,520,575 | 1,348 | eng_Latn | eng_Latn | 0.997358 | eng_Latn | 0.999395 | [
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Euphorbia lathyris
Moleplant
Mole Spurge, Caper Spurge, Paper Spurge, Gopher Spurge
Family: Euphorbiaceae
Origins: Native to Asia and Europe, it is believed this species was initially introduced to the United States to repel rodents, namely moles and gophers.
Range: Found along the east and west coasts of the United States.
Habitat: Commonly grows in home landscapes, waste places, roadsides, and pastures. Moleplant is drought tolerant, prefers light, well-drained soils, but can grow in a wide range of soil types, and can grow in full sun to partial shade.
Impact: Moleplant has the ability to form colonies that dominate native ecosystems and limit forage species for wildlife. All parts of the plant are toxic to humans, horses, and cattle.
Description: Moleplant is a succulent garden annual or biennial herbaceous plant that grows up to 3 feet tall. Stems are blue-green, erect, fleshy, and exude a milky sap when cut. Leaves are in opposite pairs around the stem, lanceshaped, waxy, up to 6 inches long and 1 inch wide. Leaves also are a bluegreen color with a white midrib.
Email: email@example.com
Website:
www.co.cowlitz.wa.us/noxiousweeds
WA – Monitor List
At the top of the single, erect stem, many flowering branches spread up and outwards. The leaves on the flowering branches are broader than the stem leaves. Green to yellowish cup-shaped flowers are born near the tops of these branches. Flowers bloom from May to June and produce a green three-lobed seed capsule that ripens from July to August.
Common Look-Alikes: Leafy Spurge, Mediterranean Spurge.
* All parts of the plant are toxic to humans, horses, and cattle. If ingested, it can cause nausea, vomiting, and diarrhea. Goats are able to eat the plan with no ill effects, but the toxins can be passed through to their milk. Contact with the plant, especially the milky sap, can cause irritation to the skin, redness, swelling, and in some cases, severe blistering.
Integrated Pest Management - Control Methods
Integrated Pest Management (IPM) combines various methods such as mechanical, cultural, biological, and chemical controls to manage pests. IPM offers the possibility of improving the efficiency of pest control while reducing its negative environmental impacts. For more information, see the Cowlitz County Noxious Weed's IPM Resources & Strategy Guide or contact your local Noxious Weed Control Board to develop a customized IPM plan.
Non-Herbicide Control
Herbicide Control: Foliar Broadcast Treatment
| Glyphosate (Rodeo, Killzall, Kleenup, Roundup) | Timing: Apply to actively growing plants before the flowering stage. |
|---|---|
| | Remarks: Spray complete uniform coverage, but not to the point of runoff; dust on plants |
| | may reduce effectiveness; Glyphosate is nonselective and may injure or kill any vegetation it |
| | contacts; refer to the label for use in aquatic areas. |
| Imazapyr (Imazapyr, Arsenal, Habitat) | Timing: Apply to actively growing plants before the flowering stage. |
| | Remarks: Spray complete uniform coverage, but not to the point of runoff; dust on plants |
| | may reduce effectiveness; refer to the label for use in aquatic areas; may be harmful to some |
| | tree species. |
* Cowlitz County Noxious Weed Control Board does not endorse any product or brand name. Brand names are listed as an example only. Other commercial products may contain the listed active chemical for herbicide control. Always read and follow the safety protocols and rate recommendations on the herbicide label. The Label is The Law.
This control sheet includes excerpts from the Written Findings of the Washington State Noxious Weed Control Board (WSNWCB), nwcb.wa.gov. Herbicide information from the PNW Weed Management Handbook (ISBN 978-1-93197922-1) and product labels. | <urn:uuid:ba9bd95e-ddb4-4b77-8d70-2cd07019ae54> | CC-MAIN-2022-21 | https://wa-cowlitzcounty.civicplus.com/DocumentCenter/View/22892/Moleplant | 2022-05-22T11:30:00+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545326.51/warc/CC-MAIN-20220522094818-20220522124818-00582.warc.gz | 671,999,138 | 894 | eng_Latn | eng_Latn | 0.976187 | eng_Latn | 0.993329 | [
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A Manual for Using the Massachusetts EEC Preschool Learning Experiences Course For
Professional Development
Self Study Guide
Created By Angi Stone-MacDonald, Ph.D. UMass Boston
and
MaryLu Love, M.S. Institute for Community Inclusion
@ 2011 Stone-MacDonald and Love
The Massachusetts EEC Preschool Learning Experiences Course is based on the Guidelines for Preschool Learning Experiences and the Early Childhood Program Standards for Three and Four Year Olds published by the Massachusetts Department of Early Education and Care in 2003. The Massachusetts EEC Core Competencies Course is based on the Massachusetts Core Competencies for Early Education and Care and Out-of-School Time Educators. These modules use video, audio and text to illustrate the standards in an effort to make the information more accessible. Our goal is to assist early childhood education professionals in understanding and applying the guidelines when selecting activities for preschoolers.
While designed as a one-credit course, the material is also available online for professional development and self-study.
This manual is designed to guide early childhood professionals to use these materials by explaining the technological requirements, the organization of the content, and the process of the course. In addition, faculty from UMass Boston are conducting a research component related to the use of this course. All participants are encouraged to take part in the survey after completion of this course.
I. Technology Requirements
All content is available online at the UMass Boston OpenCourseWare site which can be found at http://ocw.umb.edu.
There are currently two courses available under Early Education Development.
EEC Preschool Learning Experiences Course EEC Core Competencies Course
Internet: It is important to have a working Internet connection when viewing the presentation so that audio and video clips, which are hosted online, can be heard and seen.
Video: The videos will play in common video players like RealPlayer or QuickTime. If the videos do not play on your computer, you will need to install one of these programs in order to fully utilize the online course.
* QuickTime is available for free at http://www.apple.com/quicktime/download/
* RealPlayer is available for free at http://www.real.com/ OR
Sound: The course includes recorded audio to go along with the printed text. The use of computer speakers or headphones is encouraged.
PDF Reader: Many of the resources in the modules have been created as PDFs. If your computer is not currently set up to view PDFs, a free PDF reader is available at http://get.adobe.com/reader.
It may be useful to have a folder on their computer or a flash drive to keep copies of all of the materials for each session.
I. Content for Professional Development:
Purpose of the Material:
The material is designed to support early childhood education professionals with the knowledge and skills necessary to teach content areas according to the preschool learning guidelines, or state standards. Each session is based on one section of the Guidelines for Preschool Learning Experiences. Each session will explain the standard and give examples of how to teach the standard within an integrated curriculum. Through presentations, online resources, readings, and assignments, participants will gain knowledge of the components of the content areas in the Preschool Learning
Experiences. The last session will cover the content of the Early Childhood Program Standards and ways that these standards can be incorporated into daily practice.
Objectives of the Material:
1. Explain each of the standards and describe ways to teach them to preschool-aged children
After the completion of all sessions, participants will have gained the knowledge, skills, and competencies to:
2. Design lesson plans and units to teach various academic and social skills throughout the preschool day
4. Teach the guidelines in a classroom and evaluate their lessons for effectiveness
3. Identify individual learning experiences related to a specific content area in a classroom, video, or lesson plan
Content for the Guidelines for Preschool Learning Experiences:
2. Preschool Learning Experiences for Mathematics
1. Preschool Learning Experiences for English/Language Arts
3. Preschool Learning Experiences for Science/Technology and Engineering
5. Preschool Learning Experiences for Health Education
4. Preschool Learning Experiences for History and Social Science
6. Preschool Learning Experiences for Arts
7. Early Childhood Program Standards
Content for the Core Competencies:
Core Competency 1: Understanding the Growth and Development of Children and Youth
Core Competency 2: Guiding and Interacting with Children and Youth
Core Competency 3: Partnering with Families and Communities
Core Competency 4: Health, Safety and Nutrition
Core Competency 5: Learning Environments and Implementing Curriculum
Core Competency 6: Observation, Assessment and Documentation
Core Competency 7: Program Planning and Development
Core Competency 8: Professionalism and Leadership
The content of the Preschool Learning Experiences Course links with the Core Competencies 1,5 and 6.
II. Process for using the materials
Each participant should have a copy of:
1. Guidelines for Preschool Learning Experiences available at: http://www.eec.state.ma.us/docs1/research_planning/ta_guideprelearnexper.pdf
2. Early Childhood Program Standards for Three and Four Year Olds available at: http://www.eec.state.ma.us/docs1/research_planning/ta_earlychildprogstan.pdf
3. Core Competencies for Early Care and Out-of-School Time Educators available at: http://www.eec.state.ma.us/docs1/prof_devel/core_comp_packet.pdf
It is highly recommended that the sessions be completed in order. Each section builds on the knowledge and skills learned in the previous section. However, individual sessions can be completed to improve skills in a particular area.
For the Preschool Learning Experiences Course, each session has the following format:
1) Read the appropriate section of:
* Early Childhood Program Standards for Three and Four Year Olds or
* Guidelines for Preschool Learning Experiences or
* Core Competencies for Early Care and Out-of-School Time Educators
2) View the presentation and listen to the audio track. Be sure to click on the links to watch the additional videos in the presentation.
3) For further study, read the articles linked on the website.
4) Look over the Scope and Sequence checklist listed with the assignment This document can help educators track how they are meeting the standards and see where they need to do more work to reach a particular standard.
5) Take the quiz to self-assess learning.
6) Complete the assignment to understand application of knowledge. All assignments include a rubric to guide your understanding.
7) View additional resources (when applicable) on the topic including additional articles and web links.
For the Core Competencies Course, each session has the following format:
* Core Competencies for Early Care and Out-of-School Time Educators
1) Read the appropriate section of:
2) View the presentation and listen to the audio track. Be sure to click on the links to watch the additional videos in the presentation.
3) For further study, read the articles linked on the website.
4) Take self-assessment to determine your understanding of the specific competency.
5) Complete the assignment to understand application of knowledge. Participants complete a reflection and developing a professional development plan.
6) View additional resources on the topic including additional articles and web links.
Course Logistics for Each Course When Completing All Modules
15 hours required to complete each course
*Presentations between 30-45 each including video links
*Theory and practice
*Course readings and web resources
Reflection and application
*Assessments
*Quizzes
*Assignments
III. Information about the research component
Researchers at UMass Boston are conducting a study about the usefulness of the content and technology used in the modules. Please consider taking the research survey at the end of the modules. You will find a link to the survey on the OpenCourseWare Course Homepage/UMass Online Course Home Page.
The researchers at UMass Boston are interested in the usefulness of these courses to you as an early childhood educator. They are also interested in the convenience and comfort level you have with online learning and technology for professional development.
This is completely voluntary and has no impact on the course. There is no penalty for not participating.
Your participation is critical to helping EEC develop and implement professional development opportunities that meet your needs for content and format. Only through your responses can we better understand the usefulness of the presentation of the content in these courses and the best way to use technology to support the professional growth of the early education and out of school time workforce in Massachusetts.
Thank you again for your generous participation.
IV. Additional Resources Related to the Preschool Learning Experiences
Barnett, W.S., Young, J.W., & Schweinhart, L.J. (1998). How preschool education influences long-term cognitive development and school success. In W.S. Barnett & S.S. Boocock (Eds.), Early care and education for children in poverty: Promises, programs, and longterm results. Albany: State University of New York Press.
Bergen, D., & Coscia, J. (2001). Brain research and childhood education: Implications for educators. Olney: Association for Childhood Education International.
Cook, R.J. (2004). Embedding assessment of young children into routines of inclusive settings: A systematic planning approach. Young Exceptional Children, 7 (3). 2-11. NASP (National Association of School Psychologist). (2002). Position Statement on Early Childhood Assessment. Bethesda: Online www.nasponline.org/information/pospaper_eca.html
Cook, R., Klein, D., and Tessier, A., (2007) Adapting Early Childhood Curricula for Children with Special Needs (7th Edition) Prentice Hall.
Curtis D. & Carter, M. (2005). Reflecting Children's Lives: A Handbook for Planning ChildCentered Curriculum. St. Paul, MN: Redleaf Press
Curtis, D. & Carter, M. (2007). Learning Together With Young Children: A Curriculum Framework for Reflective Teachers. St. Paul, MN: Redleaf Press.
Dickinson, D.K., & Tabors, P.O. (Eds.) (2001). Beginning Literacy with Language: Young Children Learning at Home and School. Baltimore: Paul Brookes Publishing.
Dodge, D.T., Heroman, C., Charles, J., & Maiorca, J. (2004). Beyond outcomes: How ongoing assessment supports children's learning and leads to meaningful curriculum. Young children, 59(1), 20-29
Geist, E., (2009). Children are Born Mathematicians: Supporting Mathematical Development, Birth to Age 8. Prentice Hall.
Genishi, C. Editor, (1992). Ways of Assessing Children and Curriculum: Stories of Early
Childhood Practice. New York, New York: Teacher College Press.
Gould, P. and Sullivan, S. (2005). The Inclusive Early Childhood Classroom: Easy Ways to Adapt Learning Centers for All Children. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Gronlund, G. (2006). Make Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines. St. Paul, Minnesota: Redleaf Press.
Harris Helm, J., and Katz, L. (2000) Young Investigators. New York, New York: Teacher College Press
Hart, B., & Risley, T.R. (1995). Meaningful differences in everyday experience of young American children. Baltimore: Paul H. Brookes.
Henniger, M.L., (2002) Teaching Young Children. NJ: Pearson Education, Inc.
Howes, C. (2002). Teaching 4 to 8-year olds. MN: Paul H. Brooks.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision & Curriculum Development.
Sandall, S.R., Giacomini, J., Smith, B.J., & Hemmeter, M.L. (Eds.) (2006). DEC recommended practices toolkits (CD-ROM). Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.
Seefeldt, Carol, (2005). How to work with standards in the early childhood classroom. New York: Teacher College Press.
Shonkoff, J., and Phillips, D. (Eds.). (2002). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. | <urn:uuid:54fe97d3-0c4e-4dc4-acfb-c37aa24c0919> | CC-MAIN-2022-21 | http://ocw.umb.edu/early-education-development/eec-preschool-learning-standards-and-guidelines/OCW-SelfStudy%20Guide.pdf/at_download/file.pdf | 2022-05-22T10:23:34+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662545326.51/warc/CC-MAIN-20220522094818-20220522124818-00582.warc.gz | 43,369,700 | 2,627 | eng_Latn | eng_Latn | 0.896916 | eng_Latn | 0.977038 | [
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ROUNDERS/SOFTBALL
AVERAGE GRADE YOU SHOULD BE AIMING FOR EACH YEAR GROUP
| | | Y7 | Y8 | Y9 | Y10 | Y11 |
|---|---|---|---|---|---|---|
| 8-10 Top GCSE student | Can perform and replicate techniques to a high level showing control, accuracy and timing. Has the ability to be an influence within a game and can respond to change effectively. Will outwit opposition with ease. Understands and evaluates performance and can see how skill, tactics, strategies and fitness affect overall team effectiveness. | | | | | |
| 7 | Can use and replicate an excellent range of skills to outwit an opponent. An advanced level of skill and consistent technique when batting and accuracy & timing when bowling. Can analyse their own opponent's skills using sound technical knowledge, and plan ways to improve team and individual performance. | | | | | |
| 6 | Very good skill replication and shows control and timing in batting & bowling execution. Bowling is consistently accurate. Ground fielding is good and throws are precise. Becoming more influential in a game consistently outwit opponents. Evaluate performance of self and others using correct terminology. | | | | | |
| 5 | Can select and accurately replicate a very good range of skills to outwit an opponent (bat, bowl and field displaying reasonable control and accuracy). Can vary bowling technique to outwit batter. Can place the ball when batting through anticipation and adjustment of position. Can analyse and make suggestions, which will improve individual play. | | | | | |
| 4 | Can accurately and consistently replicate batting and bowling technique. Can vary these skills even under pressure and outwit opponents well. Can suggest some ways of improving their own performance. Can explain in simple terms the physical effects of exercise on their body and safe way of preparing for exercise. | | | | | |
| 3 | Can replicate skills on most occasions with some control with direction. Technique often lacks consistency. Bowls with some control. Catches with varying success and can throw ball back with moderate aim. Is able to try tactics and think of ways to improve performance. | | | | | |
| 2 | Technique regularly lacks consistency. Can perform simple under arm throws but tend to be inaccurate and weak. Struggles performing over arm throws. Batting technique is accurate but rarely makes contact with the ball. Can explain one or two rules. | | | | | |
| 1 | They have little understanding of how the game is played and as a result don’t contribute in game situations. Technique is poor. | | | | | | | <urn:uuid:08b5a75f-a1d8-479d-8947-3c57810264e5> | CC-MAIN-2017-39 | http://nts.cumbria.sch.uk/wp-content/uploads/2017/01/PE-Rounders-Softball-2016.pdf | 2017-09-24T07:03:31Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00506.warc.gz | 258,745,030 | 606 | eng_Latn | eng_Latn | 0.468136 | eng_Latn | 0.468136 | [
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The Role of African Americans in the Development of South Carolina's Culture
The Basics
Subject Area and/or Course Title:
South Carolina History
Targeted Grade Level:
3rd
Time Required:
45 minutes
Related Standards:
SC Social Studies Standard 3-2.5 Explain the role of Africans in developing the culture and economy of South Carolina, including the growth of the slave trade; slave contributions to the plantation economy; the daily lives of the enslaved people; the development of the Gullah culture; and their resistance to slavery.
SC ELA Standard I 2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternative views.
Author:
Sarah Williams
Introductory Narrative to Lesson:
In second grade, students learned about historical contributions of African Americans. They have knowledge of some stories and songs of African American folklore. However, third grade is the first time students specifically examine the role of African Americans in the growth and development of South Carolina's culture. In addition, third grade is the first year in which students thoroughly explore state history and slavery.
Instructional Goals or Objectives:
- The student will be able to compare and contrast the lives of masters and slaves on a plantation.
- The student will be able to identify music as a form of communication for slaves.
- The student will be able to write a Gullah code song about a hardship of slave life.
Procedures/Lesson Activities:
Initial Engaging Activity: The teacher will read aloud from Life on a Plantation by Bobbie Kalman. This children's book compares the lives of wealthy plantation owners to the lives of slaves working on plantations. The teacher will then lead the students in creating a venndiagram comparing and contrasting these two lifestyles on the board. The teacher will ask students "If you were a slave working on a plantation, would you want to stay there? Do you think slaves tried to run away?"
Strategy: The Story Behind the Song
The teacher will introduce "Steal 'Way to Jedus" as a Gullah song, performed in this recording by descendants of Gullah people living in South Carolina. The lyrics of the song will be presented for students to read. The teacher will ask students to consider the following focus questions as they listen to the song:
- What instruments do you hear in the song? What does this tell you about who performed it and where it was performed?
- What is the tempo (speed) of the song. How does the tempo affect the emotion of the song?
Students will listen to the song and think-pair-share their responses to these questions. The teacher will hear students' ideas and reveal that the song was written and performed on plantations. It requires no instruments but the voice, meaning it was easily performed by slaves on the fields. The teacher will remind students that slave conditions on plantations were difficult and that slaves endured emotional and physical challenges. The teacher will ask students to consider these focus questions as they listen to the song a second time:
- Who do you think is singing the song? A man or woman? Are they young or old? What are they feeling?
- What is the purpose of the song? To entertain, persuade, inform, etc.?
- What does "steal away" mean? What action does this song refer to and what are the singer's feelings about it?
The students will think-pair-share their thoughts with a partner, and then engage in a class discussion. Through the discussion, the teacher will emphasize that "steal away" refers to slaves running away. "Steal 'Way to Jedus" is a code song, meaning it was sung by slaves in the fields to communicate a secret code to other slaves.
Assessment and Evaluation:
The teacher will have the class brainstorm a list of hardships (other than running away) that Gullah slaves might face in daily life. Students will then divide into groups and be assigned one of these topics. The students will work together to write one stanza of a code song about their assigned hardship. Each group will share their work song with the class. The checklist used to assess the code songs is presented below.
Code Song Checklist
____ The stanza is at least 4 lines long.
____ At least one line of the stanza repeats.
____ The students can explain how the code song relates to their assigned hardship. 3/3 = Exceeds expectations
2/3 = Meets expectations
1/3 = Below expectations
Closure/Reflection:
Throughout the process of writing these lessons, I came to realize that music does not only supplement academic curriculum, but it can also introduce and teach historical content. Even though the songs I selected for my unit on Gullah and slave life were written and performed centuries ago, students are still able to relate to it. It is common for students to have experience with modern rhymes, play songs, and spirituals much like those introduced in this unit. Because our students relate to music and because it can be used in several versatile ways, it should be natural for educators to integrate music into their lessons.
In addition, researching music for this unit helped me realize how much musical content has been published. There were countless options for me to choose from, even when selecting songs for a very specific topic. This experience taught me that educators should make an effort to become more knowledgeable about music they can use in their classrooms. By researching songs, I gained a better understanding of which musical selections would be the most appropriate for my goals and objectives.
Resources/Materials:
- Life on a Plantation by Bobbie Kalman
- Chart paper or white board
- Recording of "Steal 'Way to Jedus"
Song: "Steal 'Way to Jedus"
Background: On plantations, slaves were typically forbidden to speak to one another in public places. To overcome this, they used songs to communicate. Some songs carried secret messages. These songs were called code songs, because slaves sang them while they worked in the fields. "Steal 'Way to Jedus" is a song that Gullah people would sing to let other slaves know that they were planning on escaping. The lyrics speak of Jesus, leading overseers to believe that this was a typical Gullah spiritual. The recommended recording is one made by current members of the South Carolina Gullah community.
SCETV. (2015, July 17). Gullah Net. Retrieved from Knowitall.org:
http://www.knowitall.org/gullahmusic/
Lyrics
Steal 'way, steal 'way, steal 'way to Jedus.
Steal 'way, steal 'way home. Me ain't got long for stayin'.
Steal 'way, steal 'way, steal 'way to Jedus.
Steal 'way, steal 'way home. Me ain't got long for stayin'.
*Transcribed from The Gullah Kinfolk recording Steal 'Way to Jedus by Sarah Williams
Sheet Music
Although sheet music for the recording used in this lesson is not available, sheet music for a different version of Steal Away can be found at the following source.
Steal Away. (n.d.). Retrieved from Jubilee Songs, PBS :
http://www.pbs.org/wgbh/amex/singers/sfeature/songs_steal_sheet.html
Recommended Recording
The Gullah Kinfolk . (2007). Steal 'Way to Jedus. On Songs Uv Dee Gullah Pee'puls.
Charleston, SC, United States of America. Matrix Media, Inc.
Also available on Spotify | <urn:uuid:46e5d639-c3b2-447b-b88c-6e1e7a4ddee3> | CC-MAIN-2017-39 | http://voices.pitt.edu/LessonPlans/documents/WilliamsLessonPlan.pdf | 2017-09-24T06:38:01Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00507.warc.gz | 356,701,617 | 1,573 | eng_Latn | eng_Latn | 0.992167 | eng_Latn | 0.998949 | [
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2nd Annual Diorama Competition
Yes, PEEPS!
Create a diorama depicting your favorite book or scene from literature using those gooey, sugary marshmallow chicks (or rabbits).
The Peeps of Wrath The Peeps of Wrath
Wuthering Peeps Wuthering Peeps
Little Peeps on the Prairie
... the possibilities are pretty peepin' endless! To see examples, come by the library!
Contest Rules
* All characters in the scene must be played by Peeps.
* Make your diorama using a shoe box or comparably-sized item.
* Limit 1 entry per contestant.
* Contest open to all ages. There will be two categories for judging:
Ages 12 & under and Ages 13 & over
* Entries become the property of the library and may be used for public display.
* Be sure to fill out an entry form (available at the library or at www.spplnet)
* Submissions are due at the SP Library by April 9, 2010
* Winner in each age category will receive $25 prize, courtesy of the Friends of
the Library
Sponsored by
SPPL Teen Advisory Board
A shout out to all our Peeps!
170 W. Connecticut Ave.
www.sppl.net
692-8235
PEEP Contest Rules
* All characters in the scene must be played by Peeps.
* Make your diorama using a shoe box or comparably-sized item.
* Limit 1 entry per contestant.
* Contest open to all ages.
* Entries become the property of the library & may be used for public display.
* Be sure to fill out an entry form (available at the library or at www.spplnet)!
* Submissions are due at the SP Library by
April 9, 2010
* Winners in each age group (12 & under and 13 & over ) will receive a $25 prize, courtesy of the Friends of the Library.
Good luck!
Southern Pines Public Library
2nd Annual
Diorama Competition
Yes, PEEPS!
Create a diorama depicting your favorite book or scene from literature using those gooey, sugary marshmallow chicks (or rabbits).
War and Peeps
Wuthering Peeps Wuthering Peeps
Little Peeps on the Prairie
... the possibilities are pretty peepin' endless!
Sponsored by
SPPL Teen Advisory Board
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Beaufort Times
WRITTEN BY THE KIDS, FOR THE KIDS!
June 2017 Edition
Keeping Safe Online
FREE!
TOP 5 Kid's Films
1. Finding Nemo
2. Frozen
3. Toy Story
4. Shrek
O n Monday 5th June, a group of actors and actresses came in to put on a production on 'e-safety' (keeping yourself safe on the internet) which they performed to Years 3, 4 and 6. The group looked at how you should stay safe online and NOT give out any personal information to ANYONE, e.g your name, address, what school you go to and definitely NEVER send ANY pictures or photos!
5. The Lion King
CONTENTS:
Keeping Safe Online - Page 1.
Top 5 Kid's Films - Page 1.
How well do you know your school QUIZ Page 2.
Water Safety - Page 2.
Water Safety Colouring Pic - Page 3.
Maze Puzzle - Page 4.
Peppa Pig Spot the Difference - Page 4.
One of the most important other things to remember when keeping safe online is to NEVER give out or share your PASSWORD, even if it is to a friend, or especially to a stranger! One Year 6, who wished not to give their name said, "I once gave my password to an online game to a friend's brother, who was older than me, who then changed my password, so I couldn't log into it and DEMANDED £20 from me, to get it back! Thankfully, I told my mum and dad and they had to go and speak to his parents, in the end I got it back, but he had sold parts of my games to other people online. I'll NEVER give my password out ever again!"
How well do you know your school?
Q1. Can you unscramble these letters to reveal this teacher's surname?
NTESSEV
Q2. Can you name the THREE teaching assistants in Year 3/4?
Q3. What are the names of our two school's receptionists?
A. Mrs Potts & Mrs Bunting
B. Mrs Tubbs & Mrs Fitzpatrick
C. Mrs Potts & Mrs Fitzpatrick
D. Mrs Bridges & Mrs Fitzpatrick
Q4. What is on the emblem (logo) of the school badge?
A. Two children on a laptop
B. Two dogs eating
C. Two children reading a book
D. An elf fishing in a lake
Q5. What is the final year at Beaufort?
A. Year 5
B. Year 6
C. Year 7
D. Year 5 and a half
Q6. What is the first lesson of the day?
A. English
B. Maths
C. Topic
D. Science
Q7. What time does the school day finish?
A. 3.00pm
B. 15.15
C. 3.15am
D. 15.00
Q8. Which teacher is in classroom 11?
A. Miss Haque
B. Mrs Hutchison
C. Mrs Stevens
D. Mr Harris
ANSWERS OPPOSITE
Water Safety
I t can be very easy to think it would be refreshing to take a dip in a river or lake when the weather is boiling hot, but do you think there's a risk to diving in? Even though the water may look inviting and calm, there could be anything lurking underneath… old shopping trolleys, broken glass, long water reeds, or something else that could harm you, or drag you under!
You may swim well in a warm indoor pool, but that does not mean that you will be able to swim in cold water. The dangers of water include:
- Very cold temperatures
- Hidden Currents
- Fast flowing water, beware of locks and weirs
- Deep water, it can be difficult to estimate the depth
- There may be hidden rubbish or debris under the surface that can trap, snag or cut
- It can be difficult to get out, banks can be steep, slimy and crumble away
- No lifeguards, most outdoors waterways do not have lifeguards
- Water pollution may make you ill
ANSWERS:
Water Safety Colouring Sheet
It may seem like a good idea to cool down in the summer by taking a dip in a river or lake, but there can be many dangers lurking under the water! Why not have a read of the article opposite (on Page 2) to understand why having a dip in a river or lake may not be a good idea!
C
Maze
an you find your way through the maze? Starting from the top left hand corner, work your way through the maze and try and come out at the end (bottom right hand corner).
Peppa Pig Spot the Difference | <urn:uuid:8899d199-7a43-4a14-afc4-34e4eedce210> | CC-MAIN-2017-39 | http://beaufort.derby.sch.uk/wp-content/uploads/2017/07/School-paper-Jun-17.pdf | 2017-09-24T06:36:57Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00508.warc.gz | 42,901,072 | 1,031 | eng_Latn | eng_Latn | 0.96788 | eng_Latn | 0.998006 | [
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163 South Street
Blue Hill, Maine 04614
Phone: 207-374-2385
Fax: 207-374-2387
www.mainecoastvet.com email@example.com
Roundworm Infection
Roundworms (nematodes or Ascarids) are intestinal parasites that live freely in the intestine, feeding off of partially digested intestinal contents. Their name is derived from their tubular or "round" shape.
Toxocara canis and Toxascaris leonina are two important species of roundworms in dogs. Toxocara canis causes more significant disease and also may be transmitted to humans.
How did my dog get roundworms?
Microscopic eggs are passed from infected dogs in the feces. These are ingested by sniffing or licking infected feces. They are also spread by other animals such as rodents and birds. In these animals, the roundworms are merely transported. They do not mature into adults but if this paratenic host is eaten by a dog, completion of the life cycle will occur and the dog can become infected.
In the dog, the roundworm undergoes a complicated life cycle before mature roundworms are found in the bowel. This involves several stages and also migration through various tissues. Roundworm larvae (immature worms) can encyst in the host's tissues. This is important in the female dog because these encysted larvae will start to develop during pregnancy and ultimately cross the placenta into an unborn puppy. Thus puppies can be born with roundworms and can pass fertile eggs from adult worms in their stools by the time they are approximately eleven days old. Roundworm larvae may also enter the mother's mammary glands and be transmitted through the milk.
Are roundworms a threat to my dog?
Roundworms are most threatening to puppies. The most common consequence of roundworms is growth reduction. Since roundworms feed off of partially digested food, they rob the growing puppy of vital nutrients. These puppies often have a characteristic "pot-belly" that is due to the growing roundworms inside the puppy's abdomen.
The life cycle of Toxocara canis is more complicated than that of other nematode worms found in dogs. Roundworm larvae swallowed by adult dogs usually encyst in the dog's tissues. Few roundworms will mature in the bowel. Consequently few eggs are passed in the stool leading to difficulty in definitive diagnosis and treatment.
How are roundworms diagnosed?
In puppies we consider clinical signs such as stunted growth, potbelly, and recurrent diarrhea as a good indication of roundworm infection. Definitive diagnosis is made by microscopic examination of the dog's feces.
Is it true that children can get roundworm infections?
If the infected eggs of Toxocara canis are swallowed by people, the larvae can invade the tissues and become encysted in various organs. Humans act like any other paratenic host. If a large number of infected eggs are ingested, clinical disease may become apparent. This is particularly important if children are infected with roundworms.
Very rarely, liver problems may result from roundworm larval migration (visceral larval migrans). Even less commonly, the larvae can migrate into the eye and cause blindness (ocular larval migrans).
How are roundworms treated?
Treatment is simple and effective. There are many safe and effective preparations available to kill roundworms in the intestine.
In addition, many heartworm preventives are also effective against intestinal roundworms and help prevent future infections.
Unfortunately, the majority of preparations available today kill only the adult worms and do not affect migrating or encysting larvae. It is therefore important that repeated treatments are administered. Your veterinarian will advise you on the best treatment and prevention plan for your pet.
What about roundworm eggs shed in the environment?
Initially the eggs are not infective. After a period, which may vary from weeks to months, the eggs develop into infective larvae. Under ideal conditions, this takes approximately four weeks. These infective larvae can remain viable in the environment for a considerable time and are particularly resistant to changes in temperature and humidity.
The best environmental treatment is prevention. Remove your dog's feces as soon as possible to prevent the spread and transmission of roundworms.
What is the most effective strategy I can use to control infection in my dogs, protect my family and reduce contamination of the environment?
Deworm pregnant dogs in late pregnancy, after the 42 nd day or after six weeks of pregnancy. This will help reduce potential contamination of the environment for newborn puppies.
Puppies should be dewormed, starting at about two weeks of age and repeated regularly. Your veterinarian will design the most appropriate deworming schedule for your pets.
Adult dogs are susceptible to re-infection with roundworms throughout their lives. Routine deworming and prevention is important.
Rodent control is important since rodents can serve as a source of infection.
Dogs should be restrained from defecating in children's play areas and there should be prompt disposal of all dog feces, especially in gardens, playgrounds and public parks.
Practice strict hygiene particularly with children. Do not allow them to play in potentially contaminated environments.
For more information on Roundworms, or other parasites, log onto www.petsandparasites.org.
© Copyright 2005 Lifelearn Inc. Used with permission under license. July 11, 2014 | <urn:uuid:43e6b27f-305c-45e2-bd2c-12e833785f6c> | CC-MAIN-2017-39 | https://storage.googleapis.com/wzukusers/user-17489237/documents/58ba13e30c52f3CvdmQx/Canine%20Roundworm%20Infection.pdf | 2017-09-24T06:50:22Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00507.warc.gz | 722,050,345 | 1,128 | eng_Latn | eng_Latn | 0.999035 | eng_Latn | 0.999107 | [
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Autumn 1
Spanish Curriculum Overview
Autumn 2
Spring 1
Spring 2
| Year 3 | All About Me Greetings Introducing Yourself (name and ages) Numbers 1-10 | Songs and Games Responding to a song in Spanish Understanding simple instructions Numbers 11 – 20 Christmas in Spain | Celebrations Saying what you can do well Celebrating achievement and special occasions Months of the year Writing an invitation | Portraits Parts of the body Colours Descriptions of people Easter in Spain | The Four Friend Responding to a story Understanding simple instructions Descriptions of animals | Growing Things Understanding the life cycle of a plant Buying things Ordering in a restaurant Expressing likes and dislikes (about food) Saying what you would like |
|---|---|---|---|---|---|---|
| Year 4 | Growing Things Understanding the life cycle of a plant Buying things Ordering in a restaurant Expressing likes and dislikes (about food) Saying what you would like | All Aboard Making statements about travel Describing the weather Writing/filming weather forecasts Days of the week | Pocket Money Expressing likes and dislikes about toys and food Justification of opinions Numbers 20 – 40 Simple prices | Tell Me A Story Responding to a story Instructions Numbers in multiples of 10 to 100 | Sporting Life Healthy food and drinks | Carnival of the Animals Describing animals Describing animal habitats Telling the time on the hour |
| Year 5 | Sporting Life Healthy food and drinks | Carnival of the Animals Describing animals Describing animal habitats Telling the time on the hour | What’s the Weather Like? Describing the weather Clothing (for type of weather) Saying the temperature (plus and minus) Revision of numbers to 40 Saying the date | Enjoy Your Meal Food and drink Understanding instructions Giving instructions Talking about what has been eaten or drunk (Past tense) Expressing likes, dislikes and preferences (about food and drink) Following and writing instructions (as in a recipe) | I Am The Music Man Musical instruments Music of Spanish/Latin America Expressing and qualifying opinions about musical preferences Expressing future intentions (simple future tense) about playing a musical instrument | On The Way To School The alphabet Places in the locality Describing a journey to school Simple directions |
| Year 6 | Enjoy Your Meal Food and drink Understanding instructions Giving instructions Talking about what has been eaten or drunk (Past tense) Expressing likes, dislikes and preferences (about food and drink) Following and writing instructions (as in a recipe) | I Am The Music Man Musical instruments Music of Spanish/Latin America Expressing and qualifying opinions about musical preferences Expressing future intentions (simple future tense) about playing a musical instrument | On The Way To School The alphabet Places in the locality Describing a journey to school Simple directions | Beach Scene Responding to a painting Giving a simple description of a scene or place Using adjectives to add interest and detail to a description Writing instructions | The Four Seasons Responding to a poem Responding to a classical piece of music Making simple statements about the seasons Describing the weather (with reference to the present and past Using adjectives as antonyms | Creating a Café Drinks, snacks and ice- creams Quantities of food and drink Transactional language for a café Seeking clarification of meaning |
Summer 1 Summer 2 | <urn:uuid:2087acff-0825-4d54-8482-3560b327dfbe> | CC-MAIN-2017-39 | http://www.prees.shropshire.sch.uk/wp-content/uploads/2012/05/Spanish-Curriculum-Overview-2014-15.pdf | 2017-09-24T06:55:10Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00507.warc.gz | 542,914,015 | 871 | eng_Latn | eng_Latn | 0.414358 | eng_Latn | 0.414358 | [
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Equality of Opportunities Policy!
Every!child!and!adult!has!the!right!to!enjoy!the!freedoms!and!respect!of!their! community!without!biased!values,!opinions!and!stereotypes.!Children!are!taught! how!to!interact!with!a!diversity!of!individuals.!
!
We!provide!an!inclusive!environment!which!welcomes,!and!respects,!children!from!all!ethnic,!religious,! cultural!and!family!backgrounds.!We!understand!that!as!individuals,!children!and!adults!alike!all!require! some!form!of!support.!Both!adults!and!children!who!are!disabled!or!have!special!educational!needs!will!be! valued!and!treated!with!equal!respect.!Provision!and!reasonable!adjustments!will!be!made!wherever! possible!for!equality!of!opportunities!within!Bobtails!Montessori.!
!
Learning!materials!and!books!provide!positive!images!of!different!cultural!and!ethnic!backgrounds!and!of! those!with!physical!or!learning!difficulties.!We!encourage!children!to!develop!selfCesteem!and!to!respect! the!differences!of!other!people.!
!
We!respect!the!child's!right!to!pursue!any!interest!regardless!of!sex,!religion,!nationality,!language,!culture! or!ability.!
!
Behavioural!guidelines!will!be!consistently!applied!with!respect!to!all!children.!
!
We!will!take!effective!action!to!prevent!inappropriate!behaviour!or!harassment!towards!any!child!or!adult! in!our!school.!
!
Consultation!between!parents,!teachers!and!other!outside!professionals,!where!appropriate,!will!plan!the! admission!and!settling!in!and!transition!programme!for!each!individual!child.!
!
Bobtails!Montessori!has!an!Assisted!Placement!Scheme.!Places!are!at!the!discretion!of!the!Principals.!
!
Staff!will!attend!relevant!training!to!ensure!that!they!keep!up!to!date!with!requirements!of!all!children,! those!with!additional!support!needs!and!those!with!specific!conditions!and!disabilities.! ! !
!!!!!!!!!!!!!
!!!
Staff!will!liaise!closely!with!and!learn!from!parents!and!appropriate!professionals!about!the!particular! specific!needs!and!procedures!for!individual!children.!
!
The!children's!progress!and!needs!will!be!monitored!by!all!staff!through!observation.!Gifted!or! exceptionally!able!children!will!be!supported!appropriately!through!Montessori!methods!of!teaching.!
!
Children's!specific!needs!will!be!monitored,!supported!and!reviewed!by!the!staff!in!consultation!with!other! professionals,!including!portage!workers,!inclusion!coCordinators,!speech!therapists,!psychologists,! paediatricians,!social!workers!and!health!visitors.!
!
The!nursery!uses!the!DFES!Code!of!Practice!on!the!Identification!and!Assessment!of!Additional!support! Educational!Needs.!The!Inclusion!CoCordinators!are!Pat!West!and!Yvonne!Bradley.!
!
Play!plans!and!Individual!Education!Plans,!if!appropriate,!will!be!drawn!up,!implemented!and!reviewed! according!to!individual!needs.! | <urn:uuid:a556b148-4f21-4d4f-b71d-34bf2b102783> | CC-MAIN-2017-39 | http://bobtailsmontessori.co.uk/equality%20policy.pdf | 2017-09-24T06:59:14Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00514.warc.gz | 48,023,176 | 903 | eng_Latn | eng_Latn | 0.749072 | eng_Latn | 0.749072 | [
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Nutty Songs and Rhymes for Beginners
P-E-C-A-N
(to the tune of BINGO)
I know a nut that grows on trees and pecan is it's name-o
P-E-C-A-N
P-E-C-A-N
P-E-C-A-N
And pecan is it's name-o!
Crack, Crunch
(to the tune of "Twinkle, Twinkle Little Star") Crack, Crunch, Crack, Crunch, please hand me Another pecan for my belly They taste so good and they're healthy too I will even share with you Crack, Crunch, Crack, Crunch, please hand me Another pecan for my belly.
Did You Ever Eat a Pecan?
(to the tune of "Have You Ever Seen a Lassie?") Did you ever eat a pecan, a pecan, a pecan? Did you ever eat a pecan, a pecan pie? It's crunchy, it's chewy, it's yummy, it's gooey. Did you ever eat a pecan, a pecan pie?
One Pecan, Two Pecans…
(Hand action rhyme, played holding 2 whole pecans in small circles like "One potato, Two potatoes").
One pecan, two pecans,
Three pecans, four.
Five pecans, six pecans,
Seven pecans, more.
Five Little Pecans
(Finger Action Rhyme) Five little pecans hung in a tree, One fell down and said, "Hee Hee."
Four little pecans hung in a tree, One fell down and laughed with glee.
Three little pecans hung in a tree, One fell down and broke his knee.
Two little pecans hung in a tree, One fell down and yelled, "I'm free!"
One little pecan hung in a tree, He fell down, no more in the tree?
No little pecans hung in the tree, Mama's gonna bake a pie for me!
Pecan, Pecan, Pecan, PIE!
Play this game as you would play "Duck, duck, GOOSE!" Have the children sit in a circle with one person being the "Pecan Picker." This child will walk around the outside of the circle, patting each child on the head saying "Pecan" or "Pie." When the child pats someone with the word, "Pie," he or she will get up and try to tag the "Pecan picker." If the child makes it back to their seat before being tagged, the other child is the new "Pecan Picker." | <urn:uuid:65cdc098-c26a-4376-810e-62bde2fc6459> | CC-MAIN-2017-39 | http://www.ncpecans.org/nuttySongsAndRhymes.pdf | 2017-09-24T06:35:02Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00515.warc.gz | 552,735,269 | 538 | eng_Latn | eng_Latn | 0.992037 | eng_Latn | 0.995456 | [
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Name ________________________________Class ______________
Methods of separating mixtures
In the boxes provided, name the method of separating mixtures you would use to solve each of the problems below. | <urn:uuid:254938d1-de10-4958-8d01-c54c1768acc5> | CC-MAIN-2017-39 | http://www.hi.com.au/resource/science/pdf/Mixtures2.pdf | 2017-09-24T06:48:18Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00515.warc.gz | 491,087,442 | 37 | eng_Latn | eng_Latn | 0.997851 | eng_Latn | 0.997851 | [
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Subject:
French
Year group: 7
Key Skills:
Listening
Speaking
Reading and writing to the levels detailed in this document
French
Key Skills:
Listening
Speaking reading and writing to the levels detailed in this document
French
Year group: 9
or…)
Key Skills:
Listening
Speaking
Reading and writing to the levels detailed in this document
The tables refer to French. Spanish follow an accelerated programme on one lesson a week in Years 8 and 9 where essentially the same material is covered. | <urn:uuid:e5dfecbc-6fb6-4dd5-9966-cc79aa7184be> | CC-MAIN-2017-39 | http://nts.cumbria.sch.uk/wp-content/uploads/2017/01/Ass-Info-French-789-2016.pdf | 2017-09-24T07:00:23Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00512.warc.gz | 247,236,854 | 108 | eng_Latn | eng_Latn | 0.997425 | eng_Latn | 0.998024 | [
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Differentiation at Work, P-5: Principles, Lessons and Strategies
Authors: Lane Narvaez, Kay Brimijoin
Date Available: 16 June 2010
ISBN:
978 1 74239 570 8
Code:
CO5708
RRP:
$37.95
Format:
A4, 200 pages
Age Range: Primary School, P–6
Category:
Instruction
Subject:
Differentiation
Key Selling Points:
* Discover how to implement differentiation on a schoolwide level
* Includes: nine sample lesson plans from a variety of disciplines and year levels, with materials included
* Learn new strategies for designing and refi ning lessons.
Summary:
Based on a case study of the work that the authors experienced at one remarkable primary school, Differentiation at Work, P–5 describes what schoolwide differentiation looks like in real classrooms.
Make the most of every student's unique learning styles, interests and preferences. By differentiating instruction, teachers can reach all the students in their classroom, from struggling students to the gifted.
Lane Narvaez and Kay Brimijoin show school administrators how differentiated instruction can be successfully implemented to provide teachers with the authentic tools that they need in the classroom. This hands-on resource contains a variety of lessons and exercises to help teachers as they seek to differentiate in their classrooms.
Discover how increased student motivation and achievement can become a reality when the entire school focuses on making differentiation work.
Supporting Resources:
* The Differentiated School (105005)
* Inspiring Elementary Learners (CO6526)
* Differentiation for the Young Child (CO2429)
PO Box 580 Moorabin VIC 3189
Tel: +61 3 8558 2444
Fax: +61 3 8558 2400
Web: www.hbe.com.au Email: firstname.lastname@example.org | <urn:uuid:a5eef999-c831-46fc-b099-f90d2f62c992> | CC-MAIN-2017-39 | http://files.hbe.com.au/infosheets/CO5708.pdf | 2017-09-24T06:48:21Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00516.warc.gz | 121,829,074 | 384 | eng_Latn | eng_Latn | 0.983928 | eng_Latn | 0.983928 | [
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A Winter Picnic
Written by Beth Banlin Illustrated by Matt Sinter
Phonics Skill:
Short vowel; medial consonants in syllable pattern VCCV
Molly Wade liked Rose Hansen. Rose always waved as Molly waited for the bus.
"Jane," said Molly, "I would like to ask Rose for dinner."
"It is so cold," Jane said. "Rose will not go out on a cold winter night." It is hard for Rose to get around when it is slick. She has to use a cane.”
Molly finds Mom at the stove. Corn is in a pot, and hot ham is in a pan. Mom cuts a carrot and puts it on a plate. Mom has made plum pie. Yum!
"Are you sad, Molly?" Mom asks.
"No, Mom, but Rose might be sad. She is alone and cannot come her for dinner."
" We can go to Rose," Mom and Jane suggest. "We can fill a picnic basket and take it to Rose. We can eat with her. We can make a picnic happen."
Molly gets the big picnic basket.. Jane puts in plastic plates, forks, and cups. Mom fills it with ham, corn, and carrots. "We can surprise Rose. A winter picnic in a warm home will be fun."
"Molly take a blanket. Jane, take the basket," Mom said. "I will hold the plum pie."
Molly, Jane, and Mom gets hats and mittens.
"Button up, kids! It is cold. There is no traffic, but it is slick. Take care as you cross."
Molly raps on the door.
Rose Hanson smiles."Come in! You all must be cold. Are you wet?" Molly smiles. „We have food. Can we eat by the fire?"
Rose tells Molly, Mom, and Jane to sit by the fire. It will make you warm." It is time for dinner. Molly takes out plastic plates. Jane takes a napkin, cup, and fork.
"Good food and friends!" Rose smiles.
"It is not just supper," said Molly. "It is a winter picnic!"
Decodable Reader 1
Lunch At The State Park
Written by: Sean Kenton
Illustrated by: Lily Moran
Phonics Skill:
Plural –s,-es, with and without spelling change: y to i lunches
miles plants
ladybugs inches
"Lunches are in the basket. The basket is in the car. Hop in! it is time to go," Mom tells Jan and Sam. On the ride, Jan rests. Mom and Sam see things as Mom drives. Mom and Sam see farms and miles and miles of corn.
Sam asks, "Will we get there by ten?"
Mom nods yes as Jan wakes up. " Are we there yet? Is it time for lunch?" "Not yet," Mom tells Jan. " but you will like the State Park. It has many plants. It has grasses and bushes. It has lakes. Lots of animals have homes in the park."
Sam and Jan run. Mom yells, "Stop! Do not go yet. I need to get the basket. Then we will hike together."
"Will we see animals, Mom?" Jan asks.
"Yes, we will see tiny bugs and big animals too."
"Ladybugs! Ladybugs!" Jan holds a ladybug. "Mom, it is red like the buds on the bushes."
Bugs jump in the grass just inches from Sam. "They sure jump high!"
Decodable Reader 2
Teaching Bell to Behave
Written by : Neil Fairbairn
Illustrated by: Anna Sumptin
Phonics skills:
Base words and endings –ed,-ing,-er,-est with spelling changes: double final consonant, drop final e, y to i
Our puppy, Bell, hopped and jumped like a big rabbit! It was the funniest sight. But as Bell got bigger, friends did not like her jumping on them. Bell had to take lessons to behave better.
We taught Bell to sit. This was not the hardest lesson for Bell. Dogs will sit if you hand them dog bones for sitting. We would hold a dog bone high up. "Sit!" Every time Bell sat, we gave our puppy a dog done. "Good dog!" We did these lots of times. Bell was getting lots of bones.
Then we gave Bell harder lessons. Bell must stop and not go when told "Stay." We started off with sitting lessons. We made Bell sit and gave her a bone. Then we put a hand up and cried, "Stay!" We stepped away. If Bell stayed, she got dog bones. If Bell did not stay, we tapped her nose. "No, Bell, no!"
We were trying to make Bell come. "Come." We tried and tried to make Bell come. If Bell came, we gave her bones and made the biggest fuss. Soon Bell sat or came at our command. Bell was getting lots of bones.
It was time to test Bell. Would Bell sit, stay, and come when we were not at home? We found out at Ben Lane Park. We let Bell run and run. We yelled, "Come, Bell." Yes, did you see? Bell came right up to us. Bell is a smart puppy!
The last test was the hardest. We told Bell to sit and stay. We hid and did not let Bell see us. Bell tried to find us again and again. At last Bell just sat as she was told. She stayed. Bell got lots of bones!
It takes time for puppies to learn. But we are glad we gave Bell lessons. Bell no longer hops on laps of jumps on friends. She runs up and sits. We are happy, and Bell is happier!
The Chess Club
Phonics Skill:
Suffixes –ly, -ful, -ness, -less:
illness careful
cheerful suddenly
skillful
It had not been the best week for Travis. He had been stuck in bed for six days with a sore throat. Now it was time to try out for the soccer team, but Travis was weak from his illness, and his dad wouldn‟t let him play. Travis went outside and kicked and stamped his feet.
"Be careful. You might land on the ground!"
Travis spun around. A boy in a wheelchair was sitting in the next yard. He gave Travis a cheerful smile.
"Why are you so upset?" the boy asked.
Travis was startled. He looked at the boy and scowled. He explained his problem.
Suddenly Travis felt bad. The boy in the chair would never be able to lay soccer.
"My name is Travis," he said.
"I‟m Mike," the boy replied. "Want to play chess?"
Travis stopped. Chess was for brains.
"Come on, I‟ll teach you," said Mike.
That‟s how Travis started playing chess. Each day he and Mike played outside in Mike‟s yard. Mike was very skillful at chess and beat Travis every time. But Travis rapidly got better and made Mike play hard.
"I must be a brain," Travis admitted one day. "I really like this game."
Other kids stopped to watch Travis and Mike play. Mike had five chess sets, so his mom set up more tables.
"Come and play," she told them.
"Now I‟ve got a chess team," Mike boasted proudly.
Travis smiled. "This is not the team I expected to be on," he thought.
Each day that summer, the chess club met in Mike‟s yard. Then one day Mike told Travis he had to move to Boston to be near his new doctor.
"He‟ll help me get well," Mike said. "Keep on playing chess."
"I will," Travis replied sadly.
The day Mike left, his mom went to Travis and gave him her hand.
"Thanks for your kindness to Mike," she said. "He had a wonderful summer."
Written by: Robert Stirim
Illustrated by: Beth Fraulini
Our Amazing Camp Race
Written by: Charis Baronne
Illustrated by: Daniel Ibson
Phonics Skill:
Silent Consonants:
Stan whistled so that we would listen. "This path is designed to test your skills," Stan said. Ben, Liz, and Rick were on my team.
"We will use what we know about hiking and camping," Ben said. "We must read signs and check our maps to know where to go."
When Stan whistled again, we were off! We started by climbing up a huge hill. Liz slipped on rocks, but I grabbed her wrists and helped her. At the top, we found the path. We went into the forest together.
Gnats buzzed around our heads. We waved our hands and brushed them away. Soon, we came to a place where a big tree limb had crashed to the ground.
"That must have happened when the storm came," Rick noted. We wriggled under that limb.
Our tired team stopped to eat lunch in silence. When we had finished, not a single crumb was left!
"It is hot and dry," Liz pointed out. "We must drink plenty of liquid."
"Listen!" I said quickly. "Can you hear that rustling sound?" We combed the grass. We found a wren in her nest, with fuzzy chicks nestled under her wings. We went happily back to our trail without bothering those sleepy wrens.
Our next task was to cross the bog on an old rope bridge. But when Ben stepped on that bridge, it broke! Splash! He fell into the muddy bog. When he got up, he was knee-deep in brown muck. He trudged slowly across the bog.
Rick, Liz, and I crossed on stepping stones.
Ben wrestled off his shoes and wrung out his socks. Then he got up and we set off. As we came around a bend, we saw our camp! We ran quickly to reach Stan. He patted us on our backs.
"That is a job well done!" he said proudly.
Even Ben with his wet socks grinned at that.
Whirling Girl
Written By: Jennifer Hills
Illustrated by: Anita Morelli
Phonics Skill:
R-controlled /er/: ir, er, ur, ear,or:
certain
Shirley had talent. From the beginning her parents saw that she was going places. Early in the morning on the day after her birth, Shirley began to whirl. Mom and Dad found her spinning like a top in her crib.
"What on Earth!" exclaimed Dad.
"My word!" cried Mom.
Shirley was a happy baby. She became a sweet girl who liked helping out. She was happiest when spinning. She learned to use her spinning in lots of ways. She gave kids airplane rides. She hurled the shot put about a mile. Shirley could hang paintings quicker than a blink.
But Shirley was certain she could do more. How could a talent for spinning help the world? Shirley dreamed a dream. In her dream, she became the Whirling Girl! She bored a hole into the earth and saved a lost boy. She whirled rope around men who were robbing First Bank and left them in a neat bundle.
When she woke up, Shirley had a plan. She tied spades on her feet and began to spin.
"I bet I can tunnel all the way to Turkey!"
Her tunnels were huge wormholes.
"There is a lot of dirt in this yard," yelled Dad.
"What were you thinking?" asked Mom.
Shirley blurted out the story of her dream.
"Shirley, you are great now!" said Dad.
"Even if you couldn‟t twirl, we would still think you are great," added Mom.
But Shirley felt so sad that Mom and Dad began thinking. Their thinking went round and round.
At last they had it! "Come with us, Shirley," said Mom and Dad. They drove to an ice rink. Shirley tied on ice skates.
"Meet Coach Durning," said Mom. "She will teach you to skate."
Shirley learned to soar like a bird over the ice.
Shirley learned to skate so well, she became a star. She liked her skating dress with pearls and sequins. She sparkled as she leaped and danced over the ice. But the crowd enjoyed it most when Shirley, the Whirling Girl, twirled like a top.
bought caught
Daughters and Moms
Written by Matt Kooper
Vowel sound in ball: augh, ough
daughter fought
ought sought
taught thought
brought
Paula and her mom did not always see eye to eye. They had different ideas about clothes and meals. They fought over bedtimes and baby sitters. They did not like listening to the same CD‟s. They seemed to disagree about many things.
Paula bought a yellow and purple shawl. Her mom said Paula did not need it and had to take it back to the mall. Paula thought that wasn‟t fair at all.
Mom made meat loaf with brown sauce for dinner. Her daughter ate one bite and balked.
She thought it was awful and did not want to eat it. Mom told Paula to eat her dinner.
Mom said that Paula‟s bedtime on weekends was nine. She caught Paula watching TV at ten.
Paula thought she ought to be able to stay at home on her own when Mom went out. But
Mom always brought in a baby-sitter. And that‟s how that‟s how things went day after day. Paula and Mom almost never talked because they always seemed to disagree. One day Mom had a cough. It didn‟t seem like a big deal, but the cough got worse and worse. Finally, Mom sought help from a doctor. He told her that she needed rest and ought to stay in bed resting for two weeks. Later that day, Mom called Paula. "We need to talk."
Mom told her daughter that she was sick and needed Paula‟s help. Now Paula had many jobs. First she brought her mom hot tea and oatmeal in the morning. Then she greeted Miss Fraught, the home helper, and let her into the house. Paula made her bed and washed the dishes before she walked to the bus stop.
Mom couldn‟t make lunches, so Paula bought her lunch in the lunchroom every day. She walked Dawg twice a day and fed him. She taught her mom some awful jokes. Mom told her some almost funny stories. They spent a lot of time together. Paula talked and Mom listened. Mom talked and Paula listened.
They even talked about clothes and meals and bedtimes and baby-sitters. By the time Mom was well, Paula and Mom were getting along fine. And they never disagreed again. Well, maybe they still disagreed, but only now and then. Overall, they began to see eye to eye. | <urn:uuid:624d1492-7ecd-4ca8-a303-2828280a253d> | CC-MAIN-2017-39 | http://alainjuniors.com/images/pages/summerassignments2017/gr3/Grade%203%20Decodables%20Holiday%20Assignment.pdf | 2017-09-24T06:59:00Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00512.warc.gz | 15,156,574 | 3,145 | eng_Latn | eng_Latn | 0.999673 | eng_Latn | 0.999829 | [
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ST PAUL'S CATHOLIC PRIMARY LEARNING AND TEACHING POLICY (2011)
Our school is a place of learning a place of love. In our school community, may we walk in the steps of St Paul as we come together in work and play. May we celebrate God's love for us by following Jesus Christ in the Spirit of joy, peace and understanding.
Principles of good learning
We believe that children in our school learn best when:
* they are happy, feel secure and are motivated.
* their lessons are well planned and pitched according to their needs
* they take part in interesting, stimulating and creative tasks
* they are informed about their progress and given the means to improve their performance
* they are able to fulfil their potential
* they see a purpose to their learning
* they take pride in their work
* their spiritual, moral, cultural and social development is seen to be as important as their access to the formal curriculum
* they have easy access to the resources they need and use them confidently
* they are able to work independently when asked to
* they are able to seek help if they need to
* they are able to work in a small group and respect the needs and opinions of others
* they are able to concentrate during times of direct teaching
* they are encouraged to question and investigate
* they have been involved in setting up strategies for the classroom
* they are aware of their own learning style
* they are given time to reflect
Principles of good teaching
We believe that good teaching is shown by:
* delivery of well planned and structured lessons with clear and differentiated learning objectives and success criteria
* high expectations and a desire to challenge, motivate and stimulate pupils
* the use of a variety of tasks and strategies
* a sound knowledge of the curriculum areas being taught
* effective assessment procedures and record keeping (Assessing Pupil Progress/ APP)
* a sound knowledge of the needs of the class based on continuous assessment (Assessment for Learning / AFL)
* an understanding of the importance of the overall development of children
* firm yet sympathetic handling of the class
* a good understanding of the range of ability in the teaching group or class
* the provision of a quality learning environment
* effective questioning and interaction with pupils
We believe a good teacher also has
* a love of children
* enthusiasm
* imagination
* a sense of humour
* good communication and listening skills
* good time management
* high professional standards
Strategies for good teaching
We believe it is the right of every child in our school to have access to quality teaching and learning. We appreciate that this can be brought about through a variety of teaching styles and experiences but we also believe that there are certain strategies which we must share and adhere to in order to allow our children to receive the best education.
Planning
There are schemes of work whose delivery are overseen and monitored by subject leaders. They are revised in line with changes to the National Curriculum. They show the learning objectives for each year group with suggested tasks. The Staff Handbook shows the schemes currently in use.
These schemes are used by class teachers to draw up termly plans (medium term plans). These show the learning objectives chosen to be covered during each term, with a brief resume of tasks, use of ICT, resources needed, cross curricular learning and opportunities for assessment. The Strategy Unit Overviews are used for Literacy and Numeracy. A copy of each teacher's plans is given to the subject leader, a copy is kept in the teacher's planning folder and a copy is saved on the staff room computer.
Weekly (short term) plans show in more detail how the subjects are going to be taught – separate sheets for Literacy and Maths and a general sheet for other subjects. They include differentiated objectives and tasks, groupings, the role of the teacher and classroom assistants and assessment opportunities. During the week they are annotated by the teacher to show the results of day to day assessment and learning outcomes. A note is made of the children who do not achieve the learning objectives to inform future planning. The termly plans for noncore subjects, provided they show sufficient detail, may be moved through the planning folder and used to inform weekly teaching.
A teacher's planning folder is evident in the class room during lessons and may be looked at by the headteacher, subject leaders and visiting advisors. Apart from the medium plans for the year and short term plans for the current term, it should also show the targets set, IEPs, the class timetable, groupings and any other notes that the teacher needs to aid planning.
Learning
As a result of good planning, lessons are focused and both the teacher and the children are aware of the learning objectives and success criteria (which should be displayed). Work is pitched to the needs of groups and individuals. Children are engaged on suitable and challenging tasks. Teachers and other adults are acting as educators and not merely servicing the needs of their pupils.
Subject leaders give advice on the teaching and resourcing of their subjects. They may lead Inset or suggest that they or their colleagues attend courses to improve their knowledge of curriculum areas.
At the start of a lesson the teacher shares the learning objective with the children in the class and reflects on earlier learning in the same curriculum area. The teacher delivers the lesson with good pace using a variety of teaching styles and allows the children time to develop their learning skills. The children have many opportunities for 'active' learning. The teacher is mindful of the children's preferred learning styles but also seeks to develop other aspects and skills. The children may work independently or in pairs or small groups. During the lesson the children have opportunities to reflect on their learning and how they can move on. There is time to reflect on whether the learning objective has been achieved.
In between lessons children take part in Brain Gym, Take 10 etc to help their concentration.
Assessment
We recognise that assessment is one of the keys to good teaching and learning. The school's Assessment, Reporting and Recording Policy describes the principles and practice that we follow. Day to day assessment especially allows us to highlight the needs of children, be they under achievers or high attainers. Enabling children to progress towards and beyond their targets and to maintain high levels of attainment are two of our prime concerns.
The school's Marking Policy reflects our desire for all children to feel valued. Praise should be given freely and criticism when needed should be constructive. Good planning ensures that all children have some time during the week to talk on their own with their teacher about some aspect of their work
Classroom management
Procedures for classroom management are laid out in the school's Behaviour Policy. At the beginning of each year each class discusses and draws up 'rules' to enable them to create a positive learning environment. Teachers use the 'slip' system if they feel that a child's behaviour is detrimental to the learning of themselves and their peers.
Children are encouraged at all times to work in harmony. They are taught how to work independently, with a learning partner, in a small group or as part of a whole class session. Teachers use these various learning experiences to stimulate and motivate the children. At times children are expected to work quietly depending upon the nature of the task in which they are involved. Children in the school should be able to show initiative and be able to take responsibility for their own learning.
Transitions between lessons are smooth and purposeful.
Certainroutinesare used throughout the school at the start and end of the day and at playtimes. These allow for the children to recognise the period of time when learning takes place and to prepare calmly. These routines may be found in the School Handbook.
Children are encouraged to be responsible for their property and for the resources on their table. They should not be allowed to scribble on the covers of their books and they should always take care with the presentation of their work. The Presentation of Work Guidelines in the School Handbook should be followed.
Children are made aware of their class timetable. They are often given tasks to be completed within a certain time. The classroom assistant may be used to help those children who find management of their learning difficult.
The quality learning environment
We recognise the importance of providing an attractive and stimulating learning environment. We feel that the school and the classroom should reflect the learning that takes place within it. Every class also has a prayer table and RE board which reflect the changing RE focus during the year.
The display boards are primarily used to aid the children's learning. Working walls demonstrate the current learning of the class. Key curriculum words are regularly updated.
Display –
* display boards should be backed and displays labelled
* some display should reflect core curriculum areas including numberlines, one hundred squares, alphabets, wordbanks etc
* the current Topic should be obvious
* some displays should have neatly backed and labelled examples of the children's work
* most displays should be interactive
* they should be of a high standard and act as a model for the children's own work
* they may be 3D
* a class board should contain the class rules, calendar, timetable etc
Resources –
* should be clearly labelled
* in good condition
* treated with respect
* easily accessible
* kept tidy by the children
They should include:
* computers and software
* textbooks
* fiction and nonfiction books
* books to support the Topic
* rulers and other mathematical equipment
* artefacts
* plants
* sufficient pencils, colouring pencils, crayons, paints etc
* activities for 'wet play' days
Extra science, technology and maths equipment is kept in the KS2 corridor.
There are FS and KS1 and KS2 Libraries which are used to support the children's learning. Some children in Year 6 act as Librarians.
Homework
Some form of home learning is set by all teachers (see Home Learning Policy). It is set on Thursday and collected on Tuesday.
Values
The mission statement is displayed in all classrooms and the children should be familiar with and understand its contents.
Each member of the school is judged to be of equal importance. All children, whatever their learning needs, are an integral and valued member of a class.
Children are at all times to be taught to value themselves and others regardless of race, colour, gender or ability.
All pupils should experience success in their learning in the midst of a loving and supportive community. Teachers should set a clear and positive example through their professionalism and commitment to the highest standards.
The objectives of 'Every Child matters' be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well being underpin all that we do
Monitoring and review
The Framework for Monitoring ensures that all aspects of teaching and learning will be carefully monitored so that the school's aims for quality teaching and learning will be realised.
Policy originally approved by the Governing Body 19 October 1999.
The policy will be reviewed annually by the staff and governors. | <urn:uuid:37ad9d2a-ce40-4f6e-87fe-6a7d1b903406> | CC-MAIN-2017-39 | http://stpauls373.herts.sch.uk/pdfs/policies/learning_teaching_2011.pdf | 2017-09-24T06:55:03Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00517.warc.gz | 322,082,147 | 4,138 | eng_Latn | eng_Latn | 0.998379 | eng_Latn | 0.998857 | [
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Working Together for School Success
February 2016
Groundhog Day
When was the first Groundhog Day? How often is the groundhog right about the weather? Encourage your child to find the answers to these questions and more by researching Groundhog Day in library books or online. Then, she can make her own predictions about when spring weather will arrive—and see if she and the groundhog agree!
Illustrate a feeling
Drawing or painting a picture is often an easier way for youngsters to express difficult feelings. If you sense that your child feels nervous, sad, or afraid, try getting out art supplies. He might sketch a portrait of himself with butterflies across his stomach if he's nervous or a scary monster if he's afraid.
Family workouts
On cold winter days, your youngster can still get the 60 minutes of recommended daily physical activity— while enjoying family time. Play "baseball" with snowballs, scoring one run for each ball you hit. Build an indoor or outdoor obstacle course. Or hold "yoga class" by following a video.
Worth quoting
"You can't stay in your corner of the forest waiting for others to come to you. You have to go to them sometimes." A. A. Milne
Q: What musical instrument can you hear but not see or touch?
A: Your voice!
© 2015 Resources for Educators, a division of CCH Incorporated
CONNECTION
Grenada School District Carla Rogers, Parent Coordinator
Read, create, and retell
In school, your child will be asked to think deeply about books and to pay close attention to details as he reads. That means doing activities like analyzing characters, visualizing book settings, and retelling stories. Let him practice at home with these fun projects.
Character cereal
Have your youngster cover an empty cereal box with paper and decorate it based on his favorite storybook character. For example, The Rainbow Fish (Marcus Pfister) learns to be a good friend, so your youngster could name his cereal "Friendly Flakes." Encourage him to draw the character on his box and describe the cereal ("Sparkly and colorful"). He could add an activity on the back, such as a quiz. ("Why did the other fish ignore him at first?")
Setting map
Suggest that your child draw a map of a book's setting. He'll imagine what the setting might look like and think about how each part is important to the story. If he's mapping Holes (Louis Sachar), he could
use a circle to represent Camp Green Lake, where the prisoners dig holes. He can add an onion for the field where onions grow and are used as medicine.
Plot bag
Let your youngster fill a paper bag with items related to a story and use them to retell the tale aloud. After he reads A Chair for My Mother (Vera B. Williams), he might put a fabric swatch and coins in a bag. He can pull out each piece and explain its significance as he retells. ("I added coins because the kids saved money to buy their mom a chair. She worked hard and needed a place to relax.")♥
School pride
If your youngster takes pride in her school, she's likely to feel more connected to it— and more motivated to learn. Help her develop strong school ties with these tips:
* Make school events into family events by attending as many as you can. Your child will feel proud to show off her school to you.
* Post school news and announcements on the refrigerator. Providing a place of honor for these items reminds her that school is an important part of your family's life.
* Encourage your youngster to get involved in a school activity. Being a member of the chess club or safety patrol squad will give her a sense of pride—and of belonging.♥
A respectful student
School is more pleasant for both students and teachers when children behave respectfully. Share this advice with your youngster so she can do her part in creating a respectful place to learn.
Respect for all. Point out that everyone— from the principal to the custodian, and from the popular kid to the unpopular one—deserves to be treated with respect. Encourage your child to smile or wave at school staff members and fellow students. You can set an example by letting her see you give everyone (receptionists and doctors, cashiers and store managers) the same respect.
ACTIVITY
CORNER
Respect for property. In
school, students share library books, playground space, restrooms, and more. And these things will be nicer to use when youngsters take care of them. Suggest that your
Junk-drawer creativity
child do simple acts that show respect for school property. Examples: Returning library books so others can read them, putting trash in wastebaskets so the playground and restrooms look nice and stay clean.♥
Look no further than your kitchen junk drawer to give your youngster's creative thinking a boost. Try these ideas.
Reuse
Suggest that your child come up with different uses for objects in the
drawer. He could use rubber bands to make a ball or turn a cork into a pincushion, for example. Take turns thinking of ways to reuse a bottle cap, a handheld mirror, and other junk-drawer items.
Sort
Let your youngster sort items according to a secret criterion, and you try to figure out his rule. Say he puts a paper clip and a key in one group, and a coupon and a gift bag in another. You might guess that he's sorting by materials (metal, paper). Next, you sort objects into piles, and have him determine your rule.♥
Strong study habits
Q: My third grader has to spend more time studying this year. How can I make sure he studies effectively?
A: Set your son up for success by helping him find a distraction-free study spot. Also, have him come up with a study routine. For instance, he could reserve time each evening to review his textbook and notes in the days leading up to a test or quiz.
Then, many students find it helpful to jot down a purpose each time they study at home. Your child might write: "I will learn the definitions of all the boldfaced words in chapter 7, section 1."
Finally, encourage him to experiment with study strategies to find what works best for him. He could close his eyes and imagine how a word is spelled or draw a grid with 9 squares to solve 3 x 3. Or he might find it easier to spell or recite math facts aloud in rhythm or to a familiar tune.♥
OURPURPOSE
To provide busy parents with practical ideas and more effective parenting.
that promote school success, parent involvement, Resources for Educators, a division of CCH Incorporated 128 N. Royal Avenue · Front Royal, VA 22630 540-636-4280 · email@example.com www.rfeonline.com
ISSN 1540-5621
© 2015 Resources for Educators, a division of CCH Incorporated
Perfect…or close enough
My daughter Sasha gets upset if her handwriting isn't "perfect" or if her shoes aren't tied a certain way. My mother pointed out that I'm kind of a perfectionist, too. While it helped me work hard in school and now at my job, she said it often led to frustration when I was Sasha's age.
over, I asked, "What's the worst that could happen if the knot is a little offcenter?" At first she said she would trip and fall, but then she smiled and said, "I guess nothing." Another day, she wanted to rip up her homework because every
She suggested that I try what worked with me: Have Sasha think about what might happen if something isn't perfect. So the next time I found my daughter retying her laces over and letter wasn't perfect. I encouraged her to do a different assignment and look at the first one again later— she did, and she decided she could live with it after all.
Sasha may always be a perfectionist, but I hope she's learning to tell the difference between what really matters and what she can let go.♥ | <urn:uuid:27e37398-b704-4eec-8952-b33b0ae20a92> | CC-MAIN-2017-39 | http://www.gsd.k12.ms.us/parentnewspg/de15-may16/feb16.pdf | 2017-09-24T06:44:19Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00513.warc.gz | 468,468,370 | 1,695 | eng_Latn | eng_Latn | 0.998602 | eng_Latn | 0.998602 | [
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The Celebrations and Festivals of Israel and the Church
(Biblical Studies)
Rev. G. Michael Saunders, Sr.
Preface
Introduction
I. Lesson 1. Sabbath and Sunday
- Weekly
II. Lesson 2. Purim
- February/March (Adar)
III. Lesson 3. Tisha B'Av
- July (Av 9)
IV. Lesson 4. The Sabbatical Year
- September/October (Tishri)
V. Lesson 5. Chanukah
- December (Kislev 25)
VI. Lesson 6. Advent
- December (Four Sundays before Christmas Day)
VII. Lesson 7. Christmas
- December 25
VIII. Lesson 8. Easter
- March/April
IX. Prologue Biblical Principles of Celebrating Religious Feasts
and Holidays
X. Appendices
XI. Bibliography
Table of Contents
Introduction
Course Description
This course is part of the Biblical Studies course and provides the fundamentals in understanding how Jesus is seen and celebrated in the Holidays of Israel and the Church. This course will also demonstrate how Christ fulfilled the Festivals of Israel, how the Church can celebrate this fulfillment, and what they mean to Christ's people today. This course will focus on the Sabbath, the Sabbath Year and the celebrations and festivals that are in addition to those listed in Leviticus 23.
The course is not auto-didactic. Nor is it principally academic in nature. A mature teacher must be prepared to play the role of mentor to his students, rather than a mere instructor.
The number of students in the class should be small, to allow for the interchange necessary in the mentoring process. Eight to twelve students are the ideal number. The course should be as practical as possible, dealing with real life situations and problems that the leader will encounter personally and in the context of his ministry.
Finally, the teacher must keep in mind at all times, the goal for this class is for the student to learn how to enjoy the Celebrations and Festivals of Israel and the Church. The goal is to teach the students how to use these celebrations and festivals in the life and ministry of the local church including how to use them for the spread of the Gospel.
Purpose of the Course
To establish in the mind of the student the Biblical meaning and significance of the Celebrations and Festivals of Israel and the Church of God on five levels:
a. What the Celebrations and Festivals meant to the people of God in history
b. What the Celebrations and Festivals meant to the people of God spiritually
c. How the Celebrations and Festivals pointed to the Messiah
d. How the Celebrations and Festivals were fulfilled in Jesus
e. How we can use the Celebrations and Festivals to teach and spread the Gospel today
Summary of course content.
This course will give the student the information needed for a series of teaching on the Celebrations and Festivals concerning the life and teaching of the Lord Jesus Christ and our worship of Him. It will also aid the student in finding Biblical and creative ways of experiencing and sharing the Gospel through these Celebrations and Festivals in the context of the local church.
Course materials.
Michael Saunders. The Celebrations and Festivals of Israel and the Church. Miami, Florida; M.I.N.T.S., 2007.
Kevin Howard and Marvin Rosenthal. The Feasts of the Lord. Nashville, TN.; Thomas Nelson Inc., 1997 – 224 pages.
Thomas Lawler. St Augustine: Sermons for Christmas and Epiphany. New York, NY.; Newman Press, 1952 – 231 pages.
Granada Presbyterian Church. 2005 Advent Devotional. Miami, Florida; Granada Presbyterian Church, 2005.
Objectives of the course.
1- Student participation in classroom discussion
2- Student comprehension of course materials
3- Student familiarization with course bibliography
4- Student completion of papers and assignments that can be used in the church and/or ministry settings
5- Student's retention of course materials and application to real ministry
6- Student's application of course materials to their own ministry These objectives will be evaluated in four ways (See evaluation of the course).
Structure of the course.
How the course will be conducted.
1. For students studying at a distance and not attending course lectures:
a. The student will contact the MINTS Academic Dean in order to enroll in the course and be designated a supervising professor.
b. The student will identify his or her mentor, who will locally oversee the course. The mentor will verify that all of the lessons have been read and the homework completed. Note: The supervising professor of MINTS must approve the mentor.
c. The student will download the course syllabus and begin studies.
d. The mentor will send the lesson completion chart, the exam completion chart and the case study to the supervising professor.
e. The supervising professor will review and record the grades, ensure that they are registered with the MINTS Registrar and that the final grade is sent to the student and mentor.
2. For students studying at a distance who attend course lectures:
a. MINTS provides an orientation to the course (by invitation by a professor).
b. The student will attend 15 hours of lectures.
c. The student will complete the lesson assignments and give them to the professor, who also serves as the mentor.
d. The supervising MINTS professor will review the student's work (attendance, lesson completion and case study grade) and have the final grade registered with the MINTS Registrar. The Registrar will send the group leader the student's final grade.
Lesson 1 - Sabbath and Sunday
Homework:
1. Read Chapter one and two of Michael Saunders The Celebrations and Festivals of Israel and the Church.
2. Write a one page paper showing how the Sabbath was changed from Saturday to Sunday in the New Testament.
Lesson 2 - Purim
Assignment Due This Week:
1. Sabbath to Sunday paper.
Homework:
1. Read Chapter three of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) on how Esther and Mordecai are pictures of the Messiah and how the story of Esther shows the redemption we have through Jesus.
Lesson 3 – Easter
Assignment Due This Week:
1. Bible Study on Esther and Mordecai Homework:
1. Read Chapter four of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Outline a program to be used in the local church for worship observances for Holy Week and a worship service of celebration for the Resurrection.
3. Prepare a one page paper on how the date of Easter was established in the church.
Lesson 4 – Tisha B'Av
Assignment Due This Week:
1. Out line of Holy Week and Easter Sunday Worship services.
2. Paper on the date of Easter.
Homework:
1. Read Chapter five of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) on how the sufferings of this life are signs pointing to the second coming of Jesus and eternal life with Him.
Lesson 5 - The Sabbatical Year
Assignment Due This Week:
1. Bible Study on suffering as a sign pointing to the Second Coming of Jesus. Homework:
Lesson Development.
1. Read Chapter six of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) teaching how the Sabbath year is useful in the life of God's people, His pastors and His church.
Lesson 6 – Advent
Assignment Due This Week:
1. Sabbath Year Bible Study.
Homework:
1. Read Chapter seven of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Develop a program to be used in the local church to prepare and use an Advent Devotional.
Lesson 7 – Chanukah
Assignment Due This Week:
1. Advent Devotional program.
Homework:
1. Read Chapter eight of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) showing how Jesus used this holiday to reveal His Messiahship.
3. Prepare a one page paper on how the date of Christmas was established in the church.
Lesson 8- Christmas
Assignment Due This Week:
1. Bible Study on Jesus and Chanukah
2. Paper on the date of Christmas
Requirements of the course
1. The student will attend 15 hours of class and participate in the discussion time.
2. Pass a short quiz at the end of each class (for credit students only).
3. The student will complete reading and writing assignments required between classes.
4. The students will become familiar with readings related to the course theme(s).
5. The student must pass the final comprehensive exam (for credit students only).
Evaluation of the course
1. Student participation: One point may be given (15%) for each class hour attended.
2. Quizzes: One point (8%) for each class quiz passed.
3. Student homework: Two points may be given (15%) for each homework assignment for the 8 lessons.
4. Student readings: Bachelor level students will read 300 extra pages and write a 3page book report. Master level students will read 500 pages and write a 5-page book report. Doctoral level students will read 5000 pages and present an annotated bibliography (20%).
5. Student ministry papers and assignments (17%).
6. Student exam: The student will demonstrate his/her understanding of the main concepts and content of the course materials (25%).
Benefits of the course
This course will give the student the knowledge of the celebrations of Israel and the church, which reveal the Messiah. The students will also learn practical ways to teach and practice these celebrations in the church today to minister to their people and for evangelistic endeavors.
Closing Remarks
The student will be able to conclude this course with several very useful plans and tools for ministry in Biblical Studies and Evangelistic outreach.
Preface
The Holidays of God that were given to the people at Mt. Sinai and recorded for us in Leviticus 23 are Biblical Holidays. God commands these and the people of Israel celebrate them or remember them even to this day. However there are also national holidays that the Jews celebrate that not commanded by God. Some of them are in the Bible and some are not. But these are still considered to be very important holidays to the people. Some of them are mentioned in the New Testament in reference to Jesus and the teachings and miracles that He gave on those days.
Far from forbidding these, God does allow His people to celebrate and enjoy these holidays. And though not commanded by God these holidays do focus on God and center around the worship of God. These are not secular holidays because they are all about our love for God and His love for us.
This is also true in the church. The Christian Church has two holidays that span the entire Christian world – Christmas and Easter. Advent is a season of the year that leads into Christmas and is often consider part of the Christmas holidays instead of a separate holiday. God does not command these holidays nor are they found in the Scriptures as holidays. However, they are centered on the life of Jesus Christ and what He did to give us salvation and they focus on His worship. They are also designed to cause us to look to the future toward His second coming and our eternal life with Him. Though these two holidays have been horribly commercialized and abused, for the Christian Church and for Christian families and individuals they are still always and only about the Lord Jesus Christ. So we delight in celebrating them.
This book covers all three of these kinds of holidays. Some are commanded by God, some are national holidays for the Jews and some are the holidays of the church. The previous book on this subject covered the Holidays of God found in Leviticus 23. This book covers all the rest of the holidays of God's people. The key truth in all of these holidays is that they point to and demonstrate the redemption that God has given to us through the Messiah, His Son and our Savoir Jesus Christ.
It is important to remember that these holidays find their joyous fulfillment in proclaiming the presence of God in our lives. So we must keep them Christ-centered in all their parts and experience them in such a way that we draw closer to God Himself. Then these Holidays of God will have been well and truly celebrated! I will write more on Biblical principles of celebrating religious feasts in the last chapter.
Chapter One – Shabbat and Sunday The Sabbath and the Lord's Day
Weekly
"Remember the Sabbath day, to keep it holy. Six days you shall labor and do all your work, but the seventh day is a Sabbath of the LORD your God; in it you shall not do any work, you or your son or your daughter, your male or your female servant or your cattle or your sojourner who stays with you. For in six days the LORD made the heavens and the earth, the sea and all that is in them, and rested on the seventh day; therefore the LORD blessed the Sabbath day and made it holy." (Exodus 20:8-10)
After the Sabbath, at dawn on the first day of the week, Mary Magdalene and the other Mary went to look at the tomb. There was a violent earthquake, for an angel of the Lord came down from heaven and, going to the tomb, rolled back the stone and sat on it. His appearance was like lightning, and his clothes were white as snow. (Matthew 28:1-3)
When Jesus rose early on the first day of the week, he appeared first to Mary Magdalene, out of whom he had driven seven demons. (Mark 16:9)
Mary Magdalene went to the disciples with the news: "I have seen the Lord!" And she told them that he had said these things to her. On the evening of that first day of the week, when the disciples were together, with the doors locked for fear of the Jews, Jesus came and stood among them and said, "Peace be with you!" After he said this, he showed them his hands and side. The disciples were overjoyed when they saw the Lord. (John 20:18-20)
I, John, your brother and companion in the suffering and kingdom and patient endurance that are ours in Jesus, was on the island of Patmos because of the word of God and the testimony of Jesus. On the Lord's Day I was in the Spirit, and I heard behind me a loud voice like a trumpet, which said: "Write on a scroll what you see and send it to the seven churches: to Ephesus, Smyrna, Pergamum, Thyatira, Sardis, Philadelphia and Laodicea." (Revelation 1:9-11)
"For the Son of Man is Lord of the Sabbath." Matthew 12:8
The Sabbath
For six days, work is to be done, but the seventh day is a Sabbath of rest, holy to the LORD. Whoever does any work on the Sabbath day must be put to death. The Israelites are to observe the Sabbath, celebrating it for the generations to come as a lasting covenant. It will be a sign between me and the Israelites forever, for in six days the LORD made the heavens and the earth, and on the seventh day he abstained from work and rested.' " (Exodus 3:15-17)
The Nature of the Sabbath
The Sabbath (or Shabbat, as it is called in Hebrew) is the only feast of Israel that is mentioned in the Ten Commandments (1). It is also one of the best known and least understood of all Jewish observances. People who do not observe the Sabbath think of it as a day filled with stifling restrictions, or as a day of prayer like the Christian Sabbath. But to those who observe the Sabbath, it is a precious gift from God, a day of great joy eagerly awaited throughout the week, a time to set aside all of weekday concerns and devote ourselves to higher pursuits. In Jewish literature, poetry and music, the Sabbath is described as a bride or queen, as in the popular Shabbat hymn Lecha Dodi Likrat Kallah (Come, my beloved, to meet the Sabbath bride). It is said, "more than Israel has kept Shabbat, Shabbat has kept Israel (2)."
The Sabbath is the most important ritual observance in Judaism. As mentioned already it is the only ritual observance instituted in the Ten Commandments and it is the most important special day, even more important than Yom Kippur. This is clear from the fact that more opportunities for congregants to be called up to the Torah are given on the Sabbath than on any other day. This is also clear from Isaiah 58:13,14, which teaches us the blessings of observing the Sabbath. "If you keep your feet from breaking the Sabbath and from doing as you please on my holy day, if you call the Sabbath a delight and the LORD's holy day honorable, and if you honor it by not going your own way and not doing as you please or speaking idle words, then you will find your joy in the LORD, and I will cause you to ride on the heights of the land and to feast on the inheritance of your father Jacob." The mouth of the LORD has spoken."
The Sabbath is primarily a day of rest and spiritual enrichment. The word "Sabbath" comes from the root Shin-Beit-Tav, meaning to cease, to end, or to rest. The Sabbath is not specifically a day of prayer. Although the Jews do pray on the Sabbath, and spend a substantial amount of time in synagogue praying, prayer is not what distinguishes the Sabbath from the rest of the week. Observant Jews pray every day, three times a day. To say that the Sabbath is a day of prayer is no more accurate than to say that the Sabbath is a day of feasting: the Jews eat every day, but on the Sabbath, they eat more elaborately and in a more leisurely fashion. The same can be said of prayer on the Sabbath (3).
Working on the Sabbath
In modern America, we take the five-day workweek so much for granted that we forget what a radical concept a day of rest was in ancient times. The weekly day of rest has no parallel in any other ancient civilization. In ancient times, leisure was for the wealthy and the ruling classes only, never for the serving or laboring classes. In addition, the very idea of rest each week was unimaginable (4). The Greeks thought Jews were lazy because they insisted on having a "holiday" every seventh day.
The Sabbath involves two interrelated commandments: to remember the Sabbath, and to observe the Sabbath. First to remember, "Remember the Sabbath day to sanctify it (Exodus 20:8). We are commanded to remember the Sabbath, but remembering means much more than merely not forgetting to observe Shabbat. It also means to remember the significance of the Sabbath, both as a commemoration of creation and as a commemoration of the Hebrews freedom from slavery in Egypt.
In Exodus 20:11, after the Fourth Commandment is first instituted, God explains, "because for six days, the Lord made the heavens and the earth, the sea and all that is in them, and on the seventh day, he rested; therefore, the Lord blessed the Sabbath day and sanctified it." By resting on the seventh day and sanctifying it, we remember and acknowledge that God is the creator of heaven and earth and all living things. We also emulate the divine example, by refraining from work on the seventh day, as God did. If God's work can be set-aside for a day of rest, how can we believe that our own work is too important to set aside temporarily?
In Deuteronomy 5:15, while Moses reiterates the Ten Commandments, he notes the second point that we must remember on the Sabbath: "remember that you were a slave in the land of Egypt, and the Lord, your God brought you forth from there with a mighty hand and with an outstretched arm; therefore the Lord your God commanded you to observe the Sabbath day." What does the Exodus have to do with resting on the seventh day? It's all about freedom. As I said before, in ancient times, leisure was confined to certain classes; slaves did not get days off. Thus, by resting on the Sabbath, we are reminded that we are free. But in a more general sense, the Sabbath frees us from our weekday concerns, from our deadlines and schedules and commitments. During the week, we are slaves to our jobs, to our creditors, to our need to provide for ourselves; on the Sabbath, we are freed from these concerns, much as our spiritual ancestors were freed from slavery in Egypt.
These two meanings of "remembering" the Sabbath are recognized among the Jews when they recite Kiddush (the prayer over wine sanctifying the Sabbath or a holiday). The Friday night Kiddush refers to the Sabbath as both a memorial of the work of God in the beginning and a remembrance of the Exodus from Egypt.
The second theme is to Observe. Observe the Sabbath day to sanctify it (Deuteronomy 5:12). Of course, no discussion of the Sabbath would be complete without a discussion of the work that is forbidden on the Sabbath. This is another aspect of the Sabbath that is grossly misunderstood by people who do not observe it. Observing means to actively do something to remember the Sabbath. Observing the Sabbath means to rest on the Sabbath. To observe the Sabbath means to do no work on the Sabbath. We remember and observe by taking certain actions.
Most Americans see the word "work" and think of it in the English sense of the word: physical labor and effort, or employment. Under this definition, turning on a light would be permitted, because it does not require effort, but a Rabbi would not be permitted to lead Sabbath services, because leading services is his employment. Jewish law prohibits the former and permits the latter. Many Americans therefore conclude that Jewish law doesn't make any sense.
The problem lies not in Jewish law, but in the definition that Americans are using. The Torah does not prohibit "work" in the 20th century English sense of the word. The Torah prohibits "melachah" (Mem-Lamed-Alef-Kaf-Hei), which is usually translated as "work," but does not mean precisely the same thing as the English word. Before you can begin to understand the Sabbath restrictions, you must understand the word "melachah." the kind of work that is creative, or that exercises control or dominion over your environment. The word may be related to "melekh" (king; Mem-Lamed-Kaf). The quintessential example of melachah is the work of creating the universe, which God ceased from on the seventh day. Note that God's work did not require a great physical effort: he spoke, and it was done.
The word "melachah" is rarely used in scripture outside of the context of the Sabbath and holiday restrictions. The only other repeated use of the word is in the discussion of the building of the sanctuary and its vessels in the wilderness (Exodus 31: 35-38). Notably, the Sabbath restrictions are reiterated during this discussion (Ex. 31:13), and thus we can infer that the work of creating the sanctuary had to be stopped for the Sabbath. From this, the Rabbis concluded that the work prohibited on the Sabbath is the same as the work of creating the sanctuary. They found 39 categories of forbidden acts, all of which are types of work that were needed to build the sanctuary (Append. One) (5).
Worship on the Sabbath
More than just not working however, observing the Sabbath also means to do something. It means to have a day of rest and personal worship. Generally speaking having everyone gather together for worship does not seem to be a major command of God in Scripture. All the people of Israel would never have fit into the courtyard of the Wilderness Tabernacle or in any of the Temples in Jerusalem. So it is not likely that all of Israel gathered together once a week for a worship service.
In fact it would not be until the synagogue system was instituted after the Babylonian captivity, when the Temple was still in ruins, before Zerubbabel rebuilt it, that we see the people gathering in smaller groups to worship together. "There is an emphasis here that the Israelite rested at home. There were special offerings given in the tabernacle (e.g., a double burnt offering), but the ordinary Israelite and his whole family rested. Presumably here was an opportunity for family worship and instruction in the law of God, but this is not specifically enjoined. What a boon a weekly rest must have been to the ancient laborer and farmer in his weary round of toil (6)!"
Essentially, there is no mention in Old Testament passages that attending a worship service on the Sabbath is a way of keeping this day holy. The way the Sabbath was sanctified, made holy or set apart as sacred was through physical rest from labor. Leviticus 23:3 says "There are six days when you may work, but the seventh day is a Sabbath of rest, a day of sacred assembly. You are not to do any work; wherever you live, it is a Sabbath to the Lord."
Now, this verse does contain the phrase "a day of sacred assembly" and sounds like a gathering for worship every week by the people. However, all the Old Testament references to Sabbath observance in Israel speak to this point. There is no Old Testament theology of weekly Sabbath holiness that centers on attendance at "holy convocations." It would be strange, then, to have one phrase in Leviticus 23:3 refer to a worship service, and then claim that this was just as important as resting as a way to keep the Sabbath. It would be a mistake to assume such a teaching from a single and somewhat vague phrase in one verse when the entire witness of the Old Testament does not mention worship service attendance in conjunction with the Sabbath. There is no indication in Scripture of Israelites going to worship services of one kind or another in their local towns and villages. They would travel to worship services at the Tabernacle and later the Temple only for the annual festivals (7).
The fact is, so far as we know from Scripture or Jewish history, there was no national system of Sabbath-day worship sites or places of communal instruction throughout Israel's history in the Promised Land up to the captivity of Judah in the 530s B.C. and the return of a remnant to Judea 70 years later. There were no synagogues before the exile; there were no local meeting places in Israel before the exile, because there was no command for weekly meetings.
So when the Jews added the synagogue worship system, it was not based on biblical command, but on a need due to the loss of the Temple and the scattering of the people far away from the Promised Land. And there was certainly nothing wrong with this desire for worship locally. Because there was no command to go to the Temple for weekly worship as a nation the people were free to worship where they lived. There wasn't anything wrong with setting up synagogues. In fact they became an important center both of fellowship for Jews and instruction in their faith. The New Testament does not condemn the practice; it is taken for granted. In fact Jesus, Paul and many of the disciples are described as attending the synagogue on the Sabbath. But it is nowhere commanded.
Now this does not mean they did not worship of course. God did command the people to come to the Tabernacle and Temples for the national sacrifice days, for three of the appointed Feasts of Israel, and to fulfill their own personal obligations such as giving of the tithes and offerings, paying the redemption price of the first born children, etc. People were expected to use the Sabbath for worship but they worshipped in their own homes with their families except for the few occasions during the year when they went to worship at the Tabernacle or Temple.
It is in Hebrews 10:25 that Christians see the blessing of worshipping together weekly. The writer of Hebrews says "Let us not give up meeting together, as some are in the habit of doing, but let us encourage one another—and all the more as you see the Day approaching." The writer tells in the preceding verses of how Christ has fulfilled all worship, all sacrifices and all the Temple rituals and how all the old is done away with as unnecessary because of Jesus saving work in His death and resurrection. So we are told in verse 23 to "hold unswervingly to the hope we profess for He who promised is faithful." And we are told in verse 24 to "spur each other on toward love and good deeds."
How will we do these things? The writer says by "not giving up meeting together." We do not meet together because of a command to worship in a group on a particular day. No rather we meet together because it is a glorious and wonderful opportunity to give our awesome God worship by encouraging each other to hold unswervingly to the hope we profess and by spurring each other on toward love and good deeds. We meet together to humble ourselves before almighty God, to rejoice in praise and thanksgiving for all He has done for us and to encourage each other to be strong in the faith and active in Christ-centered living. Our weekly meeting together is a grand opportunity to grow in grace, to bless others and to be blessed and to become more like our Savior Christ (see Appendix Three.) (8).
Other Prohibitions
The Rabbis have also prohibited travel, buying and selling, and other weekday tasks that would interfere with the spirit of the Sabbath. The use of electricity is prohibited because it serves the same function as fire or some of the other prohibitions, or because it is technically considered to be "fire."
The issue of the use of an automobile on the Sabbath, so often argued by nonobservant Jews, is not really an issue at all for observant Jews. The automobile is powered by an internal combustion engine, which operates by burning gasoline and oil, a clear violation of the Torah prohibition against kindling a fire. In addition, the movement of the car would constitute transporting an object in the public domain, another violation of a Torah prohibition, and in all likelihood the car would be used to travel a distance greater than that permitted by Rabbinical Prohibitions. For all these reasons, and many more, the use of an automobile on the Sabbath is clearly not permitted. As with almost all of the commandments, all of these Sabbath restrictions can be violated if necessary to save a life.
A Sabbath Celebration – Luke 4:16-21
He went to Nazareth, where he had been brought up, and on the Sabbath day he went into the synagogue, as was his custom. And he stood up to read. The scroll of the prophet Isaiah was handed to him. Unrolling it, he found the place where it is written: "The Spirit of the Lord is on me, because he has anointed me to preach good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind, to release the oppressed, to proclaim the year of the Lord's favor." Then he rolled up the scroll, gave it back to the attendant and sat down. The eyes of everyone in the synagogue were fastened on him, and he began by saying to them, "Today this scripture is fulfilled in your hearing." (See Appendix #2 for a typical Sabbath day today.)
The Lord's Day
In him you were also circumcised, in the putting off of the sinful nature, not with a circumcision done by the hands of men but with the circumcision done by Christ… Therefore do not let anyone judge you by what you eat or drink, or with regard to a religious festival, a New Moon celebration or a Sabbath day. These are a shadow of the things that were to come; the reality, however, is found in Christ. Colossians 2:11,16-17
The Nature of the Lord's Day – "the Fundamental Feast Day"
The Lord's Day, as Sunday was called from Apostolic times (Rom. 1:10), has always been accorded special attention in the history of the Church because of its close connection with the very core of the Christian mystery (9). In fact, in the weekly reckoning of time Sunday recalls the day of Christ's Resurrection. It is Easter that returns week-by-week, celebrating Christ's victory over sin and death, the fulfillment in Him of the first creation and the dawn of "the new creation" (2 Cor 5:17). It is the day which recalls in grateful adoration the world's first day at creation and looks forward in active hope to "the last day", when Christ will come in glory (Acts 1:11; 1 Thess. 4:13-17) and all things will be made new (Rev. 21:5).
The Resurrection of Jesus is the fundamental event upon which Christian faith rests (1 Cor 15:14). It is an astonishing reality, fully grasped in the light of faith, yet historically attested to by those who were privileged to see the Risen Lord. It is a wondrous event which is not only absolutely unique in human history, but which lies at the very heart of the mystery of time. In fact, all time belongs to Christ and all the ages. Therefore, in commemorating the day of Christ's Resurrection not just once a year but every Sunday, the Church seeks to indicate to every generation the true fulcrum of history, to which the mystery of the world's origin and its final destiny leads. For Christians, Sunday is "the fundamental feast day", established not only to mark the succession of time but also to reveal time's deeper meaning.
The fundamental importance of Sunday has been recognized through two thousand years of history. Every seven days, the Church celebrates the Resurrection. This is a tradition going back to the Apostles, taking its origin from the actual day of Christ's Resurrection — a day thus appropriately designated "the Lord's Day".
From the Sabbath to Sunday
Because the Third Commandment depends upon the remembrance of God's saving works and because Christians saw the definitive time inaugurated by Christ as a new beginning, they made the first day after the Sabbath a festive day, for that was the day on which the Lord rose from the dead.
The mystery of Christ is the full revelation of the mystery of the world's origin, the climax of the history of salvation and the anticipation of the eschatological fulfillment of the world. What God accomplished in Creation and wrought for His People in the Exodus has found its fullest expression in Christ's Death and Resurrection, though its definitive fulfillment will not come until Christ returns in glory. In Him, the spiritual meaning of the Sabbath is fully realized, as Saint Gregory the Great declares: "For us, the true Sabbath is the person of our Redeemer, our Lord Jesus Christ"(10).
This is why the joy with which God, on humanity's first Sabbath, contemplates all that was created from nothing, is now expressed in the joy with which Christ, on Easter Sunday, appeared to His disciples, bringing the gift of peace and the gift of the Spirit (John 20:19-23). It was in the mystery of Christ that humanity, and with it the whole creation, "groaning in birth-pangs until now" (Romans 8:22), came to know its new exodus into the freedom of God's children who can cry out with Christ, "Abba, Father!" (Romans 8:15; Galatians 4:6). In the light of this mystery, the meaning of the Old Testament precept concerning the Lord's Day is recovered, perfected and fully revealed in the glory that shines on the face of the Risen Christ (2 Cor 4:6). We move from the "Sabbath" to the "first day after the Sabbath", from the seventh day to the first day: the day of Dominion becomes the day of Christ!
The Weekly Easter
It is clear that, although the Lord's Day is rooted in the very work of creation and even more in the mystery of the biblical rest of God, it is nonetheless to the Resurrection of Christ that we must look to in order to understand fully the Lord's Day. This is what the Christian Sunday does, leading the faithful each week to ponder and live the event of the Resurrection, the true source of salvation.
To "Keep Holy" by "Remembering"
The commandment by which God decrees the Sabbath observance is formulated in the Book of Exodus in a distinctive way: "Remember the Sabbath day in order to keep it holy" (20:8). And the inspired text goes on to give the reason for this, recalling as it does the work of God: "For in six days the Lord made heaven and earth, the sea, and all that is in them, and rested on the seventh day; therefore the Lord blessed the Sabbath day and made it holy" (v. 11). Before decreeing that something be done, the commandment urges that something be remembered. It is a call to awaken remembrance of the grand and fundamental work of God that is creation, a remembrance that must inspire the entire religious life of man and then fill the day on which man is called to rest.
The theme of remembering God's wonders is found also in the Book of Deuteronomy (5:12-15), where the precept is grounded less in the work of creation than in the work of liberation accomplished by God in the Exodus: "You shall remember that you were a slave in the land of Egypt, and the Lord your God brought you out from there with mighty hand and outstretched arm; therefore the Lord your God commanded you to keep the Sabbath day" (Deut. 5:15).
Therefore, the main point of the command is not just any kind of interruption of work, but the celebration of the marvels that God has wrought. Insofar as this remembrance is alive, full of thanksgiving and of the praise of God, human rest on the Lord's Day takes on its full meaning. It is then that man enters the depths of God's "rest" and can experience a tremor of the Creator's joy when, after the creation, He saw that all He had made "was very good" (Gen. 1:31).
The First Day of the Week
According to the common witness of the Gospels, the Resurrection of Jesus Christ from the dead took place on "the first day after the Sabbath" (Mk 16:2,9; Lk 24:1; Jn
20:1). On the same day, the Risen Lord appeared to the two disciples of Emmaus (Lk 24:13-35) and to the eleven Apostles gathered together (Lk 24:36; Jn 20:19). A week later — as the Gospel of John recounts (20:26) — the disciples were gathered together once again, when Jesus appeared to them and made himself known to Thomas by showing him the signs of his Passion. The day of Pentecost — the first day of the eighth week after the Jewish Passover (Acts 2:1), when the promise made by Jesus to the Apostles after the Resurrection was fulfilled by the outpouring of the Holy Spirit (Lk 24:49; Acts 1:4-5) — also fell on a Sunday. This was the day of the first proclamation and the first baptisms: Peter announced to the assembled crowd that Christ was risen and "those who received his word were baptized" (Acts 2:41). This was the epiphany of the Church, revealed as the people into which are gathered in unity, beyond all their differences, the scattered children of God.
It was for this reason that, from Apostolic times, "the first day after the Sabbath", the first day of the week, began to shape the rhythm of life for Christ's disciples (1 Cor 16:2). The first day after the Sabbath was also the day upon which the faithful of Troas were gathered for the breaking of bread, when Paul bade them farewell and miraculously restored the young Eutychus to life (Acts 20:7-12). The Book of Revelation gives evidence of the practice of calling the first day of the week "the Lord's Day" (1:10). This would now be a characteristic distinguishing Christians from the world around them. As early as the beginning of the second century, it was noted by Pliny the Younger, governor of Bithynia, in his report on the Christian practice "of gathering together on a set day before sunrise and singing among themselves a hymn to Christ as to a god"(11). And when Christians spoke of the "Lord's Day", they did so giving to this term the full sense of the Easter proclamation: "Jesus Christ is Lord" (Phil 2:11; Acts 2:36; 1 Cor 12:3). Thus Christ was given the same title which the Septuagint used to translate what in the revelation of the Old Testament was the unutterable name of God: YHWH.
Growing Distinction from the Sabbath
It was this newness which the catechesis of the first centuries stressed as it sought to show the prominence of Sunday relative to the Jewish Sabbath. It was on the Sabbath that the Jewish people had to gather in the synagogue and to rest in the way prescribed by the Law. The Apostles, and in particular Paul, continued initially to attend the synagogue so that there they might proclaim Jesus Christ, commenting upon "the words of the prophets which are read every Sabbath" (Acts 13:27). Some communities observed the Sabbath while also celebrating Sunday. Soon, however, the two days began to be distinguished ever more clearly, in reaction chiefly to the insistence of those Christians whose origins in Judaism made them inclined to maintain the obligation of the old Law (12). Saint Augustine notes: "Therefore the Lord too has placed his seal on his day, which is the third after the Passion. In the weekly cycle, however, it is the eighth day after the seventh, that is after the Sabbath, and the first day of the week"(13).
Paul, in Romans 14, gives a wonderful statement of grace and conviction, specifically mentioning the celebration of days. He says on verse 5 "One man considers one day more sacred than another; another man considers every day alike. Each one should be fully convinced in his own mind. He who regards one day as special, does so to the Lord." Paul is saying here that the Holy Spirit must guide each man in his own conscience. Whichever day of worship he picks, if he does it unto the Lord with the conviction of the Holy Spirit, then it is acceptable to God and we should not judge or condemn him. The blessings of the Sabbath mentioned in Isaiah 58 are accessible to those who know Jesus, God's Son as Savior no matter which day they practice this worship. Do you as a follower of Jesus worship on Saturday as the Jews have always done? That is acceptable to God. Do you worship on Saturday and Sunday as the first Christians did? That is acceptable. Do you worship on Sunday as Christians do today? That is acceptable. As long as you know Jesus as your Savior and you are worshipping God on a set apart day, it is acceptable worship to God.
The Day of the New Creation
A comparison of the Christian Sunday with the Old Testament vision of the Sabbath prompted the unique connection between the Resurrection and Creation. Christian thought spontaneously linked the Resurrection, which took place on "the first day of the week", with the first day of that cosmic week (Gen. 1:1 - 2:4) which shapes the creation story in the Book of Genesis: the day of the creation of light (1:3-5). This link invited an understanding of the Resurrection as the beginning of a new creation, the first fruits of which is the glorious Christ, "the first born of all creation" (Col 1:15) and "the first born from the dead" (Col 1:18).
The Day of the Gift of the Spirit
Sunday, the day of light, could also be called the day of "fire", in reference to the Holy Spirit. The light of Christ is intimately linked to the "fire" of the Spirit, and the two images together reveal the meaning of the Christian Sunday (14). When he appeared to the Apostles on the evening of Easter, Jesus breathed upon them and said: Receive the Holy Spirit. If you forgive the sins of any, they are forgiven; if you retain the sins of any, they are retained (Jn 20:22-23). The outpouring of the Spirit was the great gift of the Risen Lord to his disciples on Easter Sunday. It was again Sunday when, fifty days after the Resurrection, the Spirit descended in power, as "a mighty wind" and "fire" (Acts 2:23), upon the Apostles gathered with Mary and others in the upper room. Pentecost is not only the founding event of the Church, but is also the mystery which forever gives life to the Church. The "weekly Easter" thus becomes additionally, in a sense, the "weekly Pentecost", when Christians relive the Apostles' joyful encounter with the Risen Lord and receive the life-giving breath of His Spirit.
The Day of Faith
Given these different dimensions that set it apart, Sunday appears as the supreme day of faith. It is the day when, by the power of the Holy Spirit, who is the Church's living "memory" (John. 14:26), the first appearance of the Risen Lord becomes an event renewed in the "today" of each of Christ's disciples. Gathered in His presence in the Sunday assembly, believers sense themselves called like the Apostle Thomas: "Put your finger here, and see my hands. Put out your hand, and place it in my side. Doubt no longer, but believe" (John 20:27). Yes, Sunday is the day of faith. Listening to the word and receiving the Body of the Lord, the baptized contemplate the Risen Jesus present in the "holy signs" and confess with the Apostle Thomas: "My Lord and my God!" (John 20:28).
The Fulfillment of the Sabbath
This aspect of the Christian Sunday shows in a special way how it is the fulfillment of the Old Testament Sabbath. On the Lord's Day, which — as we have already said — the Old Testament links to the work of creation (Gen. 2:1-3; Ex 20:8-11) and the Exodus (Deut. 5:12-15), the Christian is called to proclaim the new creation and the new covenant brought about in the Mystery of Christ. Far from being abolished, the celebration of creation becomes more profound within a Christocentric perspective, being seen in the light of God's plan "to unite all things in Christ, things in heaven and things on earth" (Eph 1:10). The remembrance of the liberation of the Exodus also assumes its full meaning, as it becomes a remembrance of the universal redemption accomplished by Christ in his Death and Resurrection. More than a "replacement" for the Sabbath, therefore, Sunday is its fulfillment, and in a certain sense its extension and full expression in the ordered unfolding of the history of salvation, which reaches its culmination in Christ.
In this perspective, the biblical theology of the "Sabbath" can be recovered in full, without compromising the Christian character of Sunday. It is a theology that leads us ever anew and in unfailing awe to the mystery of the beginning, when the eternal Word of God, by a free decision of love, created the world from nothing. The work of creation was sealed by the blessing and consecration of the day on which God ceased "from all the work which he had done in creation" (Gen. 2:3).
It is the duty of Christians therefore to remember that, although the practices of the Jewish Sabbath are gone, surpassed as they are by the fulfillment which Sunday brings, the underlying reasons for keeping the Lord's Day holy — inscribed solemnly in the Ten Commandments — remain valid, as do the blessings of Isaiah 58, though they need to be reinterpreted in the light of the theology and spirituality of Sunday: (Deut. 5:12-15).
Christ came to accomplish a new exodus, to restore freedom to the oppressed. He performed many healings on the Sabbath (Mt 12:9-14 and parallels), certainly not to violate the Lord's Day, but to reveal its full meaning: "The Sabbath was made for man, not man for the Sabbath" (Mk 2:27). Opposing the excessively legalistic interpretation of some of his contemporaries, and developing the true meaning of the biblical Sabbath, Jesus, as "Lord of the Sabbath" (Mk 2:28), restores to the Sabbath observance its liberating character, carefully safeguarding the rights of God and the rights of man.
The Second Coming of Christ
Since Sunday is the weekly Easter, recalling and making present the day upon which Christ rose from the dead, it is also the day that reveals the meaning of time. It has nothing in common with the cosmic cycles according to which natural religion and human culture tend to impose a structure on time, succumbing perhaps to the myth of eternal return. The Christian Sunday is wholly other! Springing from the Resurrection, it cuts through human time, the months, the years, the centuries, like a directional arrow which points them towards their target: Christ's Second Coming. Sunday foreshadows the last day, which in a way is already anticipated by Christ's glory in the event of the Resurrection.
In fact, everything that will happen until the end of the world will be no more than an extension and unfolding of what happened on the day when the battered body of the Crucified Lord was raised by the power of the Spirit and became in turn the wellspring of the Spirit for all humanity. Christians know that there is no need to wait for another time of salvation, since, however long the world may last, they are already living in the last times. Not only the Church, but the cosmos itself and history are ceaselessly ruled and governed by the glorified Christ. It is this life force which propels creation, "groaning in birth-pangs until now" (Rom 8:22), towards the goal of its full redemption. Mankind can have only a faint intuition of this process, but Christians have the key and the certainty. Keeping Sunday holy is the important witness that they are called to bear, so that every stage of human history will be upheld by hope
Questions for Chapter One
1- What are two misconceptions about the Jewish Sabbath?
2- What is the purpose of the Sabbath day?
3- What two commands does God give concerning the Sabbath and why?
4- Which festivals of Israel are greater than the Sabbath? Why?
5- Why is "rest" the central theme of the Sabbath?
6- What is the origin of the Lord's Day?
7- What is the main theme of the Lord's Day?
8- What do we focus on through the resurrection on the Lord's Day?
9- How is the Lord's Day "the fundamental feast day" of the church?
10- How does the Lord's Day fulfill the Sabbath?
Footnotes for Chapter One
1- Marguerite Ickis. The Book of Religious Holidays and Celebrations. p. 5.
2- http://www.jewfaq.org/shabbat.htm.
3- Barney Kasdan. God's Appointed Times. p. 2.
4- Samuele Bacchiocchi. From Sabbath To Sunday. p. 9.
5- Mishnah Shabbat, 7:2.
6- Expositor's Bible Commentary (volume 2, page 623)
7- Paul Kroll. Is Leviticus 23:3 A Command to Have Worship Services on the Weekly Sabbath? www.wcg.org/lit/law/sabbath/lev23.htm
8- The text says, "Now on the first day of the week, when the disciples came together to break bread, Paul, ready to depart the next day, spoke to them and continued his message until midnight." Acts 20:7,8. The New English Bible indicates a Saturday night meeting. A Saturday Sabbath meeting went into Saturday night which is the beginning of the first day of the week. The breaking of bread, or eating, could take place any day (see Acts 2:46). So this was not a church
meeting or any special day to break bread. The next morning, Sunday, Paul traveled to his next city.
"Now concerning the collection for the saints, as I have given orders to the churches of Galatia, so you must do also: On the first day of the week let each one of you lay something aside, storing up as he may prosper, that there be no collections when I come." I Cor. 16:1,2. The original Vulgate refers to a gift for the poor at one's "own house," not at a church. .Note that there is no church worship mentioned in those texts, and that no command was given to change the Law of God.
9- The Didaché 14, 1, Saint Ignatius of Antioch, To the Magnesians 9, 1-2; SC 10, 88-89.
10- St Gregory. Epistle. 13,1.
11- Pliny the Younger. Epistle. 10, 96, 7. Tertullian Apologeticum 2, 6.
12- Victor Buksbazen. The Gospel in the Feasts of Israel. p. 75.
13- Augustine. Sermon 8 in the Octave of Easter 4: PL 46, 841.
14- Clement of Alexandria, Stromata, VI, 138, 1-2: PG 9, 364.
Chapter Two – Purim February/March (Adar)
In the twelfth month, which is the month of Adar, on its thirteenth day ... on the day that the enemies of the Jews were expected to prevail over them, it was turned about: the Jews prevailed over their adversaries. - Esther 9:1
And they gained relief on the fourteenth, making it a day of feasting and gladness. - Esther 9:17
[Mordecai instructed them] to observe them as days of feasting and gladness, and sending delicacies to one another, and gifts to the poor. - Esther 9:22
What is Purim?
Purim (from Akkadian pūru) is one of the most joyous and fun holidays on the Jewish calendar. It commemorates a time when the Jewish people living in Persia (about 450 BC) were saved from extermination by Haman's plot to annihilate all the Jews of the Persian Empire, who had survived the Babylonian captivity, after Persia had conquered Babylonia who in turn had destroyed the First Temple and dispersed the Jewish people. This feast is named after the "lot" which Haman cast in order to pick the day on which to destroy the Jews. On that chosen day, however, the Jews were victoriously saved and Mordicai suggested that this be a day that Jews commemorate for all times (Esther 9:1724) (1).
The story of Purim is told in the book of Esther. The heroes of the story are Esther, a beautiful young Jewish woman living in Persia, and her cousin Mordecai, who raised her as if she were his daughter. Esther was taken to the house of Ahasuerus, King of Persia, to become part of his harem. King Ahasuerus loved Esther more than his other women and made Esther queen, but the King did not know that Esther was a Jew, because Mordecai told her not to reveal her identity.
The villain of the story is Haman, an arrogant, egotistical advisor to the King. Haman hated Mordecai because Mordecai refused to bow down to Haman, so Haman plotted to destroy the Jewish people. In a speech that is all too familiar to Jews, Haman told the king, "There is a certain people scattered abroad and dispersed among the peoples in all the provinces of your realm. Their laws are different from those of every other people's, and they do not observe the King's laws; therefore it is not befitting the King to tolerate them" (Esther 3:8). The King gave the fate of the Jewish people to Haman, to do as he pleased to them. Haman planned to exterminate all of the Jews and picked the day to destroy them by casting lots.
Mordecai persuaded Esther to speak to the King on behalf of the Jewish people. This was a dangerous thing for Esther to do, because anyone who came into the King's presence without being summoned could be put to death, and she had not been summoned. Esther fasted for three days to prepare herself, and then went into the King.
He welcomed her. Later, she told him of Haman's plot against her people. The Jewish people were saved, and Haman was hanged on the gallows that had been prepared for Mordecai.
The book of Esther is unusual in that it is the only book of the Bible that does not contain the name of God. Mordecai makes a vague reference to the fact that the Jews will be saved by someone else, if not by Esther, but that is as close as the book comes to mentioning God. The Book records a series of apparently unrelated events which took place over a nine-year period during the reign of King Ahasuerus. These events, when seen as a whole, depict the "coincidences" as evidence of Divine intervention operating behind the scenes, according to interpretations by Talmudic and other major commentaries on the Megillah (scroll of Esther). The main lesson of the book is God's faithfulness to His covenant people - "I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you." (Genesis 12:3).
When is Purim?
Purim is the last Biblical Feast of the year and is celebrated on the 14th day of Adar, which is usually in March and is exactly one month before Passover (2). The 13th of Adar is the day that Haman chose for the extermination of the Jews, and the day that the Jews battled their enemies for their lives. On the day afterwards, the 14th, they celebrated their survival. In cities that were walled in the time of Joshua, Purim is celebrated on the 15th of the month, because the book of Esther says that in Shushan (a walled city), deliverance from the massacre was not complete until the next day. The 15th is referred to as Shushan Purim (3).
In leap years, when there are two months of Adar, Purim is celebrated in the second month of Adar, so it is always one month before Passover. The 14th day of the first Adar in a leap year is celebrated as a minor holiday called Purim Katan, which means "little Purim." There are no specific observances for Purim Katan; however, a person should celebrate the holiday and should not mourn or fast. Some communities also observe a Purim Katan on the anniversary of any day when their community was saved from a catastrophe, destruction, evil or oppression.
What are the Purim Customs?
The Purim holiday is preceded by a minor fast, on the 13th of Adar called the Fast of Esther, which commemorates Esther's three days of fasting in preparation for her meeting with the King (Esther 4:16). If Purim falls on a Sunday, the fast day is observed on the preceding Thursday instead of on the preceding day which would be the Sabbath. Unlike the fast of Yom Kippur, the Day of Atonement, which is observed from sunset to sunset, the fast of Esther begins with daybreak and lasts till sunset, during which time food and drink of any kind are forbidden, but not such physical conveniences as bathing.
On Purim a special prayer ("Al ha-Nissim"—"For the Miracles") is inserted into the Shemoneh Esrei ("The Eighteen Blessings" the central prayer of the Jewish liturgy). It is also included during evening, morning and afternoon prayers, as well as is included in the grace after Meals.
Because the holiday of Purim has been held in high esteem by Judaism at all times; some have held that when all the prophetical works are forgotten, the Book of Esther will still be remembered, and, accordingly, the Feast of Purim will continue to be observed (4). Like Chanukkah, Purim's status as a holiday is on a lesser level than those days ordained holy by the Torah. Purim is not subject to the Sabbath-like restrictions on work that some other holidays have; however, some sources indicate that we should not go about our ordinary business on Purim out of respect for the holiday. Accordingly, business transactions and even manual labor are allowed on Purim.
However, the primary commandment related to Purim is to hear the reading of the book of Esther a regulation ascribed in the Talmud, to the "Sages of the Great Assembly" (an assembly of 72 Rabbis in the period after the time of the prophets up to the time of the development of Rabbinic Judaism), of which Mordechai is reported to have been a member (5). The book of Esther is commonly known as the Megillah, as mentioned earlier. Although there are five books of Jewish scripture that are properly referred to as "megillahs" (Esther, Ruth, Ecclesiastes, Song of Songs, and Lamentations), this is the one people usually mean when they speak of "The" Megillah. Originally this enactment was for the 14th of Adar only; later, however, Rabbis prescribed that the Megillah should also be read on the eve of Purim.
Rabbis also obliged women to attend the reading of the Megillah, inasmuch as it was a woman, Queen Esther, through whom the miraculous deliverance of the Jews was accomplished. Women have an obligation to hear the megilla because "they also were involved in that miracle." Most Orthodox communities, including Modern Orthodox ones, however, generally do not allow women to lead the megilla reading except in rare circumstances. Authorities who hold that women should not read the megilla for themselves, because of a question as to which blessing they should recite upon the reading, nonetheless agree that they have an obligation to hear it read. According to these authorities if women, or men for that matter, cannot attend the services in the synagogue, the megilla should be read for them in private by any male over the age of thirteen. Often in Orthodox communities there is a special public reading only for women, conducted either in a private home or in a synagogue, but the Megillah is read by a man. Some Orthodox authorities have held that women can serve as public Megillah readers. Women's megilla readings have become increasingly common in more liberal Modern Orthodox Judaism, however they may only read for other women.
According to the Mishnah, Exodus 17:8-16, the story of the attack on the Jews by Amalek, the ancestor of Haman, is also to be read. In Esther 3:1 Haman, is called the Agagite, which is interpreted as being a descendant of the Amalekite King Agag. So in Jewish tradition, the Amalekites came to represent the archetypal enemy of the Jews.
Purim is an occasion on which much joyous license is permitted within the walls of the synagogue itself. It is customary that, while The Megillah is being read, people are to boo, hiss, stamp feet and rattle gragers (noisemakers) whenever the name of Haman is mentioned. The purpose of this custom is to "blot out the name of Haman" (6). Haman is mentioned 54 times so there would be a great deal of commotion going on during this reading! This is done in accordance with a passage in the Midrash, where the verse "Thou shalt blot out the remembrance of Amalek" (Deuteronomy 25:19) is explained to mean "even from wood and stones", the rabbis introduced the custom of writing the name of Haman, the offspring of Amalek, on two smooth stones and of knocking or rubbing them constantly until the name was blotted out.
Ultimately, the stones fell into disuse, with the knocking alone remaining. Some wrote the name of Haman on the soles of their shoes, and at the mention of the name stamped with their feet as a sign of contempt. For noisemaking, others used a noisy rattle, called in Hebrew a ra'ashan ("noise") and in Yiddish a gragger/gregga. Some of the Rabbis protested against these uproarious excesses, considering them a disturbance of public worship, but the custom of using noisemakers in synagogue on Purim is now almost universal.
On this feast day we are also commanded to eat, drink and be merry during Purim. Esther and Mordecai proclaimed that Purim was to be a time of feasting and merrymaking (Esther 9:17, 22). This ordinance developed into the special Purim meal, which takes place during daylight hours on the holiday. The Jews believe that it is a most appropriate way to commemorate their success against a decree meant to physically destroy them, since it gives pleasure to the body. As a secular meal, it does not include a blessing over the wine, but nonetheless encourages partaking of plenty of wine. In fact, the most notable feature of the Purim meal is the injunction, uncharacteristic among Jews, to drink.
This is not an invitation to drink uncontrollably, but a way to recognize your limit. Once you reach the point of confusion, stop. (You are responsible for any damage caused by merrymaking and intoxication!) You are not supposed to get rip-roaring drunk on Purim, but happily tipsy. Not only does wine add to frivolity, it highlights the theme of drinking and how it helped create the miracle, throughout the Purim story. The saga opens with a series of wine-infused banquets (Esther 1:1-9), Esther's coronation is celebrated with a banquet (2:18), the Jews' fate is sealed with a banquet between Ahasuerus and Haman (3:15), Esther hosts two banquets for the King and Haman (5:6, 6:7), and the book ends with the Jews celebrating and agreeing to annually celebrate with feasts (9:17-19).
According to the Talmud, a person is required to drink until he cannot tell the difference between "cursed be Haman" and "blessed be Mordecai," though opinions differ as to exactly how drunk that is. A person certainly should not become so drunk that he might violate other commandments or get seriously ill. In addition, recovering alcoholics or others who might suffer serious harm from alcohol are exempt from this obligation.
It is also customary to hold carnival-like celebrations on Purim, to perform plays and parodies, and to hold beauty contests. Americans sometimes refer to Purim as the Jewish Mardi Gras.
Purim is a time for other unusual goings-on as well. For example, many congregations will read the prayers in ways that would be considered sacrilegious on any other occasion during the year—for example, singing some prayers to the tune of widelyknown songs, to add to the levity—or employing melodies used on other Jewish holidays. Additionally, many people dress up in costumes. There will be many Esthers, Mordechais and even a few Hamans in the synagogue on the festival (7).
Outside the synagogue, pranks have been carried even to a greater extreme. Some of them date from the Talmudic period. As early as the fifth century, and especially in the 9th and 10th centuries, it was a custom to burn Haman in effigy on Purim. However, this burning custom, which persisted into the 20th century, is no longer practiced. These customs often aroused the wrath of Christians, who interpreted them as a disguised attempt to ridicule Jesus and the Cross.
In addition, the Rabbis commanded the people to send out gifts of food or drink, and to make gifts to charity based on what Esther did. The Book of Esther prescribes "the sending of portions one man to another, and gifts to the poor" (9:22). Over time, this commandment has become one of the most prominent features of the celebration of Purim. According to Jewish Religious Law, each Jew over the age of 12 (girls) or 13 (boys) must send two different, ready made foods to one friend, and two charitable donations (either money or food) to two poor people. The gifts to friends are called the "sending of portions", and often include wine and pastries; alternately, sweets, snacks, salads or any foodstuff qualifies. Synagogues and schools often run a collective Purim Project that manages the "sending of portions" or Mishloach Manot Baskets to all members. These projects are typically one of the best annual fundraisers in many synagogues and schools.
Although the sending of mishloach manot is technically limited to two gifts for one friend, for some the custom has evolved into a major gift-giving event. Families often prepare dozens of homemade and store-bought food baskets to deliver to friends, neighbors, and relatives on Purim day.
In the synagogue, regular collections of charity are made on the festival and the money is distributed among the needy. No distinction was to be made among the poor; anyone who was willing to accept charity is allowed to participate. It is obligatory upon the poorest Jew, even one who is himself dependent on charity, to give to other poor people.
Other Purim Celebrations
In addition to the official Purim, other occasions arose to celebrate deliverance of communities or families from the threat of annihilation. These celebrations were also called Purims. Until recently, many Jewish communities around the world celebrated local "Purims" that commemorated its deliverance from a particular anti-semitic ruler or group. The best known is Purim Vintz, traditionally celebrated in Frankfurt am Main, one week after the regular Purim. This commemorates the Fettmilch uprising (1616-1620), in which one Vincenz Fettmilch attempted to exterminate the Jewish community in Frankfurt but failed.
Americans have what could be considered a national Purim in their Thanksgiving celebrations. Thanksgiving is a holiday of joy and feasting to remember the founding of our nation in the midst of hardships. The Christian Pilgrims came to the new world and many of them died the first year. At the end of that year the survivors praised God and rejoiced and worshiped and feasted in celebration.
Many Jewish families have also had "family Purims" throughout the centuries, celebrated at home, whereby they celebrate their escape from persecution, an accident, or any other type of misfortune. For example, in Krakow, Poland, Rabbi Yom Tov Lipmann Heller (1579-1654) asked that his family henceforth celebrate a private Purim, marking the end of his many troubles, including having faced trumped-up charges.
Jesus and Purim
Although the name of God does not appear anywhere in the Book of Esther, we see His sovereign presence throughout. The celebration of Purim is a joyous remembrance of God's deliverance of His people through an attempted annihilation. This fact is especially significant in light of the fact that these events took place before the incarnation of Messiah Jesus. Therefore, Purim stands as another reminder that God keeps His promises; He preserved and protected the vehicle (the Jewish people) through which Messiah would come just as He said He would and showed that attempts to eliminate His Chosen People are futile.
Purim is a scriptural holiday that the Jews were commanded to celebrate in the book of Esther, but there is no specific tie to Jesus in Purim as there are in the other holidays. It is possible that Jesus celebrated the feast of Purim in John 5. In this chapter the Lord Jesus is up in Jerusalem for an unnamed feast. Scholars have debated whether the feast was Passover, Purim, Succoth or even Pentecost. Some have objected to Purim because it is a "minor" feast and not one of the three "major" pilgrimage festivals (Deut. 16:16). That argument is irrelevant because Jesus also celebrated another "minor" holiday, Chanukah (John 10:22). Chronologically, the only feast that makes sense is Purim in AD 28. The feast of John 5 fell on a Sabbath (5:9). Scholars such as Faulstich say that the only feast day to fall on a Sabbath between AD 25 and AD 35 was Purim of AD 28 (8).
To expand on this a bit, if Jesus did celebrate Purim then He took full advantage of the Feast to teach His disciples about Himself and to fulfill the commandment to give gifts to the poor. John tells us that by the Sheep Pool is a another pool called the Pool of Bethesda. The word "Bethesda" is made up of two Hebrew words, "beit" and "hesed", meaning "house of mercy." At this pool there was a sick man who had been lying on his bed for thirty-eight years. The Lord Jesus approached him to offer him a Purim gift, i.e. good health. He said, "Do you want to be made well" (John 5:6)? The man responded in the affirmative but he added that he had nobody to place him into the pool when the water was stirred up (5:7). The Lord Jesus said to him, "Rise, take up your bed and walk" (5:8). The man accepted the gift and he was healed instantly.
This was also the first time in His public ministry that Jesus declared that "God was His Father, making Himself equal with God" (5:18). He also said that He was the "Son of God" (5:25) and the "Son of Man" (5:27).
Purim was one of many episodes in God's dealings with His people. The Jews were saved physically at this point in their history. The time of their full salvation and the complete fulfillment of God's prophecies given to Abraham were drawing nigh. It happened five hundred years later with the coming of the Lord Jesus, the Messiah. He was the greater Mordecai. Condemned to die for His people, Jesus the Messiah became the supreme sacrifice of atonement for the sins of Jew and Gentile alike. In Him were truly fulfilled the prophecies of old, "…All the nations of the earth shall be blessed in him" (Genesis 18:18).
Mordecai and Esther knew for certain that Haman's decree was not an accident of history, but a consequence of failings within the Jewish people. That is why Mordecai's response was "He clothed himself in sackcloth and ashes and went out into the midst of the City." He turned to repentance, and urged the rest of the Jews to do likewise. Only then did he send Esther "to come to the King and entreat him and plead with him for her people." Esther was also repentant. She asked Mordecai to "Go and gather all the Jews . . and they should fast for me, and neither eat nor drink for three days and nights." In addition, Esther included herself: "I also . . . will fast likewise." Just as the Jews were rescued, so our Righteous Messiah redeems us.
Though Purim is not specifically mentioned in the New Covenant, the themes involved are of considerable importance to believers in Jesus as Messiah. The providential hand of God is a major theme in Esther. Time and time again in the Scriptures that which man meant for evil God used for the salvation of His people. Psalm 22 occupies a central place in the Jewish celebration. This is, of course, the Psalm Jesus quoted from the cross. "My God, My God, Why have you forsaken me?" Haman sought the destruction of the people of God, yet the Sovereign God not only preserved His covenant people but also judged those who opposed Him. Many saw and feared and turned to the Living LORD of Israel. Ironically, if it wasn't for the impalement (a form of crucifixion) of Haman and the deliverance of the Jewish people, the Messiah couldn't have come to deliver both Jews and Gentiles by hanging on a tree himself. Wicked men, both Roman and Jewish leaders, delivered him to death but God intended it for our deliverance.
Conclusion
It is interesting that even though this holiday is one of the most fun and exciting holidays of the Jews, at the same time, most Jewish scholars today believe that the book of Esther is essentially a work of fiction and that the events in it never happened. The view is that the Jews, who were slaves, servants and a minority among the Persians, simply adopted Persian New Year traditions and customs changing them to fit the Jewish culture (9). One example of the Jewish changes is the very names of Esther and Mordecai, which, according to the scholars, were changed from Ishtar and Marduk (10).
For those of us who believe in the inerrancy and authority of Scripture we know the account of Esther to be true. We rejoice in the salvation of God's people and the prophetic backdrop it is to the saving work of Jesus Christ in our hearts and lives today. How faithful the Lord is to all of us at all times.
Some Interesting Symbolism
1.) The picture of the three day death and resurrection of Jesus is shown. Esther fasted for three days, and then on the third day she arose to go before the King and begin the work of saving her people from the evil plans and schemes of Haman.
2.) The story of Esther is a depiction of a Christian's walk in a new life. Exposing Haman is symbolic of exposing sin. The new decree triumphs. The old decree symbolizes Jesus triumphing over the law of sin and death. Once Haman (sin, flesh) was put to death, Mordecai (Holy Spirit) is given unlimited command and we are given new life.
3.) The text of Esther says that Haman was hung. Interestingly to be "hung" in Persia was not to be hung by rope on a gallows such as modern time executions. Rather this kind of hanging meant to be impaled or nailed to a post in a version of crucifixion. These posts were ready for the people of God to be hung on by Haman. But the people were delivered from the hanging by God's intervention. So also Jesus delivers His people from death by being "hung" on the cross in our place.
1- Who was Esther?
2- Who was Mordecai?
3- How can we see God in this book that does not specifically mention God?
4- What is the Megillah? What are the other Megillahs?
5- Why were women commanded to listen to the Megillah?
6- What acts of charity are required on Purim?
7- Did Jesus celebrate Purim?
8- If Jesus did celebrate Purim what did he do on that day?
9- How does Purim and the Book of Esther give us a picture of salvation through the Messiah?
10- Since Purim is one of the most joyous and important holidays of the Jewish people, how do Jewish scholars today feel about this holiday?
Footnotes for Chapter Two
1- Alfred Edershiem. The Temple. p. 214.
2- Kevin Howard. The Feasts of the Lord. p. 178.
3- Arlene Cardozo. Jewish Family Celebrations. p. 105.
4- Jerusalem Talmud, Megillah 1/5a; Maimonides, Yad, Megilla.
5- Jerusalem Talmud, Megilla 2.
6- Judaism 101. www.jewfaq.org/holiday9.htm.
7-Barney Kasdan. God's Appointed Times. p. 128.
8- Faulstich, E. W. 1986 Computer Calendar: IBM Software.
9- Philip Goodman. The Purim Anthology. p. 6.
10- Michael Strassfeld. The Jewish Holidays, A Guide & Commentary. p. 188.
Questions for Chapter Two
Chapter Three – Tisha B'Av The Fast of the Fifth Month July (Av 9)
2 The people of Bethel had sent Sharezer and Regem-Melech, together with their men, to entreat the LORD 3 by asking the priests of the house of the LORD Almighty and the prophets, "Should I mourn and fast in the fifth month, as I have done for so many years?" 4 Then the word of the LORD Almighty came to me: 5 "Ask all the people of the land and the priests, 'When you fasted and mourned in the fifth and seventh months for the past seventy years, was it really for me that you fasted? (Zechariah 7:2-5)
Five misfortunes befell our fathers ... on the ninth of Av. ...On the ninth of Av it was decreed that our fathers should not enter the [Promised] Land, the Temple was destroyed the first and second time, Bethar was captured and the city [Jerusalem] was ploughed up. (Mishnah Ta'anit 4:6)
In the fifth month, on the seventh day of the month ...came Nebuzaradan ... and he burnt the house of the L-RD...(II Kings 25:8-9)
In the fifth month, on the tenth day of the month... came Nebuzaradan ... and he burnt the house of the L-RD... (Jeremiah 52:12-13)
How then are these dates to be reconciled? On the seventh the heathens entered the Temple and ate therein and desecrated it throughout the seventh and eighth and towards dusk of the ninth they set fire to it and it continued to burn the whole of that day. ... How will the Rabbis then [explain the choice of the 9th as the date]? The beginning of any misfortune [when the fire was set] is of greater moment. (Talmud Ta'anit 29a)
"Jesus answered, and said unto them, Destroy this temple, and in three days I will raise it up. Then said the Jews, Forty and six years was this temple in building, and wilt thou raise it up in three days? But he spoke of the temple of his body." (John 2:19-21)
"I am come that they might have life, and that they might have it more abundantly." (John 10:10b)
"Blessed is he whose transgression is forgiven, whose sin is covered." (Psalm 32:1)
Tisha B'Av and the Truth of Consequences by Sara Yoheved Rigler
Joan, a once-beautiful, recovering alcoholic, stood up at an AA meeting and told her story:
I married Jeff, my high school sweetheart, and we had two kids. I started drinking when our kids were little, but Jeff had no idea. I used to hide the bottles in very clever hiding places, and I drank vodka, so he never smelled it on my breath.
But then my drinking got worse. Often I couldn't get up in the morning to get the kids off to school because of a hangover, so Jeff found out. He warned me that if I didn't stop, I'd destroy our family. I thought he was just threatening and I didn't listen to him. My drinking got worse. Jeff told me, over and over again, that he would divorce me if I didn't go on the wagon. But you have to understand that he was crazy about me and always had been, so I knew he'd never do it.
Then, in the middle of the night one night, I woke up from a drunken stupor. I must have been out for a long time, maybe the whole previous day. I looked around and discovered that Jeff and the kids were gone. I mean really gone. They had moved out and taken all their stuff with them. I couldn't believe it. Jeff was always crazy about me. I was sure he'd come back. I was sure until the day the divorce papers arrived by registered mail. Then I knew that I had ruined my life. That's when I started to come to AA.
Unheeded Warnings
Tisha B'Av marks the day when God walked out on the Jewish people, and took His house with Him. Like the husband in this true story, He had warned them over and over again. Like the wife in this story, they were convinced that His love for them would keep Him with them forever. But they continued to indulge in destructive actions, heedless of their effect on them and on their union with the Almighty.
And then one day -- the ninth day of the Hebrew month of Av -- God did exactly what He had said He would do. He permitted the Jew's enemies to destroy the Holy Temple, which had been the resting place for the Divine Presence in this physical world, and He removed Himself from their lives.
The Jews of ancient Judea had never known life without God in their midst. The Temple of Solomon had dominated their existence for almost 400 years. Daily life in Jerusalem revolved around the Temple service, and even those who resided far away were obligated to make the pilgrimage to the Temple three times a year. Life without the Temple and the Divine immanence it represented was completely inconceivable.
The terrible day the Temple went up in flames was a day of defeat and death, of calamity and consternation. Yet the prevailing emotion, more than horror or grief, was disbelief. Just as Joan could not believe that her husband had really left her, so too the
Jewish people -- even after 150 years of Prophetic warnings -- could not believe that God had really left them.
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Tisha B'Av (lit. "Ninth of Av") is another rabbinically instituted holiday that God didn't mandate. However, it is an important fast day to the Jewish people. It is a day of national mourning. Tisha B'Av, the Fast of the Ninth of Av, is a day of mourning to commemorate the many tragedies that have befallen the Jewish people, many of which providentially have occurred on the ninth of Av. Av on the Jewish calendar occurs on our August/September (see appendix #3).
Tisha B'Av primarily commemorates the destruction of the first and second Temples, both of which were destroyed on the ninth of Av about 656 years apart, but on the same date (the first by the Babylonians in 586 B.C.; the second by the Romans in 70 A.D.). Although this holiday is primarily meant to commemorate the destruction of the Temple, it is appropriate to consider on this day the many other tragedies of the Jewish people, which occurred on this day all through history. Most notably in the Middle Ages for example, the expulsion of the Jews from Spain in 1492. The Alhambra Decree, issued March 31, 1492, ordered all Jews to leave Spain by the end of July 1492. July 31, 1492 was Tisha B'Av.
Tisha B'Av is the culmination of a three week period of increasing mourning in connection with the fall of Jerusalem, beginning with the Tenth of Tevet, when the siege began; the Seventeenth of Tammuz, when the first breach was made in the wall; and the Third of Tishrei, known as the Fast of Gedaliah, the day when Gedaliah was assassinated (II Kings 25:25; Jeremiah 41:2). Gedaliah was the Governor of Israel during the days of Nebuchadnezzar King of Babylonia. As a result of Gedaliah's death the final vestiges of Judean autonomy after the Babylonian conquest were destroyed, many thousands of Jews were slain, and the remaining Jews were driven into final exile.
During this three week period, weddings and other parties are not permitted, and people refrain from cutting their hair. From the first to the ninth of Av, it is also customary to refrain from eating meat. The restrictions on Tisha B'Av are similar to those on Yom Kippur: to refrain from eating and drinking (even water); washing, bathing, shaving or wearing cosmetics; wearing leather shoes; engaging in sexual relations; and studying Torah (because this was viewed as a pleasurable activity). Work in the ordinary sense of the word (rather than the Sabbath sense) is also restricted. People who are ill need not fast on this day. Many of the traditional mourning practices are observed: people refrain from smiles, laughter and idle conversation, and sit on low stools. In synagogue, the book of Lamentations is read and mourning prayers are recited. The ark (cabinet where the Torah is kept) is draped in black
After the Destruction of the Temple
The loss of the Temple had been a traumatic experience for the Jewish people, and insistent efforts were made to perpetuate its memory. Pilgrimages to Jerusalem were maintained long after the Temple's loss. These took place on Tisha B'Av and on the three pilgrim feasts. Prayer became a substitute for sacrifice, and rituals were adopted to reinforce the symbolic link between the Temple and the Synagogue. There was also a revision of the Haggadah to include reference to the Passover Sacrifice at the Temple and prayers for the restoration of Jerusalem (1).
When the Temple stood, Jerusalem was the bustling capital of Jewish activity and the focal point of all Jewish existence. At least 3 times a year, wherever they were, Jews would come to Jerusalem in honor of the pilgrim festivals. Jerusalem was also the seat of the Sanhedrin (the High Court) and the center of Jewish learning. The Holy City united the Jewish people and focused all their physical and spiritual endeavors towards God.
Today, although the Temple no longer stands, Jerusalem is still the focal point of Jewish existence. Numerous customs reflect the significance of Jerusalem in our lives. At the festive occasion of a Jewish wedding, a glass is shattered in memory of Jerusalem, and it is customary to leave part of one's house unpainted in honor of the Temple. These customs and many more permeate our daily existence. During the 3 weeks, the customs of mourning intensify as we commemorate the period when Jerusalem was besieged and the Temple razed to the ground.
From Zechariah 7:5, 8:19 it appears that after the building of the Second Temple the custom of keeping these fast-days was temporarily discontinued. Since the destruction of Jerusalem and of the Second Temple by the Romans, the four fast-days have again been observed.
The Five Calamities
According to the Mishnah (Taanit 4:6), five specific events occurred on the ninth of Av that warrant fasting:
The twelve scouts sent by Moses to observe the land of Canaan returned from their mission. Two of the scouts, Joshua and Caleb, brought a positive report, but the others spoke disparagingly about the land which caused the Children of Israel to cry, panic and despair of ever entering the "Promised Land". For this, they were punished by God that their generation would not enter the land. Because of the Israelites' lack of faith, God decreed that for all generations this date would become one of crying and misfortune for their descendants, the Jewish people. (See Numbers Ch. 13–14)
The First Temple built by King Solomon and the Kingdom of Judah was destroyed by the Babylonians led by Nebuchadnezzar in 586 BC and the Judeans were sent into the Babylonian exile (Daniel 1:1).
The Second Temple was destroyed by the Romans in 70 AD, as Jesus predicted in Luke 19:43-44 scattering the people of Judea and commencing the Jewish exile from the Holy Land.
Following the Roman siege of Jerusalem, the razing of Jerusalem occurred the next year. According to the Talmud in tractate Taanit, the destruction of the Second Temple began on the ninth and was finally consumed by the flames the next day on the Tenth of Av.
Bar Kokhba's revolt against Rome failed in 135 CE. Simon bar Kokhba was killed, and the city of Betar was destroyed. As the prophet Jeremiah predicted, Jerusalem was ploughed over - on the ninth of Av. Turnus Rufus ploughs the site of Temple and the Romans build the pagan city of Aelia Capitolina on site of Jerusalem. The Roman Emperor Hadrian established a heathen temple on the site of the Temple, one year later.
Calamities According to Tradition
According to the tradition, Aaron, the High Priest, died on this day. Aaron was known for his love of peace. It is thus paradoxical that in this month, a tragedy of overwhelming proportions befell the Jewish people, in part, the rabbis tell us, because of the inability of the Jewish community of Judea to maintain cordial relations with one another.
The people of Israel miscalculated the amount of time that Moses was meant to be on the mount, and on the 39th day of his absence (17th of Tammuz) fearing that he would not return, they built an idol - the golden calf. When Moses saw that the nation, who had just made a covenant with God, had built an idol, he was overcome by anger and he threw the 10 commandments to the floor, smashing them to pieces.
During the days of the destruction of the first Temple, the walls of Jerusalem were breached on the 9th of Tammuz. Although the enemies entered the city and spread desolation, they were unable to enter the Sanctuary because the Priests had fortified themselves and continued to perform the daily offerings. On the 13th of Tammuz, the Priests had no more sheep for the daily offering, so they bribed the besieging soldiers for gold and silver in return for sheep. On the 17th of Tammuz, the soldiers stopped sending up sheep and for the first time, the daily offerings ceased.
On the 17th of Tammuz, a number of years before the destruction of the Second Temple, during the time of the Roman Procurator Comenus, there was great tension between the Romans and the Jews. Josephus Flavious tells of the burning of the Torah Scroll by Comenus and his forces: "On the royal road, near Beit Horon, robbers befell the cortege of Stephanus, a royal official, and they thoroughly plundered it. Comenus sent an armed force to the nearby villages and ordered the arrest of their inhabitants, who were then to be brought before him. It was their sin that they failed to pursue and capture the robbers. One of the soldiers seized a scroll of the Holy Torah in one of the villages; he tore it and cast it into the fire... From all sides the Jews gathered in trembling, as if their entire land had been given to the flames..."
Some hold that Apustumus, a royal Roman official, placed an idol in the Second Temple on the 17th of Tammuz.
Later Calamities on the Ninth of Av
A large number of calamities also occurred on the ninth of Av:
In 1095 the First Crusade was declared by Pope Urban II. 10,000 Jews were killed in first month of Crusade. The Crusades brought death and destruction to thousands of Jews, totally obliterating many communities in Rhineland and France.
In 1190 there was the mass suicide of the Jews of York during the antiJewish riots of that year.
In 1290, King Edward I signed an edict to expel the Jews from England
On the 9th of Av 1492, the Jews were expelled from Spain.
Sabbatai Zevi, the false Jewish messiah, was born on Tisha B'av in 1626.
In the First World War, Germany declared war on Russia on August 1, 1914, Tisha B'av.
On July 31,1941 coinciding with Tisha B'Av, under instructions from Adolf Hitler, Nazi official Hermann Göring ordered SS general Reinhard Heydrich to make all the necessary preparations for the Final Solution.
The 9th of Av 1942 - The first killings started at Treblinka: "The first transport of 'deportees' left Malkinia on July 23, 1942, in the morning hours. It was loaded with Jews from the Warsaw ghetto. The train was made up of sixty closed cars, crowded with people. The car doors were locked from the outside, and the air apertures barred with barbed wire."
Some calamities that occurred shortly before or after the ninth of Av:
In 1955, El Al Flight 402 was shot down over Bulgarian airspace on the 8th of Av.
The AMIA Bombing (Asociación Mutua Israelita Argentina) by terrorists in Buenos Aires, which killed 85 and wounded more than 120, occurred on July 18, 1994, the 10th of Av.
The Gulf War began on August 2, 1990 - the 11th of Av - with the Invasion of Kuwait by Iraq. It ended on Purim.
The Second Lebanon War began on July 12, 2006, the 16th of Tammuz, and continued until 14 August 2006, the 20th of Av.
A Point of Interest
The destruction of the Temple, something that happened almost two thousand years, ago comes back to haunt the collective consciousness of the Jews as if it happened yesterday. This is what so impressed the French ruler Napoleon Bonaparte when he looked in on a synagogue in Paris on Tisha B'Av and saw Jews sitting on the floor chanting lamentations and shedding tears. After inquiring about the cause for their mourning and hearing that it was the destruction of their Holy Temple in Jerusalem he expressed astonishment that he had heard nothing about this tragedy from his reliable intelligence sources. When it was explained that this event took place close to 1800 years earlier he reportedly declared that a people who can still mourn for their Temple and their homeland after so many years have a real hope for regaining them (2).
The Future Tisha B'av
The name of the month of Av is of Babylonian origin. It is also called Menachem Av ("The comforting of Av"), in anticipation of the consolation for which the Jew hopes, after all the misfortunes that happened. In the future, to that same degree that the ninth of Av has been a day of tragedy, it will be a day of great happiness. For, according to the Rabbis, on the 9th of Av, the Messiah will be born from the tribe of Judah. His coming will wipe the tear from every eye. If we do our part in committing ourselves to spiritual and moral change we can be sure that God will do His part and send the Messiah to return all of us to our land, rebuild the Temple and turn the sad day of Tisha B'Av into a day of celebration (3).
One of the Jewish commentaries ("Halakhot Gedolot") states, "Anyone who eats or drinks on Tisha B'Av will not see the (future) rejoicings of Jerusalem because it is written in Isaiah (66:10) 'Rejoice ye with Jerusalem . . .all ye that mourn for her.'"
Customs and Restrictions
Tisha B'Av is a fast day similar to Yom Kippur. While most other fasts on the Jewish calendar only last from dawn to nightfall, the Tisha B'Av fast lasts about 25 hours, beginning at sunset on the eve of Tisha B'Av and ending at nightfall the next day. Tisha B'Av also shares five additional prohibitions with Yom Kippur: no eating or drinking, washing or bathing, application of creams or oils, wearing of leather shoes or sexual relations or displays of physical affection
These restrictions are waived in the case of health issues. For example, those who are seriously ill may eat and drink, in contrast to Yom Kippur, when eating and drinking is allowed only in cases of life-threatening need. (On other fast days almost any medical condition may justify breaking the fast; in practice, since many cases differ, consultation with a rabbi is often necessary.) Ritual washing up to the knuckles is permitted. Washing to cleanse dirt or mud from one's body is also permitted.
Additional Customs Associated with Mourning
Torah study is forbidden on Tisha B'Av (as it is considered an enjoyable activity), except for sad texts such as the Book of Lamentations, the Book of Job, portions of Jeremiah and chapters of the Talmud that discuss the laws of mourning (4). From the meal immediately before the fast until noon the next day, it is customary to sit on low stools or on the floor, as is done during shiva (funeral mourning). If possible, work is avoided during this period. Electric lighting may be turned off or dimmed, and prayers recited by candlelight. Some sleep on the floor or modify their normal sleeping routine, by sleeping without a pillow, for instance. People refrain from greeting each other or sending gifts on this day. Old prayer books and Torahs are often buried on this day.
Customs during the days preceding and following Tisha B'av
Three Weeks: During the Three Weeks from 17th Tammuz until the 9th of Av, the Jewish nation undergoes a collective period of mourning. Historically, the period between the 17th of Tammuz and the 9th of Av, has witnessed a series of calamities and disastrous events for world Jewry. During the mourning period, Jews focus on the destruction of the First and Second Temples, signifying the cessation of the national, social and political life of the Jewish state.
The prophets have promised that there will be a future time when Zion will be comforted from all the troubles that have befallen her since the destruction of the Second Temple. Until then, the Three Weeks is a period of mourning and reflection, which intensifies in the 9 days that count down to a dramatic close with the fast of Tisha B'Av. In the three weeks before Tisha B'Av, some Jews do not cut their hair or shave. Weddings are not held during this period.
The Nine Days: The days leading up to Tisha B'Av are known as The Nine Days. The Nine Days consists of those days leading up to the Fast of Ninth Av (Tisha B'Av). When the month of Av enters, the sages say, one should reduce one's level of happiness. Mourning customs are observed in deference to the memories of the two holy temples destroyed and the various other catastrophes that occurred on that day. Orthodox Jews refrain from eating meat during all or part of this period, and some refrain from pleasurable activities such as going to music concerts or swimming.
From the first of the month until the Fast of the Ninth of Av, it is customary to take on additional strictures regarding the mourning rites of the Three Weeks. These include the avoidance of music, merriment, and meat. It is also customary to refrain from drinking wine (5). A correspondence is thus drawn to the cessation of the Temple offerings and libations, as the destruction of the Sanctuary approached. Of course, overriding these restrictions are the special meals associated with a mitzvah, health problems or severe economic hardship.
Other restrictions for the Nine days are: Launder clothing (except for a baby's), wearing new or freshly laundered clothing. (Those who want to change their clothing daily should prepare a number of garments and wear each of them briefly before the onset of the Nine Days. Then it is permitted to wear them during the Nine Days), bathe for pleasure or swim, remodel or expand home, plant trees to be used for shade or fragrance (as opposed to fruit trees), buy, sew, weave, or knit new clothing, cut nails on the actual week of the fast of Tisha B'Av (starting from the Saturday night beforehand). The prayer "Levana" is recited after Tisha B'Av. There is no law forbidding traveling during the Nine Days; however it is customary to refrain from traveling (or engaging in any potentially perilous activity) during these days unless it is absolutely necessary.
Shabbat Chazon: The Sabbath before Tisha B'Av is called Shabbat Chazon (lit. "Shabbat of Vision"), alluding to the prophetic reading of the week, from the first chapter of the Book of Isaiah. In this prophecy, the Children of Israel are rebuked, but also comforted:
Zion will be redeemed with judgment And those that return to her with righteousness.
Although the fast ends at nightfall, it is customary to refrain from eating meat and drinking wine until noon of the following day. According to tradition, the Temple burned all night and most of the day of the tenth of Av (6).
Services
The scroll of Lamentations is read in synagogue during the evening services. In addition, most of the morning is spent reading "dirges", most bewailing the loss of the Temples and the subsequent persecutions, but many others referring to post-exile disasters. These later dirges were composed by various poets (often prominent Rabbis) who had either suffered in the events mentioned or relate received reports. In many Sephardic congregations the Book of Job is read on the morning of Tisha B'Av.
History of the Observance
In the long period, which is reflected in Talmudic literature the observance of the Ninth Day of Av, assumed a character of constantly growing sadness and asceticism. By the end of the second century or at the beginning of the third, the celebration of the day had lost much of its gloom. Rabbi Judah ha-Nasi was in favor of abolishing it altogether or, according to another version, of lessening its severity when the fast has been postponed from Saturday to Sunday (7). The growing strictness in the observance of mourning customs in connection with the Ninth Day of Av became pronounced in postTalmudic times, and particularly in the darkest period of Jewish history, from the fifteenth century to the eighteenth.
In Today's World
Rabbi Yirmiyahu Ullman says "we mustn't think that the absence of the Temple is a result of the shortcomings of prior generations, and no fault of our own. The Sages taught, "Any generation in which the Temple is not built, it is as if it had been destroyed in their times" (Yerushalmi, Yoma 1a). The same lack of merit resulting in its destruction has resulted in its not being rebuilt. In fact, the Midrash states a frightening outcome of not yearning for the rebuilding of the Temple, "All the communities that fell, it is only because they didn't inquire after and demand the Beit HaMikdash" (Temple) (Midrash Socher Tov, Shmuel 31). What can we do to demonstrate our interest in, and increase our merit that the Temple be rebuilt? The Rabbis taught, "Those who study about the Temple, it is as if the Temple was built in their days" (Menachot 111a). Accordingly, the main way to enhance our feeling of loss, and also to demonstrate our desire that the Temple be rebuilt, is through study (8).
Jesus in Tisha B'Av
Although Tisha B'Av has no prophetic or Messianic significance, the Bible does speak of all fast days being turned into days of joy, gladness, and cheer. Zechariah 8:19 says "This is what the LORD Almighty says: "The fasts of the fourth, fifth, seventh and tenth months will become joyful and glad occasions and happy festivals for Judah. Therefore love truth and peace." When Jesus the Messiah returns to establish His rule and reign on the Earth, the sadness of Israel will be turned to joy, and there will be no need for Tisha B'Av or any other fast days of mourning. Until that glorious day of Messiah's return, we, as believers in Him, while being mindful of the gravity of this day, must seek to bring the Gospel message to those who are fasting and mourning so their sadness may turn into gladness and joy!
In Luke 3:4-6 we hear John the Baptist preaching. He was probably preaching on the Sabbath after Tisha B'Av because he was preaching from Isaiah 40:3-5 which says: As is written in the book of the words of Isaiah the prophet:" A voice of one calling in the desert, `Prepare the way for the Lord, make straight paths for him. Every valley shall be filled in, every mountain and hill made low. The crooked roads shall become straight, the rough ways smooth. And all mankind will see God's salvation.' " Now Isaiah 40:1-26 is the passage of Scripture read from the scroll of the prophets on the first Sabbath after Tisha B'Av. There are seven readings from Isaiah between Tisha B'Av and Rosh Hashanah. These passages span from Isaiah 40 through Isaiah 63. After Jesus' baptism, His forty days of fasting in the desert, and time spent preaching in the synagogues in the Galilee, His return to His hometown synagogue in Nazareth would have marked the end of seven week period between Tisha B'Av and the Sabbath before Rosh Hashanah.
The destruction of Solomon's Temple by the Babylonians was a judgment of God due to the sin of the nation of Judah (9). More than a century earlier, the Northern Tribes were taken into captivity by Assyria for their idolatries. It is interesting to note that the second Temple (Herod's Temple) was destroyed on the first day of the week, the day of the week when Christ rose from the dead (10)!
Though Tisha B'Av was a day of mourning over the loss of the Temple the New Testament makes it clear that the Temple was not lost - however, there was a transition. That is there was a change from the building and bricks, to the person of the Messiah – Jesus Christ. He is now the Temple, the place of meeting between God and man. One of the New Testament responses to the Temple tells us that Jesus is the temple of the Holy Spirit and that the Christians are the new temple.
I Peter 2:4-10 says:
"Coming to Him as to a living stone, rejected indeed by men, but chosen by God and precious, you also, as living stones, are being built up a spiritual house, a holy priesthood, to offer up spiritual sacrifices acceptable to God through Jesus Christ. Therefore it is also contained in the Scripture, 'Behold, I lay in Zion a chief cornerstone, elect, precious, and he who believes on Him will by no means be put to shame.' Therefore, to you who believe, He is precious; but to those who are disobedient, 'The stone which the builders rejected has become the chief cornerstone' and 'A stone of stumbling and a rock of offense. They stumble, being disobedient to the word, to which they also were appointed. But you are a chosen generation, a royal priesthood, a holy nation, His own special people, that you may proclaim the praises of Him who called you out of darkness into His marvelous light; who once were not a people but are now the people of God, who had not obtained mercy but now have obtained mercy.
Ephesians 2:19-22 shows that the Christian temple is spiritual and that it manifest itself through the believers and is spread throughout the world.
Now, therefore, you are no longer strangers and foreigners, but fellow citizens with the saints and members of the household of God, having been built on the foundation of the apostles and prophets, Jesus Christ Himself being the chief cornerstone, in whom the whole building, being fitted together, grows into a holy temple in the Lord, in whom you also are being built together for a dwelling place of God in the Spirit.
In I Corinthians 3:16, 17 Paul says that we are the Temple of the Lord.
Don't you know that you yourselves are God's temple and that God's Spirit lives in you? If anyone destroys God's temple; God will destroy him; for God's temple is sacred, and you are that temple.
John's crying out in the wilderness was a call to repentance and spiritual preparation for the coming Messiah Jesus. It was initiated on a day of great mourning and fasting. Seven weeks later, Jesus, whose name means salvation, read from Isaiah the Prophet, whose name means God is Salvation. Jesus read from Isaiah 61 verse one and the first half of verse two which says: "The Spirit of the Sovereign LORD is on me, because the LORD has anointed me to preach good news to the poor. He has sent me to bind up the brokenhearted, to proclaim freedom for the captives and release from darkness for the prisoners. to proclaim the year of the LORD's favor." He proclaimed the year of the LORD's favor, but did not go on to pronounce the "day of God's vengeance."
Rosh Hashanah commences the Ten Days of Awe. These ten days are the most solemn and introspective on the Hebrew Calendar. They mark the days between the New Year and the Day of Atonement. Yom Kippur is the most holy, most solemn day for the Jewish people. It is the last day of the High Holy Days, which began on Rosh Hashanah. Many Jewish people spend the entire day in the synagogue, praying and fasting in the hope that their sins will be forgiven and that they will be written in the Lamb's Book of Life for the coming year.
Tisha B'Av was the day that John the Baptist proclaimed that he was a voice crying out in the wilderness. It was a day of mourning and fasting. It was a call to turn from sin. Jesus proclaimed that He was the Messiah on the Sabbath before the Ten Days of Awe. These days of repentance culminated on Yom Kippur. Yom Kippur is a day set aside to "afflict the soul," to fast and pray.
Jesus is the Anointed On. He is the Messiah. He was anointed to preach the good news, the gospel. He was sent to set the captives free. He is the one who transformed Tisha B'Av from a day of mourning to a day of joyous salvation!
Questions for Chapter Three
1- What is Tisha B'Av?
2- What does Tisha B'Av commemorate?
3- What are the three main dates connected to Tisha B'Av?
4- Have these days of mourning always been commemorated?
5- What are the five main calamties remembered on Tisha B'Av?
6- What is the future meaning of Tisha B'Av?
7- What are the Three Weeks, the Nine Days and the Shabbat Chazon
8- Which Scriptures can be read during Tisha B'Av?
9- Why can't the Torah be read and studied?
10- How is Jesus seen in this fast day?
Footnotes for Chapter Three
1- Abba Eben. The Story of the Jews. p. 113.
2- www.ohr.edu/yhiy/article.php/1130.
3- Ibid.
4- Hayim Halevy Donin. To Be a Jew. p. 264.
5- Alfred J. Kolatch. The Jewish Book of Why. p. 287.
6- Ibid. p. 265.
(The laws of Tisha B'Av are recorded in the Shulkhan Arukh (the "Code of Jewish Law") Orach Chayim 552-557.).
7- (Talmud, Tractate Megillah 5b).
8- www.ohr.edu/yhiy/article.php/2296.
9- Kevin Howard and Marvin Rosenthal. The Feasts of the Lord. p. 153.
10- Alfred Edershiem. The Temple. p. 218.
Chapter Four – The Sabbatical Year (Including the Jubilee Year)
The Next Sabbatical Year
Jewish Calendar – Tishri 1, 5768 (Sept. 13, 2007- Sept. 29 2008)
The year following the destruction of the second Holy Temple (3829 from creation, equivalent to 68-69 AD) was the first year of the seven-year Sabbatical cycle. We continue counting seven from then. This is also Rosh Hashanah.
1 The LORD said to Moses on Mount Sinai, 2 "Speak to the Israelites and say to them: 'When you enter the land I am going to give you, the land itself must observe a sabbath to the LORD. 3 For six years sow your fields, and for six years prune your vineyards and gather their crops. 4 But in the seventh year the land is to have a sabbath of rest, a sabbath to the LORD. Do not sow your fields or prune your vineyards. 5 Do not reap what grows of itself or harvest the grapes of your untended vines. The land is to have a year of rest. 6 Whatever the land yields during the sabbath year will be food for you—for yourself, your manservant and maidservant, and the hired worker and temporary resident who live among you, 7 as well as for your livestock and the wild animals in your land. Whatever the land produces may be eaten. (Lev. 25:1-7 – see Appendix Eight)
1 At the end of every seven years you must cancel debts. 2 This is how it is to be done: Every creditor shall cancel the loan he has made to his fellow Israelite. He shall not require payment from his fellow Israelite or brother, because the LORD's time for canceling debts has been proclaimed. 3 You may require payment from a foreigner, but you must cancel any debt your brother owes you. 4 However, there should be no poor among you, for in the land the LORD your God is giving you to possess as your inheritance, he will richly bless you, 5 if only you fully obey the LORD your God and are careful to follow all these commands I am giving you today. 6 For the LORD your God will bless you as he has promised, and you will lend to many nations but will borrow from none. You will rule over many nations but none will rule over you.
7 If there is a poor man among your brothers in any of the towns of the land that the LORD your God is giving you, do not be hardhearted or tightfisted toward your poor brother. 8 Rather be openhanded and freely lend him whatever he needs. 9 Be careful not to harbor this wicked thought: "The seventh year, the year for canceling debts, is near," so that you do not show ill will toward your needy brother and give him nothing. He may then appeal to the LORD against you, and you will be found guilty of sin. 10 Give generously to him and do so without a grudging heart; then because of this the LORD your God will bless you in all your work and in everything you put your hand to. 11 There will always be poor people in the land. Therefore I command you to be openhanded toward your brothers and toward the poor and needy in your land. (Deut. 15:1-11)
What Is The Sabbatical Year?
The seventh year, during which the fields were to be left fallow (Leviticus 25:1-7) and debts released (Deuteronomy 15:1-11) is called in Hebrew Shemitah ("Release"). The seven years are counted in the cycle of fifty culminating in the Jubilee and are known by tradition. The year 2000/1, for instance, was a Sabbatical year. In order to avoid the cancellation of all debts, a serious hardship in our commercial society today, a device called the Prosbul was introduced even in Talmudic times of handing the debts over before the end of the Sabbatical year, to a temporary court consisting of three persons, the debts then being considered to have been paid to the court beforehand. The Sabbatical Year and Jubilee Year provided for a period of both social equality and ecological recovery.
Most of the Sabbatical year's observances are agricultural in nature, and are only relevant in Israel. For those in the Diaspora, the Sabbatical year has two practical ramifications: a) Produce which is imported from Israel must have Rabbinical Certification and is also subject to certain laws and restrictions due to their sanctity. b) The laws of debt absolution are in effect in all locations. Needless to say, the spiritual and hallowed nature of this special year is applicable and pertinent worldwide.
The problem of agricultural work in the Sabbatical year did not arise in modem times until, under the impact of Zionism, colonies were established in Palestine; it is a severe difficulty now that the State of Israel has been established. The more Orthodox do observe the laws of the Sabbatical year, using only agricultural products bought from Arabs, or imported.
What Is The Jubilee Year?
Jubilee is the institution described in the book of Leviticus (25:8-24) where it is stated that a series of forty-nine years was to be counted (there is considerable uncertainty as to the date from when the counting is to begin, but traditionally it is from the creation of the world) and every fiftieth year declared a special year during which there was to be no agricultural work; all landed property was to revert to its original owner; and slaves were to be set free. The name Jubilee is from the Hebrew word yovel, ("ram's horn"), the year being so called because a ram's horn was sounded when it was proclaimed (Leviticus 25:9). Since this verse says: "Proclaim liberty throughout the land for all its inhabitants," the Talmudic view is that the Jubilee was not observed during the Second Temple period because the majority of Jews no longer lived in the land of Israel (1).
What Are The Biblical Commands For These days?
The people were to observe the seventh year, during which the land is to lie fallow, and also the celebration of the fiftieth year after seven Sabbatical cycles. So important was the law regarding the Jubilee that, like the Decalogue, it was ascribed to the legislation on Mount Sinai (Lev. 25:1). It was to come into force after the Israelites should be in possession of Palestine: "When ye come into the land which I give you". The law provides that one may cultivate his field and vineyard six years, but "in the seventh year shall be . . . a Sabbath for the Lord," during which one shall neither sow nor reap as hitherto for his private gain, but all members of the community—the owner, his servants, and strangers—as well as domestic and wild animals, shall share in consuming the natural or spontaneous yield of the soil (2).
The fiftieth year after that following the last year of seven Sabbatical cycles, is the Jubilee; during it the land regulations of the Sabbatical year are to be observed, as is also the commandment "ye shall return every man unto his possession" (Lev. 25:10), indicating the compulsory restoration of hereditary properties (except houses of laymen located in walled cities) to the original owners or their legal heirs, and the emancipation of all Hebrew servants whose term of six years is unexpired or who refuse to leave their masters when such term of service has expired (3). The regulations of the Sabbatical year include also the annulment of all monetary obligations between Israelites, the creditor being legally barred from making any attempt to collect his debt (Deut. 25:1). The law for the Jubilee year does not have this provision.
Technically the Talmud distinguishes the Sabbatical year for the release or quitclaim of loans - money-release, in distinction to the land-release. There is also a difference in that money loans are not annulled until the end of every seven years, as the Mosaic Law permits, but the land-release begins with the seventh year (4).
What Were The Reasons for Observing Sabbatical Year and Jubilee Year Laws?
1- Rest from labor is an absolute necessity both for animal and for vegetable life because continuous cultivation will eventually ruin the land. The law of the Sabbatical year also acts also as a statute of limitation for a bankruptcy law for the poor debtor, in discharging his liability for debts contracted, and in enabling him to start life anew on an equal footing with his neighbor, without the fear that his former creditors will seize his future earnings.
The Jubilee year was also the year of liberation of servants whose poverty had forced them into employment by others. Similarly all property that had been sold or leased for a money consideration in order to relieve poverty was to be returned to the original owners without restoration of the lease or sale amount, which had been advanced.
2- The Rabbinical view stated that these laws were made to promote the idea of theocracy: that one year in seven might be devoted "to the Lord," as the weekly Sabbath is devoted to rest from manual labor and to the study of the Law.
3- This year is also for making up for six years of Sabbaths. Some Rabbis taught that the Sabbatical Year enabled the field to rest. It is true that we rest on the Sabbath, but even as we rest, our fields continue to work. We plant on Friday and the seeds continue to germinate on the Sabbath. During the Sabbatical Year our fields make up for the lost Sabbaths and festivals of the previous six years.
4- The Sabbatical Year is a lesson in faith and humility. The laws of the Sabbatical Year were only binding upon our ancestors after they settled in Israel. When we toil and labor over crops that we grow, or other forms of income that we generate, we can grow proud of our achievements and take personal credit for them. We are liable to forget that God's blessing is the sole reason for our success. We are liable to forget that God gave us our land and our seed that He made the rainfall, the sunshine and the crops grow. The Sabbatical Year reinforces our faith in God's providence over our affairs.
5 - The Sabbatical Year demonstrates unity. It is easy to share with others when we can afford to share, when we have a steady income and when we know how we will pay for tomorrow's expenses. It is much more difficult to be charitable when we are unsure of what tomorrow holds. Landowners had no income during the Sabbatical Year, yet they would routinely abandon to the public all crops that grew spontaneously during this year. In this way the Sabbatical Year enhanced Jewish unity.
6- The Sabbatical Year reveals our liberation. The belief that the world belongs to God and that our success depends on him is a liberating notion. It enables us to release the burdens that we carry. We still toil, but we breathe easier. We still labor, but we sleep easier. We know that God guides our footsteps and that everything happens for a good reason. We learn to see God's hand in everything we do and His presence in everything we see.
7- The Talmud informs us that in the Holy Temple the Levites sang God's praises every day. On the Sabbath, the seventh day, they sang about the day of eternal rest, the messianic age. The Talmud teaches that our world will last for six millennia. The first two were devoted to creation. The second two were devoted to Torah. The last two are devoted to the Messiah. Indeed, the Talmud tells us that in the seventh millennium, the world, as we know it will cease to exist. It will become a world of freedom and of Godliness. The Sabbatical Year - the seventh year, like the Sabbath - the seventh day, represents the messianic age. Our faith in God is strengthened during the Sabbatical Year, just as it will be in the messianic age. Our unity is strengthened during the Sabbatical Year, just as the messiah will usher in an age of peace. The sixth year is a year of plenty just as the messiah will usher in an age of prosperity. The messianic age is most notably known for freedom. Indeed, the Sabbatical Year is a year of emancipation. Slaves are liberated and all debts are cleared (5).
8- The Jubilee was instituted primarily to keep intact the original allotment of the Holy Land among the tribes, and to relieve the idea of servitude to men. "For unto me the children of Israel are servants; they are my servants" (Lev. 25:55); and they shall not be servants to servants, as God's bond has the priority (6). That the main object was to keep intact each tribe's inheritance is evident from the fact that the Sabbatical and Jubilee years were not inaugurated before the Holy Land had been conquered and apportioned among the tribes and their families. The first Sabbatical year is said to have occurred twenty-one years after the arrival of the Hebrews in Palestine, and the first Jubilee year thirty-three years later (7).
The Jubilee was proclaimed "throughout all the land unto all the inhabitants thereof," however, only when all the tribes were in possession of Palestine was the Jubilee observed. It was not observed after the tribes of Reuben and Gad and the halftribe of Manasseh had been exiled; nor was it observed during the existence of the Second Temple, when the tribes of Judah and Benjamin had been assimilated. After the conquest of Samaria by Shalmaneser the Jubilee was observed nominally in the expectation of the return of the tribes until the final exile by Nebuchadnezzar (8).
Where are the Sabbatical Year and Jubilee Year Observed?
The area of the Holy Land over which the Sabbatical Year was in force included at the time of the First Temple all the possessions of the Egyptian emigrants, which territory extended south to Gaza, east to the Euphrates, and north to the Lebanon Mountains. Ammon and Moab in the southeast were excluded. In the period of the Second Temple the area of the Babylon emigrants, headed by Ezra, was restricted to the territory west of the Jordan and northward as far as Acre. The Rabbis extended the Sabbatical year to Syria, in order not to tempt settlers of the Holy Land to emigrate there. The area of Palestine was divided into three parts, Judea, Galilee, and the Transjordan districts, where the Sabbatical year existed in more or less rigorous observance.
What was the Duration of the Sabbatical Year and Jubilee Year?
The duration of the Sabbatical year was from autumn to autumn, beginning with New-Year's Day (Rosh Hashanah); but as a precaution against any infringement of the Law, the Rabbis extended the time and prohibited sowing and planting thirty days before Rosh Hashanah. Still later they prohibited the sowing of grain from Passover, and the planting of trees from Pentecost preceding the Sabbatical year, in order not to derive any benefit from the fruits bearing in that year. The extension of the time is known as "preceding the seventh". The penalty for non-observance of the Sabbatical year is exile; for eating the fruits of the seventh year (i.e., of the sixth year's growth), pestilence. The duration of the Jubilee year was from autumn to autumn, beginning with New Year's Day (Rosh Hashanah).
Rabbinical Extensions Concerning Finances
The Rabbinical enactment extended the money-release aspect of the Sabbatical year to countries other than the Holy Land, but confined the land-release aspect to Palestine within Ezra's boundary lines of occupation during the period of the Second Temple. The money-release was obviously independent of the Holy Land and was intended to free from his debts the poor in every land, and at a certain period of time. On the other hand, this bankruptcy law checked all business enterprises, which the Jews were engaged in, after they had largely abandoned agricultural pursuits. Hillel the Elder then amended the law by his institution of the Prosbul. In addition to this subterfuge, there are various exceptions which exclude the following debts: wages, merchandise on credit, loans on pledges, a note guaranteed by mortgage, one turned over for collection and one which stipulates that the debtor waives the Sabbatical Year defense as regards this particular note (even though he can not waive the law in general).
The money-release aspect of the Sabbatical year was undoubtedly intended for the poor debtor, though the rich man also might take advantage of the general law. The Mishnah, however, plainly expresses the Rabbis' satisfaction with the debtor who does not make use of the Sabbatical year in order to be relieved of his obligations. Maimonides, in his Responsa, rules that the Sabbatical Year is not operative against orphans, but that all other debts are wiped out. The Rabbis nevertheless desired that the law of the Sabbatical year should not be forgotten (9).
The money-release aspect of the Sabbatical year is relaxed in Palestine today. The principal reasons seem to have been that the fixed date of payment, the guaranty attached, and the terminology of the present-day notes abrogate the law of the Sabbatical year. The Sabbatical year land-release, however, has been generally observed in Palestine; and during the Sabbatical year the Jews of the Holy Land eat only of the products grown in the Transjordanic districts (10).
Talmudic and Samaritan Calculation of Jubilees
The exact year of the Sabbatical year is in dispute, and different dates are given. According to Talmudic calculations the entrance of the Israelites into Palestine occurred in the year of Creation 2489, and 850 years, or seventeen Jubilees, passed between that date and the destruction of the First Temple. The first cycle commenced after the conquest of the land and its distribution among the tribes, which, occupied fourteen years, and the last Jubilee occurred on the "tenth day of the month Tishri, in the fourteenth year after that the city was smitten" (Ezek. 40:1), which was the New-Year's Day of the Jubilee. Joshua celebrated the first Jubilee, and died just before the second.
The Samaritans in their "Book of Joshua" date the first month of the first Sabbatical cycle and of the first Jubilee cycle as beginning with the crossing of the Jordan and the entrance of the Israelites into their possession; and they insist that the date was 2794 of Creation, according to the chronology of the Torah "and the true reckoning known to the sages since the Flood" (11).
The First and the Second Temple, the Talmud says, were destroyed on the closing of the Sabbatical year. The sixteenth Jubilee occurred in the eighteenth year of Josiah, who reigned thirty-one years; the remaining thirteen years of his reign, together with the eleven years of those of Jehoiakim and Jehoiachin and the eleven years of that of Zedekiah (II Kings 25), fix the first exilic year as the thirty-sixth year of the Jubilee cycle, or the twenty-fifth year of the captivity of Jehoiachin, or fourteen years from the destruction of the Holy City.
The Babylonian captivity lasted seventy years. Ezra sanctified Palestine in the seventh year of the second entrance, after the sixth year of Darius, when the Temple was dedicated (Ezra 6:15, 16, 7:7). The first cycle of Sabbatical year began with the sanctification of Ezra. The Second Temple stood 420 years, and was destroyed, like the first, in the 421st year, on the closing of the Sabbatical year.
Various Dates
The Talmud gives as a rule for finding the Sabbatical year to add one year and divide by seven the number of years since the destruction of the Second Temple, or to add 2 for every 100 years and divide the sum by seven. The difference among the Jewish authorities as to the correct Sabbatical year is due to the varied interpretation of the words "closing of Shabbat," as meaning either the last year of the cycle or the year after the cycle; also as to the beginning of the exilic Sabbatical year from the year when the destruction of the Temple occurred, or from the year after.
Maimonides gives the date of a Sabbatical year occurring in his time as the year 1107 from the destruction of the Temple, 1487 of the Seleucidan era, 4936 of Creation (= 1175 AD); i.e., he begins the cycle with the year following that of the destruction. The Sabbatical year was finally settled according to the view of Maimonides, which agreed with the most plausible interpretation of the correct Talmudic text and also with the practice of the oldest members of the Jewish communities in the Orient by whom the Sabbatical years were observed. Evidence to this effect was given at a conference of Rabbis called in Jerusalem, who concurred in the opinion expressed by the Rabbis from Safed, Damascus, Salonica, and Constantinople fixing the Sabbatical year of their time as 5313 = 1552 AD (12).
The Sabbatical Year in Historical Evidence
Herod Captures Jerusalem: Josephus describes the capture of Jerusalem by Herod the great. The repeated mention of a Sabbatical year at this time has been problematic for chronologists. Josephus describes the siege and capture of Jerusalem by Herod during the latter half of the first century B.C. First he describes the siege, during the summer before Jerusalem fell. He plainly states that the Jews at that time "were distressed by famine and the want of necessaries, for this happened to be a Sabbatic Year." (Ant. 14.475) Then he describes the capture of Jerusalem on the Day of Atonement, Tishri 10 which would have been in the autumn of the year.
Famines: Famines caused by the Sabbatical year were fairly common after the capture of Jerusalem by Herod. On the other hand, there seems to be no mention in the historical record of a famine caused by the Sabbatical year prior to the capture of Jerusalem.
Deacons: The first Deacons of the Church were appointed during a time when food was scarce. A dispute about unequal distribution of necessities (specifically food) caused the Apostles to appoint seven Deacons to be in charge of distribution to Greek Christians specifically their widows and poor. (Acts 6:1ff). The most likely time for such a dispute would be during a Jewish Sabbatical year, when the Jews would neither sow nor harvest their crops and thus hunger would have been a much bigger issue (Lev 25:1-7).
Missions: In Acts 11:27-30; 2:25, Saul and Barnabas are sent to Judea during a famine (Acts 11:28), during the reign of Claudius (Acts 11:28), and about the time of the death of Herod Agrippa I (Acts 12:1-23). Their purpose is to bring relief to the brethren of Judea. This famine was also mentioned by Josephus (Ant. 20.51), not long after he mentions the death of Herod Agrippa I (Ant. 20.1). Herod Agrippa I died in the third year of the reign of Claudius, after his own reign of seven years. In historical chronology, the third year of Claudius' reign was A.D. 28, which was also a Sabbatical year.
When is the next Jubilee year?
In short, the answer to your question is that the Jubilee year is currently not observed or commemorated (13). According to Biblical law, the Jubilee is only observed when all Twelve Tribes of the Jewish nation are living in Israel, as is learned from the verse (Leviticus 25:10). "And you shall sanctify the fiftieth year, and proclaim freedom throughout the land for all who live on it," which implies that the Jubilee is only sanctified when "all who live on it" -- meaning all who are meant to be living there -- are in the Land of Israel. Furthermore, the Jubilee is only observed when every tribe is living in the specific part of the land which was it was allotted when the Land of Israel was divided.
In approximately 720 BC, the Assyrians conquered the Northern Kingdom of Israel and sent the majority of its population into exile. Before that point in time the Jubilee was regularly observed. We also know that with the destruction of the Second Temple and the disbandment of the Sanhedrin (Supreme Rabbinical Court) we ceased to mark the Jubilee year in any form. With the exile of the Northern Kingdom the required condition for the Jubilee to be sanctified was lost. Thus, the last time there was a Biblical requirement to observe the Jubilee was about 150 years before the destruction of the First Temple.
"When is the next Jubilee year?" We eagerly await the day when God will bring our entire nation back to our homeland -- including the ten "lost" tribes -- and we will again resume observing the Jubilee year (14).
Christianity and the Sabbatical Year
There is evidence that the concept and practice of the Sabbatical year had an influence upon the origins of early Christianity. Based upon calculations of the known Roman period Sabbatical cycles, it is hypothesized that the origins of the ministries of Jesus and John the Baptist may have dovetailed with a Sabbatical year and created the types of hardships for the poor that had earlier forced Hillel to reconstitute the meaning of remission of loans and created the legal fiction of the "prosbul."
In addition, Jewish tradition tied the observance of the Sabbatical year to the coming of the messiah and so the emphasis upon the poor and the meaning attached to the sermons of Jesus may have had even greater significance in the Sabbatical year cycles. This originally suggested a ministry of only one year, but later was interpreted as the announcement of a Jubilee year. Jesus read from Isaiah, "The Spirit of the Lord is upon Me, Because He anointed Me to preach the gospel to the poor. He has sent Me to proclaim release to the captives, and recovery of sight to the blind, to set free those who are downtrodden, to proclaim the favorable year of the Lord." (Luke 4:18-19) The words of Isaiah continue, "and the day of vengeance of our God." (Isa. 61:2) Was Jesus proclaiming a one-year ministry and/or a Jubilee year? What is the connection of Isaiah's words proclaiming the "day of vengeance?"
What the evangelist is telling us is that the long-awaited Jubilee Year is here with Jesus now. This is the year of God's favor, the moment that inaugurates an overturning of structures that keep people bound, replacing it with a sense of solidarity among all. Jesus stepped directly into the captivity of the human experience. He accepted the constrictions of our broken humanity. But he transformed the scourges of our human condition with love. Those who had been held captive by prejudice were liberated by his acceptance. Those who were blind because of sin came to a new sense of vision with the forgiveness they had received from him.
Conclusion
The ultimate object of these times of rest and refreshing and restoration was so that man could receive a foretaste of the time of refreshing and rest, which will occur when the Messiah comes. Jesus declared that He was the one who fulfilled messianic prophecy (Luke 4:17-21) which many believe is a direct proclamation that Jesus ushered in the coming of the Kingdom of Heaven and the true year of Jubilee. He is coming to restore everything that has been destroyed by sin since the beginning of the world, to abolish all slavery and to establish true liberty for the children of God (Acts 3:19-21, Romans 8:19-23 and Matthew 25:31-34 (15).
Questions for Chapter Four
1- What is the Sabbatical Year?
2- What is the Jubilee Year?
3- When do these years occur?
4- Where are these years observed?
5- What is the Prosbul?
6- What are the commands concerning the Sabbatical Year?
7- What are the commands concerning the Jubilee Year?
8- What Were The Reasons for Observing Sabbatical Year and Jubilee Year Laws?
9- What are some historical evidences of the Sabbath Years?
10- How do we see Jesus in these years?
Footnotes for Chapter Four
1- Rabbi Louis Jacobs. The Jewish Religion: A Companion. Excerpts.
2- Isidor Grunfeld. Shemittah and Yobel: Laws referring to the Sabbatical Year in Israel and Its Produce. p. 2.
3- (Gen. 18: 6; 'Ar. 33b; see Josephus, "Ant." vi. 8, & 28).
4- (Sanh. v. 1).
5- Talmud. Rosh Hashanah. 31a.
6- Sifra, Behar Sinai, 7. 1. {The Sifra is a Jewish Commentary on Leviticus that is connected to the Midrash which is a Jewish Commentary on the traditions of the Rabbis}.
7- Ibid. 1. 3.
8- Ibid. 33a.
9- Maimonides. Responsa - Pe'er ha-Dor
. No. 127.
10- Schwartz. Tebu'at ha-Are. p. 20.
11- Raphael Kirchheim. Karme Shomeron. p. 63.
12- R. Eleazar Azkari, "Sefer Hasidim," ed. Warsaw, 1879, p. 83.
13- Rabbi Baruch S. Davidson. Encyclopedia Talmudit vol. XXII. "Yovel" entry.
(Although the laws of the Sabbatical Year are observed in Israel to this very day, the Jubilee year is not designated or observed. There are many reasons for this. Some of them: a) The Jubilee only affected the Sabbatical Year cycle when the Sabbatical Year was established and declared by the Sanhedrin, as opposed to today when it is automatically programmed into the perpetual Jewish calendar. b) The observance of the Sabbatical Year today is only a rabbinic decree, and therefore the Jubilee year does not affect its cycle. c) No commemoration is in order when there is no Sanhedrin, whose participation in the declaration of the Jubilee year was integral. In fact, it was the Sanhedrin's blast of the shofar (ram's horn) on Yom Kippur, which signaled the entry of the Jubilee year.).
14- Ibid.
15- William Curtis. The Forgotten Feast. p. 55.
Chapter Five – Chanukah
December (Kislev 25)
Then came the Feast of Dedication at Jerusalem. It was winter, and Jesus was in the temple area walking in Solomon's Colonnade. The Jews gathered around him, saying, "How long will you keep us in suspense? If you are the Christ, tell us plainly."(John 10:22-24)
On the 25th of Kislev are the days of Chanukah, which are eight... these were appointed a Festival with Hallel [prayers of praise] and thanksgiving. (Shabbat 21b, Babylonian Talmud)
Our rabbis taught the rule of Chanukah: ... on the first day one [candle] is lit and thereafter they are progressively increased ... [because] we increase in sanctity but do not reduce. (Shabbat 21b, Babylonian Talmud)
"For eight days they celebrated the rededication of the altar. Then Judah and his brothers and the entire congregation of Israel decreed that the days of the rededication...should be observed...every year...for eight days. (1 Mac.4:56-59)" "the Jews celebrated joyfully for eight days as on the feast of Booths." (2 Mac.) {Neither Jews or Proststants recognise the Book of Maccabbees as part of the Bible.}
What is Chanukah?
The Feast of the Dedication of the Temple, Chanukah ('the dedication'), called in 1 Maccabees iv. 52-59 'the dedication of the altar,' and by Josephus (Antiq. xii. 7, 7) 'the Feast of Lights,' was another popular and joyous festival of the Jewish people that is still celebrated by them today. Chanukah, also known as the Festival of Lights, is an eight day festival beginning on the 25th day of the Jewish month of Kislev. It is an annual festival to honor the restoration of divine worship in the Temple after heathens had defiled it. The return of their religious liberty was to the Jews as life from the dead. So in remembrance of this new life, they kept an annual holiday on the twenty-fifth day of Kislev. Kislev is the third month of the Jewish calendar corresponding, approximately, to early December in the Gregorian calendar. The Bible tells us that Jesus kept this festival (John 10), however, the principal source for the story of Chanukah is found in the Talmud.
Interestingly, even though Chanukah is the most historically documented of the Jewish holidays, it is the only major Jewish holiday that has no basis in the Bible. Even though the Books of 1 & 2 Maccabees record the history of the Maccabees and the story of Chanukah for us, the Jews never considered these books as part of the Holy Scriptures. Rather, the Church preserved them along with other apocryphal books (1).
However, Chanukah is still, probably one of the best known Jewish holidays, and not because of any great religious significance, but because of its proximity to Christmas. Many non-Jews (and even many assimilated Jews!) think of this holiday as the Jewish Christmas, adopting many of the Christmas customs, such as elaborate gift giving and decoration. It is ironic that this holiday, which has its roots in a revolution against assimilation and the suppression of Jewish religion, has become the most assimilated, secular holiday on the Jewish calendar.
How did Chanukah come about?
Between the Old and New Testaments there are 400 years of which we know very little from the Bible. During the time of the Second Temple in Jerusalem, events took place that shook the world of God's people and the Jews today memorialize these events each year at Chanukah time. The Jewish people had returned to the Land of Israel from the Babylonian Exile, and had rebuilt the Holy Temple, but they remained subject to the reigning powers: first, the Persian Empire, then later, the conquering armies of Alexander the Great.
The story of Chanukah begins in the reign of Alexander the Great and ends by celebrating the cleansing of the Temple. Alexander conquered the world - and specifically for our story - Syria, Egypt and Palestine in 331 BC. However, he allowed the lands under his control to continue observing their own religions and to retain a certain degree of autonomy. Alexander was a kind and generous ruler to the Jews. He canceled the Jewish taxes during Sabbatical years, and even offered animals to be sacrificed on his behalf in the Temple. During the relatively benevolent years of Greek power, many Jews started to embrace the Greek Hellenistic culture adopting its language, customs and the dress as well as it's Hellenistic, pagan way of life. Later these same Jewish Hellenists helped with Antiochus Epiphanes' goal to abolish every trace of the Jewish religion.
After the death of Alexander, his kingdom was divided among his generals. One of these Generals was Ptolemy I who ruled Egypt and another was Seleucus who ruled North Syria and as far west as India. Down through the years, after these original generals had passed away, their descendants spent years fighting each other to gain more territories and power. Judea was caught in the middle and ended up under the system of the Seleucid Dynasty, Greek kings who reigned from Syria. Later, in 168 BC, while Antiochus Epiphanes of Syria was fighting with Egypt, Rome attacked Syria in the north. In order to defend himself from Rome, Antiochus had to withdraw from his war with Egypt.
Antiochus was so angry at having to withdraw from certain victory in Egypt, that while moving his army north he vented his fury against Israel, destroying much of the city of Jerusalem and slaughtering thousands of men, women and children. He began to oppress the Jews severely, placing a Hellenistic priest in the Temple, prohibiting the practice of the Jewish religion, and desecrating the Temple by requiring the sacrifice of pigs on the altar. He took all the treasures in the temple and forbid the Jews from keeping their holy traditions, such as the Sabbath, kosher laws, studying their holy books, and the practice of circumcision.
Many Jews changed their names from their Hebrew names, and followed the Greek "modern" practices, giving up the "old" ways of their ancestors. One Hellenized
Jew's Hebrew name was Joshua, but he changed it to the Greek name Jason. He offered King Antiochus a bribe so he could take over the position of the High Priest. The "High Priest" Jason constructed a gymnasium near the Temple, and demoralized his fellow Jews with pagan customs and licentious behavior. Another Hellenized Jew came along and offered a bigger bribe and Jason was replaced.
Antiochus desecrated the Holy Altar by sacrificing a forbidden, unclean pig on it. The Temple was dedicated to the worship of Zeus Olympus and an altar to Zeus was set up on the high altar. The Jews were forced to bow before it under penalty of death. The Holy Temple was invaded, desecrated, and continually pillaged of all its treasures. Many innocent people continued to be massacred, and the survivors were heavily taxed. Antiochus went so far as to proclaim himself a god, taking the name Epiphanes - god manifest. The desecration of the Temple took place on Kislev 25.
In addition the Seleucids banned all temple practices, did away with the priests and sacrifices, outlawed all the festivals, and stopped all Jewish religious practices. Not only was circumcision banned but also circumcised babies were killed, and all the torahs they could find were burned. Then they went to every village and forced the people to sacrifice pigs on the village altars. With his residual army remaining in Israel Antiochus attempted to force the Jews to abandon Jerusalem and adopt the worship of the Greek gods. Many fled into the mountains; others cravenly complied.
"And when the king had built an idol altar upon God's Altar, he slew swine upon it, and so offered a sacrifice neither according to the law, nor the Jewish religious worship in that country. He also compelled them to forsake the worship which they paid their own God, and to adore those whom he took to be gods; and made them build temples, and raise idol altars, in every city and village, and offer swine upon them every day (254). He also commanded them not to circumcise their sons, and threatened to punish any that should be found to have transgressed his injunction. He also appointed overseers, who should compel them to do what he commanded (255). And indeed many Jews there were who complied with the king's commands either voluntarily, or out of fear of the penalty that was denounced; but the best men, and those of the noblest souls, did not regard him, but did pay a greater respect to the customs of their country than concern as to the punishment which he threatened to the disobedient; on which account they every day underwent great miseries and bitter torments (256). For they were whipped with rods and their bodies were torn to pieces, and were crucified while they were still alive and breathed: they also strangled those women and their sons whom they had circumcised, as the king had appointed, hanging their sons about their necks as they were upon the crosses. And if there were any sacred book of the law found, it was destroyed; and those with whom they were found miserably perished also (2)."
There were two groups that opposed Antiochus: a basically nationalistic group led by Mattathias the Hasmonean and his son Judah Maccabee, and a religious traditionalist group known as the Chasidim, the forerunners of the Pharisees (no direct connection to the modern movement known as Chasidism). They joined forces in a revolt against both the assimilation of the Hellenistic Jews and oppression by the Seleucid Greek government. The revolution succeeded and the Temple was rededicated.
Mattathias, the Hasmonean, head of a priestly family, faithful to the Lord, and his five children, killed a group of Syrian soldiers who were in their village of Modine attempting to enforce the decree. The soldiers ordered him to sacrifice the pig or be killed. He refused to sacrifice the pig but before he could be killed another priest stepped forward and offered to kill the pig in order to save the village. Mattathias killed that priest and then he and his five sons killed all the soldiers. Knowing the Syrian army would come after them, they fled to the hills. Many people ran away from their villages all over Israel to escape from and fight against the Syrians. Many of those who had fled to the mountains joined with this godly family and began a campaign of guerilla warfare against the Syrian Army. During this time the Hasmoneans changed their name to "Maccabees" which means "the Hammer".
Three years to the day of its' desecration, on Kislev 25, 165 BC, the Maccabees and their followers had driven the Syrians from the Temple (later they drove them from Israel altogether). They regained control of the Holy Temple, and began the task of purifying it. The old polluted altar, which had been defiled by the sacrifice of a pig upon it, was torn down. They did not know what to do with the stones which were still precious to them, but now so polluted they could not be used. So the decided to stack them in a corner of the Temple complex to wait for Elijah or the Messiah to come and tell them what to do with them (3). Then taking unhewn stones, as the law commands, they built and consecrated a new altar on the model of the previous one.
They removed the Statue of Zeus, and the sacrifices and Priests were restored. All new holy vessels were crafted renewed and the lamp stand (the Menorah), and brought the Altar of Incense and the table of Shew bread into the Temple. They burnt incense on the Altar of Incense again and lit the lamps on the Menorah to shine within the Temple. They decorated the front of the Temple with golden wreaths and ornamental shields. They renewed the gates and the priest's rooms, and fitted them with doors. They consecrated the Temple courts and when they had put the Bread of the Presence on the table and hung the curtains, all their work was completed. Then the worship of the Lord was restored and a date for the rededication of the Temple was set – the twenty-fifth day of the Hebrew month of Kislev. The Temple was then rededicated to God with festivities that lasted eight days. The Maccabees ruled Judea until Herod took power in 37 BC.
What does Chanukah celebrate?
Chanukah is the celebration of that victory over Syria and the rededication of the Temple. It is an interesting celebration though because even though it is not commanded in Scripture it is a deeply spiritual celebration. It is apparent from history up to this point, that the triumph celebrated by Chanukah was a partial one at best. Although the Temple area had been liberated and the services re-instituted, parts of Jerusalem and nearly all the countryside were still under Syrian-Greek and Hellenistic control. Even the High Priest was a renegade Jew. Total independence only came many years later – but for that no festival was proclaimed.
That a festival was proclaimed in the absence of a military or diplomatic victory in any conventional sense of the word gives us an important insight into the nature of the celebration. Mattathias and Judah and his brothers risked their lives for spiritual freedom, the purity of the Temple and the integrity of its service, not for freedom from foreign bondage. They had been a vassal state ever since the Babylonian captivity, but when religious freedom was wrested from them they rebelled. When it was regained they celebrated (4).
Now this story does not include anything to do with oil or candles or lights. But because Judaism as a religion shies away from glorifying military victories, because the Hasmoneans later became corrupt, and because civil war between Jews (which occurred under later generations of Hasmoneans) is viewed as deplorable, Chanukah does not formally commemorate these historical events. Instead, Chanukah becomes a holiday focused on the Miracle of the Oil and the positive spiritual aspects of the Temple's rededication. The oil becomes a metaphor for the miraculous survival of the Jewish people through millennia of trials and tribulations. Chanukah is celebrated on Kislev 25 by the time of Jesus and interestingly, Kislev 25 on the Jewish Lunar calendar corresponds closely with our Solar calendar's December 25 th .
The story of Chanukah is alluded to in the books of 1 and 2 Maccabees. But Chanukah is not actually mentioned, rather, a story similar in character, and obviously older in date, is the one alluded to in 2 Maccabees 1:18. This story is about the relighting of the altar-fire by Nehemiah due to a miracle which occurred on the twenty-fifth of Kislev, and which appears to be given as the reason for the selection of the same date for the rededication of the Temple altar by Judah Maccabeus.
The last day of Chanukah is known as Zot Hanukkah, from the verse in the Book of Numbers 7:84 "Zot Chanukat Hamizbe'ach" - "This was the dedication of the altar", which is read on this day in the synagogue. According to the teachings of Kabballah and Hasidism, this day is the final "seal" of the High Holiday season of Yom Kippur, and is considered a time to repent out of love for God.
The Eight Days
The version of the story in 1 Maccabees, states that an eight day celebration of songs and sacrifices was proclaimed upon rededication of the altar and the Temple, and makes no mention of the "Miracle of the Oil". The historian Josephus mentions the eight-day festival and its customs, but does not tell us the origin of the eight day lighting custom. Given that his audience was Hellenized Romans, perhaps his silence on the origin of the eight-day custom is due to its miraculous nature. In any event, he does report that lights were kindled in the household and the popular name of the festival was, therefore the "Festival of Lights" and it is called by this name to this day.
It has been noted that Jewish festivals are connected to the harvesting of the Biblical seven fruits which Israel was famed for. First Fruits is a celebration of the barley harvest, Pentecost of the wheat, Tabernacles of the figs, dates, pomegranates and grapes, and Chanukah of the olives. The olive harvest is in November and olive oil would be ready in time for Chanukah in December.
It has also been noted that the number eight has special significance in Jewish theology, as representing transcendence and the Jewish People's special role in human history. Seven is the number of days of creation, that is, of completion of the material cosmos, and also of the classical planets. Eight, being one step beyond seven, represents the Infinite. Hence, the Eighth Day of the Assembly festival, mentioned above, is according to Jewish Law a festival for Jews only (unlike Sukkoth, when all peoples were welcome in Jerusalem). Similarly, the rite of circumcision, which brings a Jewish male into God's Covenant, is performed on the eighth day. Hence, Chanukah's eight days (in celebration of monotheistic morality's victory over Hellenistic humanism) have great symbolic importance for practicing Jews.
On each of the eight days the 'Hallel' was sung, the people appeared carrying palm and other branches, and there was a grand illumination of the Temple and of all private houses. These three observances bear so striking a resemblance to what we know about the Feast of Tabernacles, that it is difficult to resist the impression of some intended connection between the two, in consequence of which the daily singing of the 'Hallel,' and the carrying of palm branches was adopted during the Feast of the Dedication, while the practice of Temple-illumination was similarly introduced into the Feast of Tabernacles (In point of fact, the three are so compared in 2 Maccabees x. 6, and even the same name applied to them, i. 9, 18.)
All this becomes the more interesting, when we remember, that the date of the Feast of the Dedication - 25th of Kislev – was adopted by the ancient Church as that of the birth of our Lord, which would be the Dedication of the true Temple, the body of Jesus (John 2:19).
What is the Miracle of the Oil?
After 70 AD when the temple was destroyed there was no Temple to celebrate over concerning it's cleansing. So there arose a tradition about the lights of the Menorah in the Temple. Tradition says that in 165 BC when the temple was cleansed there was "only one flagon of oil, sealed with the signet of the high-priest, was found to feed the lamps. This, then, was pure oil, but the supply was barely sufficient for one day, lo, by a miracle, the oil increased, and the flagon remained filled for eight days, in memory of which it was ordered to illuminate for the same space of time the Temple and private houses" (5). The Menorah burned for 8 days! It burned until more oil could be consecrated thus the 8 days of Chanukah. So Chanukah occurs for eight days and is celebrated with lights, gifts and great joy.
"After the occupiers had been driven from the Temple, the Maccabees discovered that almost all of the ritual olive oil had been profaned. They found only a single container that was still sealed by the High Priest, with enough oil to keep the Menorah in the Temple lit for a single day. They used this, and miraculously, that oil burned for eight days (the time it took to have new oil pressed and made ready)" (6).
From the hesitating language of Josephus (Antiq. xii. 7, 7), we infer that the real origin of the practice of illuminating the Temple was unknown. A learned Jewish writer, Dr. Herzfeld, suggests, that to commemorate the descent of fire from heaven upon the altar in the Temple of Solomon (2 Chron 7:1), 'the Feast of Lights' was instituted when the sacred fire was relit on the purified altar of the second Temple (7).
So the congregation of Israel decreed that the rededication of the altar should be observed with joy and gladness at the same season each year, for eight days, beginning on the twenty-fifth of Kislev. The light of the Menorah is the symbol of the light of God. The fact that the light burned even when no supply was left is a perfect symbol of the eternity of God's Word. The heart of the celebration is not only the Rabbis retelling of the saga of revolt and renewal, but also the retelling of the divine experience of the Miracle of the Oil.
The Menorah
Chanukah is celebrated for eight consecutive days with the lighting of a candle for each day. The celebration centers around a nine-branch menorah. The Temple Menorah had seven branches but the Chanukah Menorah has nine branches, eight to remember the eight days of Hanukkah and one is the Shamus, the candle used to light the other candles.
By tradition the candles cannot be large enough to produce much light, as they must not be "working" candles. This created a problem. They could not light the celebration candles with another celebration candle. So, they added a ninth candle, called the "Shamash" (servant) candle, to light the celebration candles. Today, on most Chanukah Menorahs the Shamash candle is elevated above the other candles. Since when is a servant elevated above those he serves? How eloquently this pictures Him who came as a servant to become the superior light that alone can miraculously light the light of our life.
Jesus is that servant! He said: "I speak that which I have seen with my father.." (John 8: 18a). It was God who said to Moses: "I will raise them up a Prophet from among their brethren, like unto thee, and will put my words in his mouth; and he shall speak unto them all that I shall command him." (Deut. 18:18). Jesus also stated: "For I came down from heaven, not to do mine own will, but the will of him that sent me." (John 6:38). He is the fulfillment of Isaiah 53: 4, 5.
There was a disagreement between two rabbinical schools of thought - Hillel and the House of Shammai - on the proper way to light Hanukkah candles. Shammai said that eight candles should be lit from the start, and reduced by one candle every night, whereas Hillel argued in favor of starting with one candle and lighting an additional one every night. The custom today is based on Hillel's opinion
The Messiah in Chanukah
The law did not require Jews to be at the Temple in Jerusalem, as this was not one of the three pilgrimage festivals. Every one observed it in his own place, not as a holy time. Jesus was there that He might improve those eight days of holiday for good purposes. Jesus walked in the temple in Solomon's porch when the Sadducees asked him "How long will you keep us in suspense? If you are the Christ, tell us plainly" (John 10:24). They pretended to want to know the truth, as if they were ready to embrace it; but it was not their intention. Jesus answered them, "I did tell you, but you do not believe. The miracles I do in my Father's name speak for me, but you do not believe because you are not my sheep. My sheep listen to my voice; I know them, and they follow me. I give them eternal life, and they shall never perish; no one can snatch them out of my hand. My Father, who has given them to me, is greater than all; no one can snatch them out of my Father's hand. I and the Father are one" (John 10:25-30). He had told them, and they believed not; why then should they be told again, merely to gratify their curiosity?
Chanukah's theme is of a miracle. During Chanukah Jesus spoke of His miracles: "Do not believe me unless I do what my Father does. But if I do it, even though you do not believe me, believe the miracles, that you may know and understand that the Father is in me, and I in the Father" (John 10:37-38). Jesus wanted the people of His day to see His miracles and believe in Him as a result. His miracles point to His divine and messianic identity. In this way Jesus personifies the message of Chanukah: God actively involved in the affairs of His people. Chanukah reminds us that God is a God of miracles, not just of concept and religious ideals. He has broken through into human history and continues to do so today.
Jesus preached three sermons in which he declared Himself the "light of the world," and all three could have been during Chanukah, the Festival of Lights. (It is not clear from the text when this incident happened, but it was some time between the Feast of Tabernacles and the Feast of Dedication (Chanukah); both of these celebrations focused on light). "Is it not written in your Law, 'I have said you are gods'? If he called them 'gods,' to whom the word of God came — and the Scripture cannot be broken — what about the one whom the Father set apart as his very own and sent into the world? Why then do you accuse me of blasphemy because I said, 'I am God's Son' (John 12:3536)?
Just before Jesus announced that He was the Light of the world, Jesus had shone upon the conscience of those who accused the adulteress in John 8. John also records Jesus healing a blind man (9:1-12) at about the same time (8:12 and 9:5) that Jesus declared himself to be the Light of the world. When he had thus spoken, he spat on the ground, and made clay of the spittle, and he anointed the eyes of the blind man with the clay, And said unto him, Go, wash in the pool of Siloam, He went his way therefore, and washed, and came seeing (John 9:5-7).
Many believe that our Messiah, the "light of the world," was conceived on the festival of lights - Chanukah. The Bible does not specifically say the date of Jesus' birth.
It was not during the winter months because the sheep were in the pasture (Luke 2:8). A study of the time of the conception of John the Baptist reveals he was conceived about Sivan 30, the eleventh week (Luke 1:8-13, 24). Adding forty weeks, for a normal pregnancy reveals that John the Baptist was born on or about Passover (Nisan 14). Six months after John's conception, Mary conceived Jesus (Luke 1:26-33); therefore Jesus would have been conceived six months after Sivan 30 in the month of Kislev - Chanukah. Was the "light of the world," conceived on the Festival of Lights? Starting at Chanukah, which begins on Kislev 25 and continues for eight days, and counting through the nine months of Mary's pregnancy, one arrives at the approximate time of the birth of Jesus at the Festival of Tabernacles.
Questions for Chapter Five
1- What is Chanukah?
2- Where do we learn about Chanukah?
3- When did Chanukah occur?
4- Who are the main people of Chanukah and what was their role in the story?
5- When was the Temple desecrated and when was it rededicated?
6- What does Chanukah celebrate? What were the Maccabees fighting for?
7- What does Chanukah commemorate and why?
8- What is the Miracle of the Oil?
9- Why was Jesus in the Temple for Chanukah?
10- Does Chanukah speak to the birth of Jesus?
Footnotes for Chapter Five
1- Michael Strassfeld. The Jewish Holidays, A Guide & Commentary. p. 162.
2- Flavius Josephus. Antiquities of the Jews. Book 12, Chapter 5.
3- Victor Buksbazen. The Gospel in the Feasts of Israel. p. 50.
4- - Nosson Scherman and Meir Zlotowitz. Chanukah. p. 56.
5- Alfred Edersheim. The Temple. p. 215.
6-The miracle of Hanukkah is described in the Talmud. The Gemara, in tractate Shabbat 21b.
7- Alfred Edershiem. The Temple. p. 216.
Chapter Six – Advent Four Sundays before Christmas Day
(Advent 2007 –December 2, 9, 19, 23)
O come, O come, Emmanuel, And ransom captive Israel, That mourns in lonely exile here until the Son of God appear. Rejoice! Rejoice! Emmanuel shall come to thee, O Israel.
O come, Thou Wisdom from on high, who orderest all things mightily; To us the path of knowledge show, And teach us in her ways to go. Rejoice! Rejoice! Emmanuel shall come to thee, O Israel.
O come, Thou Day-spring, come and cheer our spirits by Thine advent here; Disperse the gloomy clouds of night, and death's dark shadows put to flight. Rejoice! Rejoice! Emmanuel shall come to thee, O Israel.
O come, Desire of nations, bind, in one the hearts of all mankind; Bid Thou our sad divisions cease, and be Thyself our King of Peace. Rejoice! Rejoice! Emmanuel shall come to thee, O Israel.
First Sunday of Advent Scripture: "In the beginning was the Word and the Word was with God and the Word was God. He was in the beginning with God. All things were made through Him and without Him nothing was made that was made. In Him was life, and the life was the light of men. And the light shines in the darkness, and the darkness did not comprehend it." (John 1:1-5)
Second Sunday of Advent Scripture: "The voice of one crying in the wilderness "Prepare the way of the Lord; Make straight in the desert a highway for our God. Every valley shall be exalted, and every mountain and hill brought low. The crooked places shall be made straight and the rough places smooth. The glory of the Lord shall be revealed, and all flesh shall see it together; for the mouth of the Lord has spoken." (Isaiah 40:3-5)
Third Sunday of Advent Scripture: Even Elizabeth your relative is going to have a child in her old age, and she who was said to be barren is in her sixth month. For nothing is impossible with God." "I am the Lord's servant," Mary answered. "May it be to me as you have said." Then the angel left her. (Luke 1:36-3)
Fourth Sunday of Advent Scripture: "So it was that while they were there, the days were completed for her to be delivered. And she brought forth her first born Son, and wrapped Him in swaddling cloths, and laid Him in a manger because there was no room for them in the inn." (Luke 2:7)
The Four Sundays of Advent
The First Sunday: The first Sunday of Advent has the theme of "Waiting". The Scriptures say that "in the fullness of time" the Messiah came to earth. So
also, in the fullness of time will the Messiah come to earth the second time. In both times, all God's creation and all God's people were and are waiting for the salvation, redemption and eternal life promised by the Father.
This is also the Sunday of the "Pre-existence of Christ". When we celebrate the birth of Jesus we are not celebrating the beginning of His existence. Rather we are celebrating His first coming to earth as the Messiah. He has always existed. As one early church father put it, "There never was a time when the Son was not!"
The Second Sunday: The second Sunday of Advent has the theme of "Repentance and Preparation". As John the Baptist came before Jesus to call people to repentance, so we are called to turn back to God and make room in our hearts for Jesus. So let us during this week, return to the Lord, asking for His help, and asking for forgiveness. Jesus came so that we might be brought back to the Father.
The Third Sunday: The theme of the third Sunday of Advent Season is "Rejoicing". We are reminded that all those who are looking to Christ for salvation should give thanks and praise and rejoice - for our salvation has come! And we are reminded that when we come into the presence of Christ to live with Him for all eternity we will rejoice and sing "Alleluias" to Him as He sits on His throne in all His glory!
The Fourth Sunday: The theme of the fourth Sunday of Advent is "Salvation". The story of the Bible from Genesis to Revelation is how the Father provided salvation for His people through His Son, Jesus Christ. Advent reminds us of the time when the Lord Jesus came to earth to do the work of salvation. But it also reminds us that He is coming back again for all those who have received His salvation.
What is Advent About?
The word 'advent' is Latin for 'a coming or arrival'. The idea behind it is that God came to earthly life and lived among us, which is something to celebrate, because just by being in it, God was giving the supreme blessing to the created world. The focus of the entire season is the celebration of the birth of Jesus the Christ in his First Advent, and the anticipation of the return of Christ the King in his Second Advent. The general topic of Advent is the coming of Jesus Christ, both in the manger in Bethlehem and in the clouds of glory.
It is also a very important part of Advent to remember that this birth led to an execution of this same God on behalf of us, and then the greatest news - that death will not end it all! So it's not something you just go rushing into. We need to take stock of what that baby Jesus was here for. When we see the baby and the birth, the adult Jesus and His execution and resurrection are also in sight.
Advent, therefore, is a time of waiting, conversion and of hope. It is a time of waiting because it is the remembering of the first, humble coming of the Lord in as a human being. It is a time of waiting for His final, glorious coming as Lord of All and the Universal Judge. It is a time of conversion because the birth of Jesus leads to the cross through the message of John the Baptist, "Repent for the kingdom of heaven is at hand" (Mt 3:2). And it is the joyful hope that the salvation already accomplished by Christ (Rom. 8:24-25) and the reality of grace in the world, will mature and reach their fullness, thereby granting us what is promised by faith, and "we shall become like Him for we shall see Him as He really is" (John 3:2).
So, Advent is far more than simply marking a 2,000 year old event in history. It is celebrating a truth about God, the revelation of God in Christ whereby all of creation might be reconciled to God. That is a process in which we presently participate, and the consummation of which we anticipate. Scripture reading for Advent will reflect this emphasis on the Second Advent, including themes of accountability for faithfulness at His coming, judgment on sin, and the hope of eternal life. In the west, during the Middle Ages, Advent became a time to prepare for the Second Coming, because in those days, many people were convinced that all the signs pointed to the imminent return of Christ
In this double focus on past and future, Advent also symbolizes the spiritual journey of individuals and a congregation, as they affirm that Christ has come, that He is present in the world today, and that He will come again in power. That acknowledgment provides a basis for Kingdom ethics, for holy living arising from a profound sense that we live "between the times" and are called to be faithful stewards of what is entrusted to us as God's people. So, as the church celebrates God's "in breaking" into history in the Incarnation, and anticipates a future consummation to that history for which "all creation is groaning awaiting its redemption," it also confesses its own responsibility as a people commissioned to "love the Lord your God with all your heart" and to "love your neighbor as yourself."
In Advent, Christians relive a dual impulse of the spirit: on the one hand, they raise their eyes towards the final destination of their pilgrimage through history, which is the glorious return of the Lord Jesus; on the other, remembering with emotion his birth in Bethlehem, they kneel before His manger.
Christians are very sensitive to this season of the year, especially when seen as the memory of the preparation for the coming of the Messiah. We are deeply conscious of the long period of expectation that preceded the birth of our Savior. The faithful know that God sustained Israel's hope in the coming of the Messiah by the prophets. Indeed, we are awestruck at the prospect of the God of glory taking flesh in the womb of the humble and lowly Virgin Mary. The faithful are particularly sensitive to the difficulties faced by the Mary during her pregnancy, and are deeply moved by the fact that there was no room at the inn for Joseph and Mary, just as she was about to give birth to the Christ child.
The hope of Christians is turned to the future but remains firmly rooted in an event of the past. In the fullness of time, the Son of God was born of the Virgin Mary: "Born of a woman, born under the law", as the Apostle Paul writes (Gal 4: 4).
Protestants and Advent
Many Protestant Churches and Christians see the Advent Season as a device of the Catholic Church and of course the Catholic Church established it when there was only one church. During the Reformation and in many churches after that all things Christmas were banned as being pagan or "popish". In today's church world, though, many churches are discovering that it is possible to have fuller seasons of the church year and to celebrate the great events in the life of our Savior and still be true to their own theological distinctive.
In fact, the Advent season presents a unique opportunity to many Protestants. It's like the once-a-year conjunction of two planets: It brings a great mass of Bible-loving, praise-and-worshipping, extemporaneously praying born-again Protestant Christians into close contact with the historic church's worship. Even many non-liturgical Protestants don't think twice about joining in the season's rituals, old as well as new. They pull out and count off advent calendars, listen to lectionary sermon themes and Bible readings, and recite set prayers at the dinner table around candles in meaningful hues of purple and rose. Advent's four bright Sundays offer us ways to meditate on Christ's coming, which is not limited to any one church, for joyous worship. Advent is a time of year that can "tie our lives to Christians throughout history." In a time of year filled with indulgence, the observance of centuries-old Christian practices can feed us in a deeper way.
What better source of encouragement for celebrating Advent as Protestants than Martin Luther the father of the Protestant Reformation. John Pless tells us a little about Luther and Advent. "For whatever reason, in the ineffable wisdom of God, the speech of Martin Luther rang clear where others merely mumbled."' The clarity of Luther's voice is surely apparent in his Advent and Christmas preaching - the Lord's Palm Sunday entry into Jerusalem, the preaching of John the Baptist, the annunciation, and the nativity. Showing remarkable theological insight and pastoral warmth, Luther crafts vivid and graphic pictures of the meanness and misery of the biblical stories of the Lord's birth. All the great themes of Luther's theology - incarnation, justification, the "happy exchange," sacraments, the theology of the cross - are present in these sermons. Advent and Christmas evoke the best in Luther's preaching as he proclaims Bethlehem's crib in light of the cross. Ulrich Asendorf rightly notes "Luther's Advent sermons are a microcosm of his spiritual world" ('Ulrich Asendorf, "Luther's Sermons on Advent as a Summary of His Theology,"). Luther's preaching in Advent and Christmas is extensive. No less than 110 of Luther's Advent and Christmas sermons have been preserved. Roughly half of these sermons are based on Luke 2:l-20, although he clearly delighted in preaching the prologue of the Fourth Gospel as well" (1).
What is Advent?
Advent is a season of preparation. So's Lent, but it is a different kind of preparation. In Lent, each of us prepares for what happened on Good Friday (execution) and Easter (resurrection). Lent is very adult and serious, because it leads to a death. In fact, originally, Lent readied new Christian adults for baptism.
In Advent, we thank God for Christ's first coming, prepare for his final coming at the end of time, and celebrate Christ's presence among us today through His Spirit. God loved and wanted to share that love. But this existence isn't fit for God; it's too broken, evil, painful, and unjust. So, to rescue the created world from this evil, God chose to come here and walk the earth, to grow up, to live the truth, and to die. The only way to start such a thing is as a baby, and the only way to be a baby is to be born; hence Christmas. Because Christmas is centered in the new hope brought by a baby, it's a very child-oriented holiday. Because Advent leads us up to that baby, so also Advent is very child-oriented.
There's a time to get ready by focusing on your own sinfulness and evil, a time for personal transformation and following Christ to the cross; that's Lent. There's a time to get ready by rejoicing that our God is not far away and unfamiliar with the struggles of human life, that Christ is here right now among His followers, that God has already begun to bring in the Kingdom, and that Christ will come again to make it clear who really "reigns and rules" over the universe. That's Advent. "Lo, I am with you, even unto the end of the age", says Jesus. Christians intuitively understand that it is not possible to celebrate the birth of Him "who saves His people from their sins" without some effort to overcome sin in one's own life, while waiting faithfully for Him to return at the end of time.
So Advent originally was a time of fasting and self-reflection (instead of today's Christmas parties) and thinking about other people for a change. In the mid-300s, two events changed that thinking: Constantine the Great built the Church of the Nativity in Bethlehem, declaring Jesus' birthday a national holiday; and Julius, Bishop of Rome, set the date as December 25. Christmas took on a happier, more celebratory feel and became a time of joyous anticipation. By the mid-400s, even the Eastern Church—with a few exceptions—recognized December 25 as Christmas. However, Advent is still a much more solemn occasion among Orthodox Christians, and the season begins much earlier— November 15 instead of the Sunday nearest November 30. Still, it was not long after this that Christmas had greatly overshadowed Advent.
When is Advent?
Advent is the beginning of the Church Year for most churches in the Western tradition. It begins on the fourth Sunday before Christmas Day, which is the Sunday nearest November 30, and ends on Christmas Eve (Dec 24). If Christmas Eve is a Sunday, it is counted as the fourth Sunday of Advent, with Christmas Eve proper beginning at sundown. The liturgical season of Advent marks the time of spiritual preparation by the faithful before Christmas. While no special feast is prescribed, prayers and liturgical services stress preparation for the Lord's nativity (2).
In the U.S., most people start their Christmas after Thanksgiving Day (the fourth Thursday of November), though catalog firms and retailers try to move it up to the start of November for profit's sake. Thanksgiving day is actually quite appropriate for Advent, even if it is a few days before the season starts. Advent is a preparation, and the best way to start preparing is with a thankful heart.
History of Advent
The celebration of Advent has evolved in the spiritual life of the Church. In its earliest form, beginning in France (as we find from Venerable Bede's history), Advent was a period of preparation for the feast of the Epiphany, a day when converts were baptized; so the Advent preparation was very similar to Lent with an emphasis on prayer and fasting which lasted three weeks and later was expanded to 40 days.
In 380, the local Council of Saragossa, Spain, established a three-week fast before Epiphany. Inspired by the Lenten regulations, the local Council of Macon, France, in 581 designated that from Nov. 11 (the feast of St. Martin of Tours) until Christmas, fasting would be required on Monday, Wednesday and Friday. Eventually, similar practices spread to England. In Rome, the Advent preparation did not appear until the sixth century, and was viewed as a preparation for Christmas with less of a penitential bent (3).
The oldest document in which we find the length and exercises of Advent mentioned with anything like clearness, is a passage in the second book of the History of the Franks by St. Gregory of Tours, where he says that St. Perpetuus, one of his predecessors, who held that see about the year 480, had decreed a fast three times a week, from the feast of St. Martin until Christmas. It would be impossible to decide whether St. Perpetuus, by his regulations, established a new custom, or merely enforced an already existing law. We find, as far back as the fifth century, the custom of giving exhortations to the people in order to prepare them for the feast of Christmas.
Not many years after that, in 567, the second Council of Tours had enjoined the monks to fast from the beginning of December till Christmas. This practice of penance soon extended to the whole forty days, even for the laity: and it was commonly called St. Martin's Lent (this same council also proclaimed the twelve days from Christmas to Epiphany a sacred, festive season). Later on, in 582, the church ordained that during the same interval between St. Martin's day and Christmas, the Mondays, Wednesdays, and Fridays, should be fasting days, and that the Sacrifice should be celebrated according to the Lenten rite.
In 753 we see that Advent Fasts had spread into England, Italy, Germany and Spain. In the capitularia of Charles the Bald, in 846, the bishops admonish that prince not to call them away from their Churches during Lent or Advent, under pretext of affairs of the State or the necessities of war, seeing that they have special duties to fulfill, and particularly that of preaching during those sacred times. After this Advent was celebrated in all the Church in Western Christendom.
Since the 900s Advent has been considered the beginning of the Church year. This still does not mean that Advent is the most important time of the year, however. Easter has always had this honor.
How is Advent to be Observed?
The debate through out the church became when and how should Advent be celebrated. We have seen that it was started as a three week time of prayer and fasting that was later changed to 40 days. Soon this became the practice for the clergy and the laity. The discipline of the Churches of the west reduced the time of the Advent fast, and in a few years, changed the fast into a simple abstinence; and we even find the Councils of the twelfth century requiring only the clergy to observe this abstinence. The Council of Salisbury, held in 1281, would seem to expect none but monks to keep it. By degrees, the custom of fasting so far fell into disuse, that when, in 1362, Pope Urban V endeavored to prevent the total decay of the Advent penance, all he insisted upon was that all the clerics of his court should keep abstinence during Advent, without in any way including others, either clergy or laity, in this law.
In terms of worship, the Church gradually more and more formalized the celebration of Advent. Pope St. Gelasius I (d. 496) was the first to provide Advent liturgies for five Sundays. Later, Pope St. Gregory I (d. 604) enhanced these liturgies and Pope St. Gregory VII (d. 1095) later reduced the number of Sundays in Advent to four. Finally, about the ninth century, the Church designated the first Sunday of Advent as the beginning of the Church year (4).
The current form of Advent crystallized under Pope Gregory I, who set the current four-week length, and wrote liturgical materials for use in Advent. Later on, the church adopted a system of liturgical colors, and Advent received a purple color not unlike Lent's. The 20th century brought a rediscovery of joy in Advent preparations; this was signaled among Protestants who choose to celebrate this season of preparation by using the color blue (with or without a touch of red in it).
But Advent has fallen on hard times. For most people, it's become a time to get ready for whatever you're doing with family and friends on Christmas, and not a time to get ready for the Christ child. The bigger Christmas became, the more it swallowed up Advent. In fact, whatever Christmas-y thing we think of as being done before Christmas Day is actually done in Advent. In the US, everything after Thanksgiving is now seen as a part of Christmas. The main problem is not that Christmas intrudes on Advent. The real problem is that people no longer keep their Christmas focus on Christ, and then that Christless Christmas saps Christ from Advent. Practicing Advent as a religious season may help us recover Christmas, but it can't do it by itself. If you don't look to Jesus every day in every season, you'll lose Advent, Christmas, Lent, and even Easter. It'll be a tiring rush, not a loving celebration, and it'll be about family or money or image and not our loving Maker. For the celebration of advent to be meaningful it must be focused on Christ alone. Worship is the missing element in the monstrosity that the (Advent) Christmas Season has become. We should worship as the Shepherds did – drop everything we are doing (today: we should participate in Advent prayer and fasting) and rush to the manger to attend His birth (Christmas)(5).
Commemorative Days in Advent
The primary human of the Advent Season according to the Western Church is Nicholas of Myra (modern Demre, Turkey) and his special day is on December 6. It was the celebration of his day and his reputation for giving gifts to children, which bred the name and task of Santa Claus. He apparently had very wealthy parents who died in one of the epidemics that were common back then. He got the inheritance, but started giving it away to the poor, the sick, children, and sailors. He was jailed for several years under the Emperor (as were most Christian leaders - if they weren't killed). When he was released, he was quite thin, but went right back to his giving ways. He was one of the bishops at the Council of Nicea in 325 and he died in 343 AD.
I mention him because of several interesting facts. First, while he was alive he was never associated with Advent or Christmas and all down through history, while he was associated with Advent and giving as Jesus gave, he was never associated with Christmas until the 19 th Century. Secondly, Bishop Nicholas was a committed believer in Jesus Christ as his Savior and as the second person of the trinity, the very Son of God. He was at the council of Nicea to fight this very point and his side of the controversy won the day. Thirdly, Bishop Nicolas, at the council of Nicea helped to pick the date for the celebration of Easter, the celebration of the resurrection of the Lord. In his lifetime he never had anything to do with Advent or Christmas formally – such as setting dates, etc. So it is interesting that he is such a prominent part of the celebration of Christmas.
What started off as a tribute to Jesus through the dedicated life of one of His followers turned into a mythical, secular creature. We must keep our celebrations of Christ life, Christ centered or we too will turn them into the very opposite of what is intended – a time to reflect on the love and sacrifice of our Savior for us and on our eternal relationship with Him!
The Western Church has picked several other special people to remember during the Advent/Christmas season. The life of the disciple Thomas is remembered on December 21; it's a good day to think and pray about discerning, testing, and asking questions about what is happening around us, especially what's being taught about God. The day after Christmas (12/26) is the day to celebrate the life of the first Christian martyr, Stephen. This day was placed right after Christmas to remind us amidst our joy, of those who died to bring it to us. The beginning of the spread of the Gospel cost God's people their very lives. We never what to forget that – as the expression goes – "while salvation is free – it is not cheap"!
Conclusion
The Bible measures time by its content; the year when Isaiah had his great vision in the temple is not 746 BC, but rather it is the "Year in which King Uzziah died". And the time we enter upon now is not the current year, it is the time of God drawing near to His people, the time when the exile is ending and David's greater son the King/Messiah is drawing near. Therefore, get ready! Prepare in your hearts the way of the Lord, for this is the time of His coming (6)!
This is the very reason why the Church created the celebration of Advent. It is history by context and not by date. There was a time when the world waited expectantly for the Messiah to come. Then He came and created salvation for us and applied it to us. Then He returned to heaven where He is preparing a place for us and then He is coming back for us. The church calendar is the annual rehearsal of the events of salvation so that our faith will always be encouraged and our hope will always be strengthened.
Advent is the beginning and the end of that rehearsal. It reminds us that we were waiting for the Messiah to come the first time and now we are waiting for Him to come the second time. It is also the reminder that because He came the first time we know He will come the second time. It reminds us that we must be waiting expectantly. That is we must be found waiting, faithful and engaged in His service when He returns. Advent reminds us to be prepared. To know the Savior, and to be growing in His grace every day. Celebrating Advent is both the joy of the first coming and the glory of the second!
"O come O come Emmanuel" we sing at the advent of His birth " Jesus says to us in Rev. 22:20, "He which testifies these things says, 'Surely I come quickly. Amen.' Even so, come, Lord Jesus!"
Questions for Chapter Six
1- What is Advent about?
2- How can Protestants enjoy Advent?
3- How did Martin Luther deal with Advent and Christmas?
4- What was Luther's favorite Advent/Christmas text?
5- What is Advent?
6- What is Advent for?
7- In reading this chapter, how should we observe the Advent Season?
8- How did St. Nicholas become a part of Advent and Christmas?
9- What are the themes of the four weeks of Advent?
10- Is Advent the greatest celebration of the Christian Church since it begins the Christian calendar?
Footnotes for Chapter Six
1- John T. Pless. Concordia Theological Quarterly: Learning to Preach from Luther in Advent and Christmas. Volume 62: Number 4 October 1998.
2- Marguerite Ickis. The Book of Religious Holidays and Celebrations. p. 40.
3- Fr. William P. Saunders. Catholic Herald. 12/01/05 Issue.
4- Ibid.
5- John MacArthur, Jr. God With Us: The Miracle of Christmas. p. 132.
6- Robert Hamerton-Kelly. Spring Time: Seasons of the Christian Year. p. 15.
Chapter Seven – Christmas December 25
In those days Caesar Augustus issued a decree that a census should be taken of the entire Roman world. (This was the first census that took place while Quirinius was governor of Syria.) And everyone went to his own town to register. So Joseph also went up from the town of Nazareth in Galilee to Judea, to Bethlehem the town of David. He went there to register with Mary, who was pledged to be married to him and was expecting a child. While they were there, the time came for the baby to be born and she gave birth to her firstborn, a son. She wrapped him in cloths and placed him in a manger, because there was no room for them in the inn.
And there were shepherds living out in the fields nearby, keeping watch over their flocks at night. An angel of the Lord appeared to them, and the glory of the Lord shone around them, and they were terrified. But the angel said to them, "Do not be afraid. I bring you good news of great joy that will be for all the people. Today in the town of David a Savior has been born to you; he is Christ the Lord. This will be a sign to you: You will find a baby wrapped in cloths and lying in a manger." Suddenly a great company of the heavenly host appeared with the angel, praising God and saying, "Glory to God in the highest, and on earth peace to men on whom his favor rests."
When the angels had left them and gone into heaven, the shepherds said to one another, "Let's go to Bethlehem and see this thing that has happened, which the Lord has told us about." So they hurried off and found Mary and Joseph, and the baby, who was lying in the manger. When they had seen him, they spread the word concerning what had been told them about this child, and all who heard it were amazed at what the shepherds said to them. But Mary treasured up all these things and pondered them in her heart. The shepherds returned, glorifying and praising God for all the things they had heard and seen, which were just as they had been told. (Luke 2:1-20)
This is how the birth of Jesus Christ came about: His mother Mary was pledged to be married to Joseph, but before they came together, she was found to be with child through the Holy Spirit. Because Joseph her husband was a righteous man and did not want to expose her to public disgrace, he had in mind to divorce her quietly. But after he had considered this, an angel of the Lord appeared to him in a dream and said, "Joseph son of David, do not be afraid to take Mary home as your wife, because what is conceived in her is from the Holy Spirit. She will give birth to a son, and you are to give him the name Jesus, because he will save his people from their sins." All this took place to fulfill what the Lord had said through the prophet: "The virgin will be with child and will give birth to a son, and they will call him Immanuel" - which means, "God with us." When Joseph woke up, he did what the angel of the Lord had commanded him and took Mary home as his wife. But he had no union with her until she gave birth to a son. And he gave him the name Jesus.
After Jesus was born in Bethlehem in Judea, during the time of King Herod, Magi from the east came to Jerusalem and asked, "Where is the one who has been born king of the Jews? We saw his star in the east and have come to worship him." When King Herod heard this he was disturbed, and all Jerusalem with him. When he had called together all the people's chief priests and teachers of the law, he asked them where the Christ was to be born. "In Bethlehem in Judea," they replied, "for this is what the prophet has written. "But you, Bethlehem, in the land of Judah, are be no means least among the rulers of Judah; for out of you will come a ruler who will be the shepherd of my people Israel." Then Herod called the Magi secretly and found out from them the exact time the star had appeared. He sent them to Bethlehem and said, "Go and make a careful search for the child. As soon as you find him, report to me, so that I too may go and worship him."
After they had heard the King, they went on their way, and the star they had seen in the east went ahead of them until it stopped over the place where the child was. Then, when they saw the star, they were overjoyed. On coming to the house, they saw the child with his mother Mary, and they bowed down and worshiped him. Then they opened their treasures and presented him with gifts of gold and of incense and of myrrh. And having been warned in a dream not to go back to Herod, they returned to their country by another route.
When they had gone, an angel of the Lord appeared to Joseph in a dream. "Get up," he said, "take the child and his mother and escape to Egypt. Stay there until I tell you, for Herod is going to search for the child to kill him." So he got up, took the child and his mother during the night and left for Egypt where he stayed until the death of Herod. And so was fulfilled what the Lord had said through the prophet: "Out of Egypt I called my son."
When Herod realized that the Magi had outwitted him, he was furious, and he gave orders to kill all the boys in Bethlehem and its vicinity who were two years old and under, in accordance with the time he had learned from the Magi. Then what was said through the prophet Jeremiah was fulfilled: "A voice is heard in Ramah, weeping and great mourning, Rachel weeping for her children and refusing to be comforted, because they are no more."
After Herod died, an angel of the Lord appeared in a dream to Joseph in Egypt and said, "Get up, take the child and his mother and go to the land of Israel, for those who were trying to take the child's life are dead." So he got up, took the child and his mother and went to the land of Israel. But when he heard that Archelaus as reigning in Judea in place of his father Herod, he was afraid to go there. Having been warned in a dream, he withdrew to the district of Galilee, and he went and lived in a town called Nazareth. So was fulfilled what was said through the prophets "He will be called a Nazarene." (Matthew 1: 19-2:23)
"There are no probabilities whatever that our Savior Jesus Christ was born on that day, and the observance of it is purely of traditional origin. However, I wish there were ten or a dozen Christmas-days in the year; for there is work enough in the world, and a little more rest would not hurt laboring people." - C.H. Spurgeon
I love Christmas because it is the celebration of a new beginning. Galatians 4:4-7 says – in the fullness of the time, God sent his Son, and it was a new beginning. That New beginning is experienced in every heart that receives Christ as their Savior. But of course, many people attack Christmas as simply a re-making of a pagan holiday. But this is not true – it has always, only been about Jesus! It is true that Jesus was not born on December 25 th but the import part of the celebration is not what day it occurred – but that it occurred. No matter what day it happened, Jesus really did come to earth as a man, adding to His divine nature a human nature and creating salvation for all those who will trust and believe in Him alone.
The Bible only has one story and that is the story of Redemption. All parts of the Bible tell the same story of redemption. The story of the Church, the prophets, and even Feasts and Festivals of Israel - everything in the Bible tells the Redemption Story. And Christmas tells the story of redemption as well
Now the celebration of the birth of Christ has become the most obvious religiousbased public festival of American life. Its arrival in December is prepared for months in advance. It is the one event which generates the most anticipation and to which the most tradition and custom have attached themselves. Individual homes and whole cities dress up for Christmas. In popular sentiment it has eclipsed the far greater feast of the Resurrection, and has completely dwarfed its twin festival, the Epiphany. But how did we get a feast of Christmas? What was its original purpose? How does it actually fit into the life of the Christian Church? Should we even celebrate it today because of all its abuses in our culture?
When it comes to the Christmas holiday, most people enjoy it so much they do not think about its meaning in deeper theological ways. It's a very sentimental, "feel good" holiday that all enjoy - Christian or otherwise. Clergy, scholars, theologians, etc. look into the deeper issues but even they usually end up discussing the Regulative Principle of Scripture – whether or not we should celebrate Christmas based on our view of what Scripture allows. Throughout the centuries historians, theologians and others argued the merit of Christmas and its significance to Christianity. Atheists, Agnostics and people of non-Christian faiths love to show all the inconsistencies between what the Bible says about the birth of Jesus and what we say about it in the church today and declare that Christianity therefore is a false religion. We all seem to approach Christmas with our own agenda and without much interest in its history and meaning to the Church of Jesus Christ.
Now it is true as mentioned above, that no one can ever establish the date of Christ's birth or the origin of the festival without any doubt. However this is not necessary in order for us to have a Christ centered, life-refreshing celebration of the birth of the One who came to give us salvation and eternal life.
The Significance of Christmas
It does seem that, in today's world, no one takes Christmas very seriously especially because of all the commercialism, materialism and paganism that accompanies it. However the perversion of the celebration does not mean that it has no value in its true meaning. In the mind of the ancient church Christmas was a necessary celebration because it is the beginning of the story of our redemption. The birth of Christ leads to the ministry and death of Christ which in turn leads to the resurrection of Christ which in turn leads to His second coming at the end of time. It is necessary to begin the story of the resurrection by reminding us that Jesus was born into this world as a human baby taking to Himself a human nature in addition to His divine nature.
In other words, Christmas does not have to be a secular or despised holiday. It was intended by the early church to be part of the story of redemption. The Christian Calendar begins with the birth of Christ, because the church itself begins with Christ. The Lord Jesus Christ created the church, He died for the church, He redeemed the church, He is the King and Head of the church today and, He is coming back for His church. Christmas can be a wonderful season of worship to our Lord and God if we will give it back its true significance.
Origin of the Word "Christmas"
The word for Christmas in late Old English is Cristes Maesse, the Mass of Christ, first found in 1038, and Cristes-messe, in 1131. In Dutch it is Kerst-misse, in Latin Dies Natalis, whence comes the French Noël, and Italian Il natale; in German Weihnachtsfest, from the preceding sacred vigil. The feast was not originally called Christmas or Nativity in the early church, but rather Epiphany or "Manifestation." It celebrated the idea of Christ's coming and manifesting Himself through several events in the New Testament and in the East this feast of "coming" was generally kept on January 6th and in the West on December 25 th (1).
The History of Christmas
Now, the Bible never commanded us to celebrate the birth of Christ just as it never commanded the Jews to celebrate Purim or Chanukah. No historical evidence has ever been found that support the celebration of Christ's birth during the apostolic or early post-apostolic era. Regarding the attitude of early Christians toward such things, Auld says--"As for the first believers, they had NOT THE SLIGHTEST INTEREST IN ANYTHING OF THE KIND. Hope in the Lord's imminent return from heaven in great power and glory was the flame that fired their devotion" (2).
The Christian Church in the first three centuries of its existence knew of only one great festival, Pentecost. However, what the early church meant by Pentecost was the complete celebration of the Christian Passover from the cross and resurrection to the 50th day commemorating the descent of the Holy Spirit. Every Sunday was considered a feast in that it was a gathering to proclaim the mighty redemption brought by the death and resurrection of Christ.
In time the celebration of martyrs' days, that is, the yearly anniversary of a martyr's death came to be celebrated. But these festivals were local and usually conducted at the martyr's tomb. It is not until the fourth century that the idea of celebrating occasions in the earthly life of our Lord started to become popular. Much of this is due to the Church of Jerusalem. Special celebrations, which were devised on the actual or supposed sites of the events of the life of Christ, lent themselves particularly well to the celebration of historical remembrances. So interest developed in where Jesus was born, where He grew up, where He performed miracles, etc. It is to the early church in Rome, that we must give the credit for the origins of the feast of the birth of Christ. But on what was this feast based and why was December 25th chosen as the day for its celebration (3)?
As stated above, Christmas was not among the earliest festivals of the Church. Irenaeus and Tertullian omit it from their lists of feasts. The first confirmation of the feast of the Nativity was found in Alexandria, Egypt; about 200 AD. Clement of Alexandria first reported the feast and thus the first evidence of the feast is from Egypt. In 200 AD, Clement says that certain Egyptian theologians "over curiously" assign, not the year alone, but the day of Christ's birth, placing it on 25 Pachon (20 May) in the twenty-eighth year of Augustus (though they did this believing that the ninth month, in which Christ was born, was the ninth of their own calendar). Sadly, scholars have shown that there is no month in the year to which respectable authorities have not assigned Christ's birth down through history. But this is our earliest record of the feast of the nativity (4).
The earliest literary evidence we have of a date for a celebration of the Nativity of Christ is in the Roman Chronograph of Furius Dionysius Philocalus - sometimes called the Philocalian Calendar - written between 336 and 354 AD. Philocalus was a Christian interested in chronological information. His document mainly consists of two chronological lists. The first is a list of the consuls of Rome thus indicating a year; the second, entitled Depositio Martyrum, indicates death dates (and so memorial dates) of the more famous Christian martyrs and saints. Among those listed are: Saints Peter and Paul (29th June), St Sylvester (31st December) and African martyrs Saints Perpetua and Felicity (7th March) as well as St Cyprian (16th September). But also included is the Chair of Peter (22nd February). And at the head of this list is an entry: VIII Kal. Ian. Natus Christus in Bethleem Iudeae ("on the eighth day before the Kalends of January {= 25th December} Christ was born in Bethlehem of Judea"). This suggests that Christmas was marked as a feast among Christians at Rome between 336 and 354 (5).
The feast of Alexandria was not today's Christmas. The feast was known as Epiphany (from the Greek epi and phainein meaning to show or shine upon). Epiphany was the celebration of Christ's' manifestation. It did not originally concentrate exclusively on the birth of our Lord, but celebrated several aspects of His manifestation: the Annunciation (visit of the Angel Gabriel), the Birth in the stable, the Acknowledgment of Christ's divinity (the visit and adoration of the Magi), the
Theophany (Christ's baptism in the Jordan), and the First Miracle at Cana in Galilee. All of these themes came in one way or another to be associated with the feast of the Epiphany. In the Greek Orthodox Church the Sanctification of the Waters is a large part of the Epiphany celebrations in remembrance of Christ's baptism and the manifestation of the Trinity (6).
Clement of Alexandria put the Annunciation on May 20, the Acknowledgment of Christ's Divinity on January 6, and the Theophany on November 6. The church of Alexandria celebrated the Epiphany from January 6-10. Hippolytus of Rome also fixed Christ birth on December 25 in 212 A.D. He believed that Jesus' life from annunciation to crucifixion was precisely thirty-three years and that both events occurred on March 25. By calculating nine months from the annunciation he arrived at December 25 as Christ's birth. The ambiguity of all the data however, discredits these calculations.
Pope Liberius I started Epiphany in the Roman Church sometime in 355-357 AD. In 357 Liberius' sermon on the feast was more appropriate to the Epiphany than Christmas. Later St. Augustine also established the feast of Christmas in December however he supported and practiced the holy celebration of both days. He placed Christmas on December 25 and Epiphany on January 6 and he says, "Let us, therefore, with the joy of the Spirit, hold dear these two days, the Nativity and the Manifestation of our Lord." (7).
By the end of the forth century every western calendar assigned Christ's birth on December 25. De Santi, a monk from the Eastern Church, argues that Roman Christians took over the Eastern Epiphany and made a new feast. Later East and West divided their feast. Western churches celebrated Christmas on December 25 and Eastern Churches kept the Epiphany on January 6. Even today the Eastern Orthodox Church celebrates Epiphany on January 6.
In Constantinople Christmas appears to have been introduced in 379 or 380. In 383 A.D. Churches in Cyprus, Mesopotamia, Armenia, and Asia Minor started celebrating Epiphany. The Church of Cyprus was celebrating Christ's birth on December 25 before 380 A.D. This church separated Christ's birth from Epiphany and celebrated Christ's birth on December 25 and Epiphany on January 6. In 385, Silvia of Bordeaux in Jerusalem separated Christ's birth from Epiphany and started to celebrate Christ's birth on December 25. From a sermon of St. John Chrysostom, at the time a renowned ascetic and preacher in his native Antioch, it appears that the feast was first celebrated there on December 25, 386.
Once this double feast, Christmas-Epiphany, entered the life of the Church it became, like Easter-Pentecost, an occasion for the celebration of baptism. The feast of Christ's coming was seen to be appropriate for the administration of the sacrament of baptism in which Christ was confessed in the Covenant of Grace by the new believer. From these centers it spread throughout the Christian East, being adopted in Alexandria around 432 and in Jerusalem a century or more later. The Armenians, alone among ancient Christian churches, have never adopted it, and to this day celebrate Christ's birth, manifestation to the magi, and baptism are celebrated on January 6 th (8).
Western churches, in turn, gradually adopted the January 6th Epiphany feast from the East, Rome doing so sometime between 366 and 394. But in the West, the feast was generally presented as the commemoration of the visit of the magi to the infant Christ, and as such, it was an important feast, but not one of the most important ones—a striking contrast to its position in the East, where it remains the second most important festival of the church year, second only to Easter.
In the East, Epiphany far outstrips Christmas. The reason is that the feast celebrates Christ's baptism in the Jordan and the occasion on which the Voice of the Father and the Descent of the Spirit both manifested for the first time to mortal men the divinity of the Incarnate Christ and the Trinity of the Persons in the One Godhead.
Pagan Roots a Mistake
The idea that the date of Christmas was taken from the pagans goes back to two scholars from the late seventeenth and early eighteenth centuries. Paul Ernst Jablonski, a German Protestant, wished to show that the celebration of Christ's birth on December 25th was one of the many "paganizations" of Christianity that the Church of the fourth century embraced, as one of many "degenerations" that transformed pure apostolic Christianity into Catholicism. Dom Jean Hardouin, a Benedictine monk, tried to show that the Catholic Church adopted pagan festivals for Christian purposes without paganizing the gospel.
In the Julian calendar, created in 45 B.C. under Julius Caesar, the winter solstice fell on December 25th, and it therefore seemed obvious to Jablonski and Hardouin that the day must have had a pagan significance before it had a Christian one. But in fact, the date had no religious significance in the Roman pagan festal calendar before Aurelian's time, nor did the cult of the sun play a prominent role in Rome before him.
There were two temples of the sun in Rome, one of which (maintained by the clan into which Aurelian was born or adopted) celebrated its dedication festival on August 9th, the other of which celebrated its dedication festival on August 28th. But both of these cults fell into neglect in the second century, when eastern cults of the sun, such as Mithraism, began to win a following in Rome. And in any case, none of these cults, old or new, had festivals associated with solstices or equinoxes.
As things actually happened, Aurelian, who ruled from 270 until his assassination in 275, was hostile to Christianity and appears to have promoted the establishment of the festival of the "Birth of the Unconquered Sun" as a device to unify the various pagan cults of the Roman Empire around a commemoration of the annual "rebirth" of the sun. He led an empire that appeared to be collapsing in the face of internal unrest, rebellions in the provinces, economic decay, and repeated attacks from German tribes to the north and the Persian Empire to the east.
In creating the new feast, he intended the beginning of the lengthening of the daylight, and the arresting of the lengthening of darkness, on December 25th to be a symbol of the hoped-for "rebirth," or perpetual rejuvenation, of the Roman Empire, resulting from the maintenance of the worship of the gods whose tutelage (the Romans thought) had brought Rome to greatness and world-rule. And if it happened to co-opt the Christian celebration, so much the better.
Thus, as Professor Tighe Associate Professor of History at Muhlenberg College says, "December 25th as the date of the Christ's birth appears to owe nothing whatsoever to pagan influences upon the practice of the Church during or after Constantine's time. It is wholly unlikely to have been the actual date of Christ's birth, but it arose entirely from the efforts of early Latin Christians to determine the historical date of Christ's death. And the pagan feast which the Emperor Aurelian instituted on that date in the year 274 was not only an effort to use the winter solstice to make a political statement, but also almost certainly an attempt to give a pagan significance to a date already of importance to Roman Christians. The Christians, in turn, could at a later date re-appropriate the pagan "Birth of the Unconquered Sun" to refer, on the occasion of the birth of Christ, to the rising of the "Sun of Salvation" or the "Sun of Justice"" (9).
According to Prof. Tighe, cultures have their most important holiday in winter because there is less agricultural work to do at this time. Examples of this holiday are Yule and Saturnalia. As mentioned above the pagan festival of the "Birth of the Unconquered Son" instituted by the Roman Emperor Aurelian on December 24, 274, was almost certainly an attempt to create a pagan alternative to a date that was already of some significance to Roman Christians.
Augustine (354 – 430) had to exhort the brethren not to solemnize the day on account of the sun like the heathen, but rather on account of him who made the sun. Leo the Great (d. 461) rebuked those who thought that Christmas was observed for the solstice and not the nativity of Christ. Thus the "pagan origins of Christmas" is a myth without historical substance.
The Date of Christmas
The actual historical facts surrounding the birth of Christ are clouded in mystery. No one really knows when Jesus was born. Only certain facts can be deducted from the Biblical account and from history. For one thing, Jesus was definitely born in B.C. (Before Christ!). This is known because Herod the Great died in 4 B.C., and Herod figures in the account of the Nativity given by St. Matthew. Jesus was definitely not born in winter. St. Luke mentions that the shepherds were staying out in the pastureland with their flocks, an event that does not take place in winter. So we must look elsewhere for the origin of the late December celebration of the Nativity in the calendar of the church.
In ancient Judaism, as mentioned above, there was a common belief in the Integral Age, which is the belief that the prophets of Israel died on the on the same date as their birth or conception. The ancient Christians, it seems, inherited this belief to some extent (this may be behind the long-standing Christian custom of referring to the date of a martyr's death as their "birthday in heaven.").
According to ancient western calculations, Jesus was crucified on March 25, so they assumed that March 25 was the date of Jesus' conception. It is to this day, commemorated almost universally among Christians as the Feast of the Annunciation, when the Archangel Gabriel brought the good tidings of a savior to the Virgin Mary, who became incarnate in her womb. Nine months after March 25 leads to December 25, which would be the birthday of Jesus Christ if all those assumptions and calculations were correct. They aren't correct, but the fact remains that the date has a Christian origin.
Meanwhile, back in the east, Christians calculated the date of the crucifixion independently and came up with April 6. Nine months after April 6 is January 6. So the birth of Christ was celebrated on that day. December 25th is Christmas, and January 6th is Epiphany. Eventually, Christmas spread to the east and Epiphany spread to the west and the two days became differentiated. Today, Christmas is the celebration of the Nativity and the Epiphany is the celebration of Jesus' ministry to the Gentiles.
So we do not find the origin of the winter feast of the Nativity in the historical facts available concerning the birth of Christ. Where do we find it? Why did the Church pick Dec. 25 th ?
There are at least two main possibilities and the first one is found in understanding the Festival of Lights – Chanukah – and its dates as we saw in Chapter Seven. The Temple was cleansed and rededicated on Kislev 25, which corresponds roughly to our December 25 th . In John 9-11 we are told that Jesus was at the Temple on the Feast of Dedication (Chanukah) and at that time He declares that He is the Light of the World.
After 70 AD when the temple was destroyed there was no temple to celebrate over its cleansing. So there arose a tradition about the lights, which said that after 165 BC the Temple was cleansed, but there was only one day of consecrated oil left and it took 8 days to make more. So they poured one jar into the Menorah and lit it then a miracle happened and it burned for 8 days until more oil could be consecrated - thus the 8 days of Chanukah. So when church wanted to celebrate Christmas they choose Kislev 25 th which is the equivalent of Dec. 25 th.
A Second Reason for choosing Dec. 25 th was because of the timing of the birth of John the Baptist. John the Baptist father was Zechariah who was a Priest. There were so many Priests and Levites that King David had divided them into 12 courses. Each course served for 2 non-consecutive weeks of the year with the exception of the three pilgrim feasts when all the priests served together.
Zechariah was in the course of Abijah and we know that they served in the 8 th course. The Jewish year begins on Nissan 1 (our March & April) and the first course of Priests would serve that week. The next week – the second course would serve. The third week was Passover when they would all serve. Then in the next week, the fourth week, the third course would serve and so on until the 8 th week. This was when Zechariah would have served and this week was in the middle of June.
At this time Zechariah was told that he would have a son and soon after he returned home, his wife Elizabeth conceived. Six months later the Angel tells Mary she will conceive. She is also told about Elizabeth's pregnancy and goes to visit her. So this would be in December.
Now John is born 3 months later (March) around the time of Passover. This is interesting because the Jews – even to this day - look for the Elijah – the forerunner of the Messiah to come at Passover time. John the Baptist, the Elijah or forerunner of Jesus was born on or near the time of Passover just as the Jews were expecting!
This means then, that Jesus would have been born in the fall 6 months later in the month of Tishri, which is at the time of the feast of Tabernacles. "IF" He was born on the first day of Tishri on the first day of the feast, then He world have been circumcised on the 8 th day, which was the "great day of the feast" of Tabernacles. This is the time when the people pray for the blessings of God on their future.
Finally, the normal gestation period is 9 months and the ideal time for pregnancy is 278 days. 278 days backwards from September 29 th is December 25 th . Jesus was not born on Dec. 25 th but He could have been conceived on Dec. 25 th according to these calculations. After all, the true miracle was not His birth, which was a normal birth, but rather it was His conception that was supernatural!
So you can see that December 25 th is about the celebration of the birth of Jesus Christ our Savior and always has been. In the fullness of time, God sent His Son into the world to redeem us from all unrighteousness and make us right with Him once again for all eternity!
Christmas Customs
Popular merry-making. The Church forbid, in 425, circus games on 25 December; though not till 529 is cessation of work imposed. The Second Council of Tours proclaims, in 566 or 567, the sanctity of the "twelve days" from Christmas to Epiphany, and the duty of the Advent fast. The Church eventually orders a universal communion, and in 563 forbids fasting on Christmas Day. Popular merry-making, however, so increased that the "Laws of King Canute" in 1110, order a fast from Christmas to Epiphany. (10)
The crib (crèche) or nativity scene. St. Francis of Assisi in 1223 originated the crib of today by laicising (lay-a-sizing – letting the lay people do it) a hitherto Clergy custom, henceforward extra-liturgical and popular. The presence of ox and ass is due to a misinterpretation of Isaiah 1:3 and Habakkuk 3:2 ("Itala" version), though they appear in the unique fourth-century "Nativity" discovered in the St. Sebastian catacombs in 1877.
Hymns and carols. The degeneration of the mystery plays in part occasioned the diffusion of Noels, Pastorals, and Carols, to which was accorded, at times, a quasiliturgical position. However, singing and caroling at Christmas is one of the oldest folk customs of the day and has been present since the time when Christianity and Christmas season were still at their budding stages. Originally, music compositions and songs at Christmas were in the form of chants and hymns. Caroling originally meant 'circle dance' and the words to accompany this festive dance were later added to the tradition.
In the fourth century, is the first hymn for the Nativity. Initially, the church looked down upon carols and carol singing as a pagan custom and they could not be included in the sacred services. However, in the countryside, many simple folk songs and Nativity carols were written and gained popularity too. Other hymns were written for Christmas in the eleventh and twelfth centuries, the earliest Noels from the eleventh, and the earliest Carols from the thirteenth. "Adeste Fideles" is, at the earliest, of the seventeenth century. These essentially popular airs, and even words, must, however, have existed long before they were put down in writing.
In 1223, Saint Francis of Assisi introduced carols into the formal worship of the church during a Christmas Midnight Mass in a cave in Greccio, in the province of Umbria. That night, the songs and music that accompanied this sacred and formal event were not hymns but carols. Ever since then, carols caught on with the masses and were at their prime in the Middle Ages, when they were almost always a part of the mystery plays.
There was a time, when wandering minstrels and waits or watchmen that guarded the old walled cities in the night used to pass their time by singing carols and also sang them to the people who used to pass them by. They would go from home to home, singing carols and entertaining people and may be get a treat in return. Later groups of musicians began singing carols and playing them for various events that were held during the Christmas season.
Greenery. Gervase of Tilbury (thirteen century) says that in England grain is exposed on Christmas night to gain fertility from the dew, which falls that night; the tradition that trees and flowers blossomed on this night is first quoted from an Arab geographer of the tenth century, and extended to England. In a thirteenth-century French epic, candles are seen on the flowering tree. In England it was Joseph of Arimathea's rod, which flowered at Glastonbury and elsewhere; when September 3 became September 14, in 1752, 2000 people watched to see if the Quainton thorn (cratagus præcox) would blow on Christmas New Style; and as it did not, they refused to keep the New Style festival. From this belief of the calends practice of greenery decorations (forbidden by Archbishop Martin of Braga, c. 575, mistletoe was bequeathed by the Druids) developed the Christmas tree, first definitely mentioned in 1605 at Strasburg, and introduced into France and England in 1840 only, by Princess Helena of Mecklenburg and the Prince Consort respectively.
The Mysterious Visitor. Only with great caution should the mysterious benefactor of Christmas night -- Knecht Ruprecht, Pelzmärtel on a wooden horse, St. Martin on a white charger, St. Nicholas and his "reformed" equivalent, Father Christmas be used in the Christmas celebrations. Knecht Ruprecht, at any rate (first found in a mystery of 1668 and condemned in 1680 as a devil) was only a servant of the Holy Child. Holiday
Trivia - St. Nicholas was the Bishop of Myra and was at the Council of Nicea when they picked the date to celebrate Easter. He did not help to pick the date of Christmas and as far as we know never had anything to do with Christmas while he was alive!
Conclusion
The early Church desired to continually remember the account of Redemption and keep those wonderful truths before the people of God. To do this they took a page from the holidays of the Jews. The seven holidays of Israel together told the story of the people's deliverance from Israel and were designed to give God glory, praise and worship for this salvation.
The early church essentially did the same thing. They told the story of redemption from slavery to sin, through the worship of God by celebrating the two crucial parts of Christ's life – His coming to earth and taking to Himself a human nature and His horrible death and glorious resurrection to create salvation and give this salvation to us. Christmas and Easter remind us annually of the salvation the Lord Jesus accomplished for us.
The church still is challenged to transform and transfigure and to proclaim that message of salvation and to lead men beyond tinsel and cheap lights to the true meaning of this holiday: the glorification of the true Gladsome Light of the Holy Glory of the Immortal Father, heavenly, holy, blessed Jesus Christ our Lord (11)!
Questions for Chapter Seven
1- Since Christmas is so secular should we even celebrate it as Christians today? If so why?
2- What is the origin of the word "Christmas"?
3- Did the Apostles and the early church celebrate Christmas?
4- What did they celebrate?
5- How did the church get the idea to celebrate Christ's birth?
6- When is the first time we hear about the birth of Christ in the history of the church?
7- But the church did not celebrate Christmas as we know it today. What did they celebrate?
8- Isn't Christmas derived from pagan holidays of other cultures?
9- How did we get the date of Christmas?
th
10- So what are we actually celebrating on December 25?
Footnotes for Chapter Seven
1- www.newadvent.org/cathen/03724b.htm.
2- http://www.antipas.org/books/xmas/xmas4.html.
3-Antony Bassoline. Word Magazine, December 1979. pp. 5-6.
4- F.L. Cross and E.A. Livingstone, Editors. The Oxford Dictionary of The Christian Church. p. 280.
5- Ibid. p. 1084. (To see this list on-line go to… http://www.tertullian.org/fathers/chronography_of_354_12_depositions_martyrs.htm)
6- Marguerite Ickis. The Book of Religious Holidays and Celebrations. p. 105.
7- Thomas Lawler. St Augustine: Sermons for Christmas and Epiphany. p. 8.
8- Earl and Alice Count. 4000 Years of Christmas. p. 43.
9 – William J. Tighe. Touchstone magazine. December, 2003.
10- Conor McCarthy. Love, Sex and marriage in the middle Ages. p. 102.
11- Antony Bassoline. Word Magazine. December 1979, pp. 5-6.
Chapter Eight – Easter March/April
13If there is no resurrection of the dead, then not even Christ has been raised. 14And if Christ has not been raised, our preaching is useless and so is your faith. 17And if Christ has not been raised, your faith is futile; you are still in your sins. 18Then those also who have fallen asleep in Christ are lost. 19If only for this life we have hope in Christ, we are to be pitied more than all men. (I Cor. 15:13-14, 17-19)
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5The angel said to the women, "Do not be afraid, for I know that you are looking for Jesus, who was crucified. 6He is not here; he has risen, just as he said. Come and see the place where he lay. 9Suddenly Jesus met them. "Greetings," he said. They came to him, clasped his feet and worshiped him. 10Then Jesus said to them "Do not be afraid. Go and tell my brothers to go to Galilee; there they will see me." (Matthew 28:5-6, 9-10)
5As they entered the tomb, they saw a young man dressed in a white robe sitting on the right side, and they were alarmed. 6"Don't be alarmed," he said. "You are looking for Jesus the Nazarene, who was crucified. He has risen! He is not here. See the place where they laid him. (Mark 16:5-6)
5In their fright the women bowed down with their faces to the ground, but the men said to them, "Why do you look for the living among the dead? 6He is not here; he has risen! Remember how he told you, while he was still with you in Galilee: 7'The Son of Man must be delivered into the hands of sinful men, be crucified and on the third day be raised again.' " 8Then they remembered his words. (Luke 24:5-8)
6Then Simon Peter, who was behind him, arrived and went into the tomb. He saw the strips of linen lying there, 7as well as the burial cloth that had been around Jesus' head. The cloth was folded up by itself, separate from the linen. 11Mary stood outside the tomb crying. As she wept, she bent over to look into the tomb 12and saw two angels in white, seated where Jesus' body had been, one at the head and the other at the foot. 13They asked her, "Woman, why are you crying?" "They have taken my Lord away," she said, "and I don't know where they have put him." 14At this, she turned around and saw Jesus standing there, but she did not realize that it was Jesus. 15"Woman," he said, "Why are you crying? Who is it you are looking for?" Thinking he was the gardener, she said, "Sir, if you have carried him away, tell me where you have put him, and I will get him." 16Jesus said to her, "Mary." She turned toward him and cried out in Aramaic, "Rabboni!" (which means Teacher).
17Jesus said, "Do not hold on to me, for I have not yet returned to the Father. Go instead to my brothers and tell them, 'I am returning to my Father and your Father, to my God and your God.' " 18Mary Magdalene went to the disciples with the news: "I have seen the Lord!" And she told them that he had said these things to her. (John 20:1-23)
What is Easter?
Easter is the celebration of the resurrection of Jesus Christ from the dead. What do we mean by the resurrection of Christ? Jesus Christ came into this world to die as our substitute for our sins. The sinless Son of God came to give His life as a ransom for many (Matt. 20:28). On that first Good Friday, Jesus was crucified. We know He died because one of the Roman soldiers pierced Jesus' side with a spear to ensure His death. Some of his disciples then buried His body in a new tomb (John 19:30-42).
On the third day Jesus was raised from the dead with a transformed body that was clothed with immortality and glory. His resurrection body could appear and disappear, go through material objects, and ascend to and descend from heaven. The Resurrection is the foretaste of the consummation of all things. The promise of Advent is fulfilled in Easter (1).
Easter is the fundamental and most important celebration of the Christian Faith and of the Church. Every other religious festival on our calendars, including Christmas, is secondary in importance to the celebration of the Resurrection of Jesus Christ. This is very clearly reflected in the customs of the cultures of countries that have traditionally Christian majorities. Commemorating the slaying of the true Lamb of God and the Resurrection of Christ, the cornerstone upon which the Christian faith is built, is the oldest feast and celebration of the Christian Church. The Resurrection of Jesus is the connecting link between the Old and New Testaments and the basis of our eternal future.
The connection between the Jewish Passover and the Christian feast of Easter is real and ideal. Real, since Christ died on the Feast of Passover; ideal, like the relation between type and reality, because Christ's death and resurrection had its figures and types in the Old Law, particularly in the paschal lamb, which was eaten towards evening of the 14th of Nisan. In fact, the Jewish feast was taken over into the Christian Easter celebration; the liturgy sings of the passing of Israel through the Red Sea, the paschal lamb, the column of fire, etc. Apart, however, from the Jewish feast, the Christians would have still celebrated the anniversary of the death and the resurrection of Christ, as the Apostles and early Christians did.
This is not to say that Christmas and other elements of the Christian calendar are ignored. Instead, these events are all seen as necessary but preliminary to the full climax of the Resurrection, in which all that has come before reaches fulfilment and fruition. Easter is the primary act that fulfils the purpose of Christ's ministry on earth—to defeat death by dying and to purify and exalt humanity by voluntarily assuming and overcoming human frailty.
The Name of the Holiday
"Easter" is the name of the day on which we celebrate the Resurrection of Jesus Christ. It also refers to the season of the church year, called Eastertide or the Easter Season. Traditionally the Easter Season lasted for the forty days from Easter Day until
Ascension Day but now officially lasts for the fifty days until Pentecost. The first week of the Easter Season is known as Easter Week.
This length of the Easter season holiday is based upon the Jewish festival of "Shavuot" (Hebrew for "Weekes") and the counting of the "Omer" (a measurement – in this case meaning "Days"). This begins immediately after the start of Passover. Each day is counted and after 7 weeks have past (49 days) the important holiday of Shavuot (Pentecost) is celebrated on the 50th day. Early Jewish Christians apparently included this ritual in Christianity, hence the counting of 49+1 day from Easter, which was originally counted according to the Jewish date for the Feast of First Fruits, 16th of Nissan, to Pentecost.
In most languages of Christian societies the holiday's name is derived from Pesach, the Hebrew name for Passover, but not all of them. The English name, "Easter", and the German, "Ostern", derive from the name of an Anglo-Saxon Goddess of the Dawn (thus, of spring, as the dawn of the year) — called Ēaster, Ēastre, and Ēostre in various dialects of Old English. In England, the annual festive time in her honor was in the "Month of Easter" or Ēostur-monath, equivalent to April/Aprilis. The Venerable Bede wrote in the 8 th century: "Eostur-month, which is now interpreted as the paschal month, was formerly named after the goddess Eostre, and has given its name to the festival" (2).
It is interesting to note that Bede's reference to Eostre is the only reference known of this goddess and yet the world has made this a major point of attack against the Christian roots of the celebration of Easter. Some would argue that Eostre is suspiciously like Ashteroth and Ishtar. However, none of them have anything to do with Easter, or the name Easter, which is uniquely Teutonic. Lets remember though that Bede only noted in his writings that the British referred to the same lunar month, which the Jews established for Passover, as Eostre-monath. He was equally clear that the former pagan religion was quite dead for some long time, and that the celebrations which occurred were quite definitely Christian in origin.
The Date
Easter depends on Passover not only for much of its symbolic meaning but also for its position in the calendar; the Last Supper shared by Jesus and his disciples before his crucifixion was a Passover meal, based on the chronology in the Gospels. As a result some of the early Christians always celebrated Easter on Nissan 14, the date of Passover each year. This is interesting because Jesus did not raise from the dead on Passover but rather two days later on the Feast of First Fruits on Nisan 16. Still, the early Bishops chose to celebrate the resurrection on the day of Passover anyway. However, the problem with Nisan 14 (Passover) in the minds of some in the Western Church (who wished to further associate Sunday and Easter) is that it was calculated by the moon and could fall on any day of the week.
Every Sunday of the year is a commemoration of the Resurrection of Christ, which had occurred on a Sunday. Because the Sunday after 14 Nisan was the historical day of the Resurrection, at Rome this Sunday became the Christian feast of Easter. Easter was celebrated in Rome and Alexandria on the first Sunday after the first full moon after the spring equinox, and the Roman Church claimed for this observance the authority of Peter and Paul.
However, the Bishops of Asia Minor stood firm and a number of early bishops rejected the practice of celebrating Easter on the first Sunday after Nisan 14. They favored adhering to celebrating the festival on Nisan 14 in accord with the Biblical Passover and the tradition passed on to them by the Apostles. This conflict between Easter and Passover is often referred to as the "Paschal Controversy."
By the 3rd century the Church, which had become Gentile-dominated and wishing to further distinguish itself from Jewish practices, began a tone of rhetoric against Nisan 14 or Passover. The tradition that Easter was to be celebrated "not with the Jews" meant that Easter was not to be celebrated on Nisan 14.
A number of ecclesiastical historians, primarily Eusebius and Bishop Polycarp of Smyrna, by tradition a disciple of John the Evangelist, disputed the computation of the date with Bishop Anicetus of Rome in what is now known as the Quartodecimanism controversy. The term Quartodeciman is derived from Latin, meaning fourteen, and refers to this practice of fixing the celebration of Passover for Christians on the 14 th day of Nisan.
Shortly after Anicetus became bishop of the church of Rome in the mid second century (ca. AD 155), Polycarp visited Rome and among the topics discussed was when the pre-Easter fast should end. Neither Polycarp nor Anicetus was able to convert the other to his position. Both could claim Apostolic authority for their traditions, but they did not consider the matter of sufficient importance to justify a schism, so they parted in peace leaving the question unsettled.
Irenaeus, who observed the "first Sunday" rule notes of Polycarp, "For Anicetus could not persuade Polycarp to forgo the observance [of his Nisan 14 practice] inasmuch as these things had been always observed by John the disciple of the Lord, and by other apostles with whom he had been conversant." Irenaeus notes that this was not only Polycarp's practice, but that this was the practice of John the disciple and the other apostles that Polycarp knew. Also based on the writings of Irenaeus, the Roman church had celebrated Passover on a Sunday at least since the time of Bishop Sixtus I, 115-125 A.D. (3).
In the end, a uniform method of computing the date of Easter was not formally settled until the First Council of Nicea in 325, although by that time the Roman timing for the observance had spread to most churches. The Council came to a decision that the Church as a whole should use a unified system, which was the Roman one. They decided in favor of celebrating the resurrection on the first Sunday after the first full moon following the vernal equinox, independently of the Bible's Hebrew Calendar, and authorized the Bishop of Alexandria to announce annually the exact date to his fellow bishops. This duty fell on this officiate because of the resources at Alexandria he could draw on. The precise rules to determine this are very involved, but the Resurrection is usually the first Sunday after a full moon occurring no sooner than March 21, which was the actual date of the vernal equinox at the time of the First Council of Nicaea.
Easter in the Early Church
The observance of any non-Jewish special holiday throughout the Christian year is believed by some to be an innovation postdating the Early Church. The ecclesiastical historian Socrates Scholasticus (b. 380) attributes the observance of Easter by the church to the perpetuation of local custom, "just as many other customs have been established," stating that neither Jesus nor his Apostles enjoined the keeping of this or any other festival (4). However, when read in context, this is not a rejection or denigration of the celebration—which, given its currency in Scholasticus' time would be surprising—but is merely part of a defense of the diverse methods for computing its date. Indeed, although he describes the details of the Easter celebration as deriving from local custom, he insists the feast itself is universally observed. Perhaps the earliest extant primary source referencing Easter is a 2nd century Paschal homily by Melito of Sardis, which characterizes the celebration as a well-established one (see appendix #6). (5).
The Easter Season
The Customs of Easter were begun in the earliest days of church history. As time passed and the church grew ever larger. More and more Easter customs were added. After the Reformation and the beginning of the Protestant Churches most of the Easter customs were no longer celebrated. In today's churhces the Protestant celebration is usually very brief while the Catholic, Orthodox and Episcopal Churches continue with extensive observations of the season. It is important for us to understand that, however we choose to celebrate the Season of the Resurrection of Christ most of these customs have been celebrated by the church for centuries and most have thir roots deeply embedded in a desire to get closer to to the Lord and worship Him more fully.
In Western Christianity, Easter marks the end of the forty days of Lent, a period of fasting and penitence in preparation for Easter which begins on Ash Wednesday. Today most protestant denominations do not celebrate an Easter Season, however more and more churches are celebrating at least some part of the historical Eastertide. As we will see below, many of our spiritual and cultural customs come from these historical celebrations of Easter.
Historically and traditionally in Western Christianity, Lent is the forty-day period (or season) lasting from Ash Wednesday to Easter or Holy Saturday. Lent is also a time of preparation for Holy Week, which recalls the events linked to the Passion of Christ and culminates in the celebration of the Resurrection of Jesus Christ.
Holy Week begins with Palm Sunday and there are remebrances on Maundy Thursday, Good Friday, in many churches the Easter Vigil on the Saturday before Easter, and then of course, Easter Sunday. Many Protestant churches do not celebrate any of these days except Palm Sunday, Good Friday and Easter Sunday. Sometimes they include a sunrise service on Easter morning. To see the full Easter Season Schedule according to the plans of all the church combined see appendix seven.
Good Friday
Good Friday is part of the Easter commemorations that almost all churches observe. The service is often times observed during the daytime hours in which Jesus was crucified. Frequently, the service focuses either on Jesus' walk to the cross or on His last words on the cross.
Good Friday, called Holy Friday in Romance Languages, and Sorrowful Friday in German, is the English designation of Friday in Holy Week -- that is, the Friday on which the Church keeps the anniversary of the Crucifixion of Jesus Christ. Irenaeus and Tertullian speak of Good Friday as the day of the Pasch; but later writers distinguish between the Pascha staurosimon (the passage to death), and the Pascha anastasimon (the passage to life, i.e. the Resurrection). At present, the word Pasch is used exclusively in the latter sense. The two Paschs – Good Friday and Easter - are the oldest feasts in the church calendar.
From the earliest times the Christians kept every Friday as a feast day; and the obvious reasons for the above word usages explain why Easter is the Sunday par excellence, and why the Friday which marks the anniversary of Christ's death came to be called the Great or the Holy or the Good Friday. The origin of the term Good is not clear. Some say it is from "God's Friday". Sometimes, too, the day was called Long Friday (in particular by the Anglo-Saxons) and so it is still referred to today in Denmark.
Many churches now have mourning services on Good Friday from noon until 3:00 p.m. to symbolize Jesus' last hours on the cross. Some congregations also re-enact Jesus' procession to the cross in a ritual known as the Stations of the Cross. This service remembers the various events that happen to Jesus on His way to Calvary.
Easter Today
Despite the religious preeminence of Easter, in many traditionally Christian countries Christmas is now a more prominent event in the calendar year, being unrivaled as a festive season, commercial opportunity, and time of family gathering — even for those of no or only nominal faith. Easter's relatively modest secular observances place it a distant second or third among the less religiously inclined where Christmas is so prominent.
Throughout North America and parts of the UK, the Easter holiday has been partially secularized, so that some families participate only in the attendant revelry, central to which is decorating Easter eggs on Saturday evening and hunting for them Sunday morning, by which time they have been mysteriously hidden all over the house and garden. According to the children's stories, the eggs were hidden overnight and other treats delivered by the Easter Bunny in an Easter basket which children find waiting for them when they wake up. The Easter Bunny's motives for doing this are seldom clarified. Many families in America will attend Sunday services in the morning and then participate in a feast or party in the afternoon. In the UK, the tradition has boiled down to simply exchanging chocolate eggs on the Sunday, and possibly having an Easter meal; it is also traditional to have hot cross buns.
Easter eggs are a popular sign of the holiday among its religious and secular observers alike. Although claims are often made that Easter Eggs were originally pagan symbols, there is no solid evidence for this; the one source for information on a possible pagan Goddess who may have given her name to the festival, Eostre, does not mention eggs at all, and as there is no other available information on Eostre, there is no apparent connection to eggs. It is not until the 18th Century that Jakob Grimm (German philologist, jurist and mythologist, best known as a recorder of fairy tales, one of the Brothers Grimm) theorised a pagan connection to Easter Eggs, this time with a goddess of his own making whom he named Ostara, a suggested German version of Eostre.
At the Passover Seder, a hard-boiled egg dipped in salt water symbolizes both new life and the Passover sacrifice offered at the Temple in Jerusalem. In Christian times, the egg had bestowed upon it a religious interpretation, becoming a symbol of the rock tomb out of which Christ emerged to the new life of His resurrection. It can also represent the darkness inside the tomb inside a hollow egg. The egg is symbolic of the grave and life renewed by breaking out of it. The egg itself is a symbol of the Resurrection while being dormant it contains a new life sealed within it.
The Easter egg tradition may have also celebrated the end of the privations of Lent. In the West, eggs were forbidden during Lent as well as other traditional fast days. Likewise, in Eastern Christianity, both meat and dairy are prohibited during the fast, and eggs are seen as "dairy" (a foodstuff that could be taken from an animal without shedding its blood).
Conclusion
Because of the miracle of Christ's resurrection, Jesus' depressed and disappointed disciples were instantly transformed. They began to preach the gospel with power, and the resurrection of Jesus was at the heart of their preaching. Why? Without the resurrection, there is no Christianity. These disciples of Jesus willingly suffered martyrdom for their faith and the enemies of the Gospel were totally unable to refute this central claim of the gospel. They could not produce the body of Jesus Christ and put a stop to Christianity. The Jewish believers, meanwhile, were so impressed by this miracle that they began to worship on the day of Christ's resurrection, Sunday, rather than on Saturday, as their custom and their culture had been.
Questions for Chapter Eight
1- What is Easter?
2- What role does the resurrection play in Christianity?
3- How many people saw the risen Savior? Who were they?
4- How are Easter and Jewish holidays related?
5- How did we get the name "Easter"?
6- How did we get the date for the Easter holiday?
7- How is the date for Easter picked eash year?
8- What are the basic elements of the Easter Season?
9- Where does the tradition of Easter eggs come from?
10- What are some other possible meanings for the eggs?
Footnotes for Chapter Eight
1- Robert Hamerton-Kelly. Spring Time: Seasons of the Christian Year. p. 113.
2- Larry Boemler. Asherah and Easter, Biblical Archaeology Review, Vol. 18, Number 3, 1992-May/June.
3- Eusebius. Ecclesiastical History. Chapters 23 to 25.
4- Nicene/Post-Nicene, Series II, Volume 26 - Socrates Scholasticus.
5-. Kerux: The Journal of Northwest Theological Seminary. Homily on the Pascha. Retrieved on 2007-03-28.
6- www.orthodox.net/greatlent/synaxarion-sunday-of-last-judgment-meatfare sunday.
7- Dr. Peter Toon. From Septuagesima to Quadragesima. www.lent.classicalanglican.
8- Marguerite Ickis. The Book of Religious Holidays and Celebrations. p. 110.
9- Schaff, Philip. The Author's Views respecting the Celebration of Easter, Baptism, Fasting, Marriage, the Eucharist, and Other Ecclesiastical Rites. Socrates and Sozomenus Ecclesiastical Histories. Retrieved on 2007-03-28.
Chapter Nine A Biblical Theology of Religious Feasts
Since my recall, I have pursued the moderate course of keeping Christ's birth-day as you are wont to do…Yet there is no reason why men should be so much provoked, if we use our liberty as the edification of the Church demands; just as, on the contrary, it is not fair to take a prejudice against our custom. (1551)
For the rest, my writings bear witness to my sentiments on these points, for in them I declare that a church is not to be despised or condemned, because it observes more festival days than the others. From this recent abolition of feast days, here is what has resulted. Not a year has passed without some quarrel and bickering, because the people were divided, and to such a degree as to draw their swords. (1557) John Calvin (1)
Can we or should we celebrate holidays of God? This is the big question. Some Christians believe that we cannot practice anything that is not commanded in Scripture. Some believe that we can practice anything that is not forbidden in Scripture. Unfortunately there are problems with both of these views when carried to their logical conclusions. So we end up compromising them and applying them only to the issues that we choose to apply them.
For example, some churches in the first group have no musical instruments in their worship services because they are not commanded in Scripture and require women to wear head coverings all the time because that is commanded in Scripture. Yet they also have church buildings, formal worship services and programs, use pitch pipes and encourage men to wear beards, none of which is commanded in Scripture. Some in the later group have very contemporary worship services with all kinds of modern instruments and media productions because creative worship is not forbidden in the Scriptures. And yet they are against drinking wine and dancing neither of which is forbidden in Scripture. Now these are not very serious examples on purpose as I am not attempting to criticize anyone's view of the teaching of Scripture. I am simply saying that no one carries these views to their logical conclusions. Essential we apply them to the issues we choose to apply them to.
Additionally, some Christians believe that Christians should not observe the Old Testament holidays because Jesus fulfilled the meaning of all the festivals and therefore there is no need to celebrate them and in fact we should not – their purpose is finished. Some Christians believe that we should not celebrate Christmas or Easter either because of their commercialism or because of their origins or both. These Christians believe that these holidays are essentially pagan holidays that the church took over and we are in essence participating in something that was built on a foundation laid by satan himself.
Then there are those that say we should only celebrate the Lord's Day since that is the only "holiday" commanded in the New Testament. This day is the weekly celebration of the resurrection on Sunday, the first day of the week, the Lord's Day. So what should we do as Christians? What permission does God give or not give in the Scriptures?
I believe that the central issue regarding holiday observance is this: How much freedom do Christians have in the new covenant, either individually or as a church, to express their faith, worship and thanks toward Christ in forms not found in the Bible? Are Christians ever free to innovate in worship? Are church leaders ever allowed to establish special days to celebrate the great acts of salvation?
The first issue of what is forbidden or not forbidden is fairly clear. If you may not do anything that is not commanded in Scripture then you must only celebrate 8 holidays – the seven in Leviticus 23 and the Lord's Day. If you may celebrate any holidays that are not forbidden in Scripture then you may celebrate all holidays even Christmas and Easter and national secular holidays. You can also choose not to celebrate any of the holidays you do not want to celebrate.
Well, what about the principle that we should only celebrate the holidays ordained by God in the Scriptures (Leviticus 23 and the Lord's Day)? The problem here is that Jesus Himself attended the Feast of Dedication (John 10:22) and the scholars also say that John 5 refers to Purim (see Chapter 2 on Purim for the evidence). While Purim is in the Bible it is not commanded by God to be observed and the Feast of Dedication isn't even in the Bible. The Scriptures clearly tell us that Jesus celebrated the holidays of Leviticus 23, as any good Jew would do. But He appears to have had no reservations about celebrating other holidays as well.
When Israel added Chanukah and Purim to its religious calendar – events that celebrated God's saving acts in Jewish history – these were acceptable to God. So, also, was the addition of the synagogue itself and its traditions (see the chapter one on the Sabbath). Examples such as these have led many Christians to conclude that the church like Jesus and the New Testament believers, also has the freedom to add to its calendar festivals that celebrate God's intervention in human affairs, such as the birth of Jesus and the resurrection of Jesus; special days that celebrate the great acts of salvation (2).
What about the pagan origins of Christmas and Easter. Doesn't that disqualify Christians from celebrating them? No evidence exists that the Christian leaders who began this practice consciously wanted to compromise with paganism. They simply wanted to celebrate the birth of Jesus.
As Christians, I believe we sometimes confuse ancient forms with modern substance. "Once pagan, always pagan" is the way some people reason. They may admit the transforming power of Christ for people; but they deny it for customs and traditions. Yet many of the practices God approved for ancient Israel had previously existed in paganism. Temples, priests, harvest festivals, and music in worship, circumcision and tithing all had ancient pagan counterparts. God transformed these customs into a form of worship devoted to him. Even the sun, universally worshipped as a god by pagan cultures, and yet God used it to symbolize an aspect of the Christ (Malachi 4:2).
So unless we are to conclude that celebrating Christ's arrival, as God in the flesh is a bad thing, its celebration on what was once a pagan holiday is irrelevant. Christians who keep Christmas are not pagans. They do not worship nor regard pagan gods. They honor Jesus Christ as Lord and Savior.
It is true that many people practice certain customs attached to these holidays in a pagan spirit. But a truly Christian observance of Christmas does not include drunkenness, fornication, carousing or any other conduct unworthy of saints. Having freedom to celebrate the events in the life of Christ does not mean that we are free to sin. Christians must always live as Christians in everything they do. So their celebrations whether about Christ or about secular, national events must be celebrated in a Christ honoring fashion.
It is also true that no one knows the exact date of Jesus' birth or His death and resurrection. But this lack of knowledge does not diminish the value of celebrating his life, any more than not knowing when Christ will return diminishes the value of celebrating His return. It is also true that many commonly held beliefs about the life of Christ come from tradition and not from the Scriptures, such as the Wise men being with Jesus on the night of His birth. But the solution is for us to get our Scriptural facts straight and not simply do away with any celebration of Christ's life.
I believe that it is not a sin to celebrate the events in the life of Jesus Christ. After all, His entrance into the world was a cause of great rejoicing and celebration, because it made possible human reconciliation to God. At His birth people who loved God rejoiced in praise, and even the angels sang for joy (Luke 1:46-2:38). To harshly judge those who choose to practice their faith in this spirit of devotion conflicts with many New Testament principles. The fact that non-Christians or even some Christians celebrate Christmas as a secular holiday or in a profane way is not a reason to avoid Christmas — any holiday can be misused. The problem is not the date, but the behavior. Some may choose not to celebrate these holidays, but for those Christians who do - Christ must be the center of the celebration! We pray that Christians who celebrate the holidays and those who do not are both seeking to honor Jesus Christ (Romans 14:5-6).
What about the teaching that we should only celebrate the Lord's Day, that is the Resurrection, as this is the only holiday commanded in the New Testament? First remember that none of the Feast and Festivals commanded by God in Lev. 23 were rescinded in the New Testament. Some of them were changed, its true, but we are never commanded to stop celebrating them. So if we must celebrate the holidays that God commands in Scripture then we have those seven holidays plus now the Lord's Day or resurrection holiday. So we have at least 8 holidays.
Additionally we find many references to the new moon, which is the beginning of the month and also the beginning of a holiday in the Scriptures. Included in these references is the obligation for true worshipers of God to observe them, Numbers 10:10; 28:11-15; 1Chronicles 23:31; 2Chronicles 2:4; 8:13; 31:3; Ezra 3:5; Ezekiel 46:1, 3, 6; Colossians 2:16. New Testament Christians, who remained true to His Word, continued to honor new moon days as well as the Feast days in the New Testament, Acts 18:21;
27:9; 1Corinthians 5:7-8. It was certainly the custom of Paul and the members of the early church across Asia Minor to celebrate many other feasts and special days in addition to the Lord's Day celebration of the resurrection. Paul says in Colossians 2:16,17 – "Let no man therefore judge you in meat, or in drink, or in respect of an holyday, or of the new moon, or of the Sabbath days: Which are a shadow of things to come; but the body is of Christ." In other words the New Testament Christians did not celebrate the Lord's Day exclusively. There were other holidays that they observed.
It is also important to remember that Jesus and His family observed the Holy Days given by God in the Bible. "His parents went to Jerusalem every year at the Feast of the Passover. And when He was twelve years old, they went up to Jerusalem according to the custom of the feast" (Luke 2:41, 42). This included the entire festival, which involved the Days of Unleavened Bread and the Feast of First Fruits (Luke 2:43; Leviticus 23:5-8) (3). About 18 years later, we find Jesus still observing this same festival. "Now the Passover of the Jews was at hand, and Jesus went up to Jerusalem" (John 2:13).
A little after this, in John 5:1 we see Jesus' involvement in another of the biblical feasts, although John didn't specify which. Then, in John 7, He is shown keeping the Feast of Tabernacles and Last Great Day (described in Leviticus 23:33-36): "After these things Jesus walked in Galilee; for He did not want to walk in Judea, because the Jews sought to kill Him. Now the Jews' Feast of Tabernacles was at hand" (John 7:1, 2). In spite of the threat of bodily harm, Jesus still attended this feast (verse 10), and also explained the true spiritual significance of the Last Great Day (verses 37, 38) (4).
In addition it is interesting to note that the very day the Holy Spirit was sent, that is, the very first event in the life of the disciples after Jesus went back to heaven was the coming of the Holy Spirit on a holiday – Pentecost! "When the day of Pentecost had fully come, they were all with one accord in one place" (Acts 2:1). Christ had just been with them 40 days following His resurrection; He had obviously not told them they didn't need to observe Holy Days or it is doubtful that the 120 would have been gathered together on this day.
If anything, this account shows the Biblical Holy Days were being emphasized through the giving of the Holy Spirit and the beginning of the New Testament Church. God chose to begin His Church on this special day, yet many claim He had already abolished it, but just didn't tell anyone. To the Church, Pentecost was still a "holy convocation," a commanded assembly (Leviticus 23: 15, 16, 21) (5).
Paul and the Apostles and even the Gentile Christians celebrated feast days other than the Lord's Day. About 13 or 14 years later, Luke wrote about James' martyrdom and Peter's arrest. Luke was a gentile, and was writing to Theophilus, who is also considered to have been a gentile. Luke related the time of James' murder and Peter's imprisonment to the Days of Unleavened Bread (Acts 12:2, 3). Both men clearly understood when the Days of Unleavened Bread occurred and the timing of these events. Luke repeatedly mentioned the Biblical Holy Days throughout the book of Acts, knowing that his readers would understand what he meant; understanding they would have only if they observed these days.
Paul says in Acts 18:21, "I must by all means keep this coming feast in Jerusalem; but I will return again to you, God willing." It would appear this was the Feast of Tabernacles. (Some translations, such as the NIV and NRSV, do not include the clause about the feast.). Other verses in Acts show the time of events being referred to by the Biblical Holy Days, not Roman or Greek festivals. Two of these references are to the Days of Unleavened Bread in Acts 20:6, and the Day of Atonement in chapter 27:9. This day, "the Fast," according to virtually all Biblical scholars, refers to the Day of Atonement described in Leviticus 23:27-32. Paul wanted to hurry to be at Jerusalem on the Day of Pentecost, as we read in Acts 20:16. It would make no sense for him to hurry to get there if he did not observe the Biblical Holy Days. But since Paul did observe the Holy Days, he had a real reason to be there by the time the day arrived. In Acts 28:17 Paul says "And it came to pass, that after three days Paul called the chief of the Jews together: and when they were come together, he said unto them, Men and brethren, though I have committed nothing against the people, or customs of our fathers, yet was I delivered prisoner from Jerusalem into the hands of the Romans." Paul is basically stating that he has been a good Jewish man and followed what the Scriptures commanded, including observing all the holidays. He uses this as an argument to say that He has been falsely arrested.
Toward the end of the epistle to the Corinthians, Paul states, "But I will tarry in Ephesus until Pentecost" (1 Corinthians 16:8). If he were only gauging time by Pentecost, there would have been no need to wait. It is obvious the people understood what the Feast of Passover was and when it was celebrated. This is a reference that everyone who hears understands. I believe that Paul waited so he could observe Pentecost at Ephesus with God's people before continuing his travels.
In the early church there is a controversy between Polycarp, a disciple of the Apostle John and Anicetus, Bishop of the church in Rome over when the annual Celebration of the Resurrection should occur (see chapter eight for the full story). According to Polycarp, the Apostle John not only celebrated the Resurrection every week on the Lord's Day but also once a year on Passover. So here again is evidence that the earliest church celebrated other holidays than just the weekly Lord's Day.
Of course just because other people do something – even wonderful godly people, does not mean that it is ok for us to do something. But it does seem to be a fact that the very earliest Christians never thought that the Lord's Day was the only holiday they could observe, nor does it seem to be their practise.
One further note, it is possible that Ezekiel's prophecy (46:3) teaches that new moon days will be kept in the coming Kingdom: "The people of the land shall also worship at the doorway of that gate before Yahweh on the sabbaths and on the new moons."
The argument that I am making in this chapter is simply to say that I believe that the Holy Spirit alone should bind each man's conscience. We must follow His leading according to our understanding of the Scriptures into the practices that are honoring to our Savior Jesus Christ. When a Christian celebrates the birth, death and resurrection of our Savior it is a wonderful thing. And when a tradition is in error, it does not necessarily have to be scraped but it should be challenged and corrections made to bring it in line with the Gospel.
Footnotes for Chapter Nine
1- Calvin's letters concerning Christmas
From Letter One, 1551:
"Besides the abolition of the feast-days here has given grievous offense to some of your people, and it is likely enough that much unpleasant talk has been circulating among you. I am pretty certain, also, that I get the credit of being the author of the whole matter, both among the malevolent and the ignorant. But as I can solemnly testify that it was accomplished without my knowledge, and without my desire, so I resolved from the first; rather to weaken malice by silence, than be over-solicitous about my defense.
Before I ever entered the city, there were no festivals but the Lord's day. Those celebrated by you were approved of by the same public decree by which Farel and I were expelled; and it was rather extorted by the tumultuous violence of the ungodly, than decreed according to the order of law.
Since my recall, I have pursued the moderate course of keeping Christ's birth-day as you are wont to do."
From Letter Two, 1555:
"Respecting ceremonies, because they are things indifferent, the churches have a certain latitude of diversity. And when one has well weighed the matter, it may be sometimes considered useful not to have too rigid a uniformity respecting them, in order to show that faith and Christianity do not consist in that. . .
"As to festival days, they were abolished at Geneva before I left France . . . though for the innovation I am personally irresponsible. For the rest, my writings bear witness to my sentiments on these points, for in them I declare that a church is not to be despised or condemned, because it observes more festival days than the others. From this recent abolition of feast days, here is what has resulted. Not a year has passed without some quarrel and bickering, because the people were divided, and to such a degree as to draw their swords. . .
"Meanwhile we have done what we ought, to appease these troubles. The most feasible means that could be devised for that purpose, seemed to be to keep the holy day in the morning, and open the shops in the afternoon, though this plan did not much remedy the evil. For several thoughtless persons failed not to fall foul of one another. So that for the last time entreating and exhorting the Council of the two hundred to redress this abuse, I begged them, among other things, to be pleased to conform as much as possible to the order established among you for the purpose of keeping up a good understanding. Judge then of my astonishment when I learned what had been decided in the general Council, without my knowing that such a question had been entertained by it. Of that I can produce a goodly number of competent witnesses."
2- http://www.wcg.org/lit/church/holidays/xmassin.htm
3- Larry Neff. The Good News: A Magazine of Understanding. http://www.gnmagazine.org/issues/gn03/holydaysntchristians.htm
4- Ibid.
5- Ibid.
Appendixes
Appendix One – The Work Forbidden on the Sabbath
Sowing, Plowing, Reaping, Binding sheaves, Threshing, Winnowing, Selecting, Grinding, Sifting, Kneading, Baking, Shearing wool, Washing wool, Beating wool, Dyeing wool, Spinning, Weaving, Making two loops, Weaving two threads, Separating two threads, Tying, Untying, Sewing two stitches, Tearing, Trapping, Slaughtering, Flaying, Salting meat, Curing hide, Scraping hide, Cutting hide up, Writing two letters, Erasing two letters, Building, Tearing a building down, Extinguishing a fire, Kindling a fire, Hitting with a hammer, Taking an object from the private domain to the public, or transporting an object in the public domain.
All of these tasks are prohibited, as well as any task that operates by the same principle or has the same purpose. In addition, the rabbis have prohibited handling any implement that is intended to perform one of the above purposes (for example, a hammer, a pencil or a match) unless the tool is needed for a permitted purpose (using a hammer to crack nuts when nothing else is available) or needs to be moved to do something permitted (moving a pencil that is sitting on a prayer book), or in certain other limited circumstances. Objects that may not be handled on the Sabbath are referred to as "muktzeh," which means, "that which is set aside," because you set it aside (and don't use it unnecessarily) on the Sabbath.
Appendix Two – A Typical Sabbath Day
At about 2PM or 3PM on Friday afternoon, observant Jews leave the office to begin Sabbath preparations. The mood is much like preparing for the arrival of a special, beloved guest: the house is cleaned, the family bathes and dresses up, the best dishes and tableware are set, a festive meal is prepared. In addition, everything that cannot be done during Sabbath must be set up in advance: lights and appliances must be set (or timers placed on them, if the household does so), the light bulb in the refrigerator must be removed or unscrewed, so it does not turn on when you open it, and preparations for the remaining Sabbath meals must be made.
The Sabbath, like all Jewish days, begins at sunset, because in the story of creation in Genesis Ch. 1. From this, we infer that a day begins with evening, that is, sunset. For the precise time when Sabbath begins and ends in your area, consult the list of candle lighting times provided by the Orthodox Union, by Chabad or by any Jewish calendar. In ancient Jerusalem a priest would ascend to the top of the Tower of Light, which was situated, on the northwestern hill of the Tyropean Valley in the city and watch the sun set. As soon as it went below the horizon he would send a signal to another priest standing at the southwest tower of the temple where he would blow a horn that would inform all the people that the Sabbath had begun. At the end of the Sabbath the process would be repeated.
Sabbath candles are lit and a blessing is recited no later than eighteen minutes before sunset. This ritual, performed by the woman of the house, officially marks the beginning of the Sabbath. Two candles are lit, representing the two commandments: remember and observe, discussed above. The family then attends a brief evening service (about 45 minutes).
After services, the family comes home for a festive, leisurely dinner. Before dinner, the man of the house recites Kiddush, a prayer over wine sanctifying the Sabbath. The usual prayer for eating bread is recited over two loaves of "challah", a sweet, eggy bread shaped in a braid. The family then eats dinner. Although there are no specific requirements or customs regarding what to eat, meals are generally stewed or slow cooked items, because of the prohibition against cooking during Sabbath. (Things that are mostly cooked before Sabbath and then reheated or kept warm are OK).
After dinner, the grace after meals is recited. Although this is done every day, on Sabbath, it is done in a leisurely manner with many upbeat tunes. By the time all of this is completed, it may be 9PM or later. The family has an hour or two to talk or study Torah, and then go to sleep.
The next morning Sabbath services begin around 9AM and continue until about noon. After services, the family says Kiddush again and has another leisurely, festive meal. A typical afternoon meal is a very slowly cooked stew. By the time grace after meals is done, it is about 2PM. The family studies Torah for a while, talks, takes an afternoon walk, plays some checkers, or engages in other leisure activities. A short afternoon nap is not uncommon. It is traditional to have a third meal before Sabbath is over. This is usually a light meal in the late afternoon.
The Sabbath ends at nightfall, when three stars are visible, approximately 40 minutes after sunset. At the conclusion of the Sabbath, the family performs a concluding ritual called Havdalah (separation, division). Blessings are recited over wine, spices and candles. Then a blessing is recited regarding the division between the sacred and the secular, between the Sabbath and the working days, etc. As you can see, the Sabbath is a very full day when it is properly observed, and very relaxing.
Appendix Three – The Lord's Day
In Acts 20:7 we see Paul addressing the believers on the first day of the week and we see John in the Spirit on the Lord's Day. So we have some examples that the Apostles worshipped the Lord together every week even though it was now on the first day of the week. Alist of Lord's Day events is as follows:
On the first day Jesus rose from the dead (Mk. 16:9).
On the first day Jesus first appeared to his disciples (Mk. 16:9).
On the first day Jesus met with the disciples at different places and repeatedly (Mk. 16:9- 11; Mt. 28:8-10; Lk. 24:34; Mk.16:12-13; Jn. 20:19-23).
On the first day Jesus blessed the disciples (Jn. 20:19).
On the first day Jesus imparted to the disciples the gift of the Holy Spirit (Jn. 20:22).
On the first day Jesus commissioned the disciples to preach the gospel to all the world (Jn. 20:21; with Mk. 16:9-15).
On the first day Jesus ascended to Heaven, was seated at the right hand of the Father and was made Head of all (Jn. 20:17;Ep. 1:20).
On the first day many of the dead saints arose from the grave (Mt. 27:52-53).
The first day became the day of joy and rejoicing to the disciples (Jn. 20:20; Lk. 24:41).
On the first day the gospel of the risen Christ was first preached (Lk. 24:34).
On the first day Jesus explained the Scriptures to the disciples (Lk. 24:27,45).
On the first day the purchase of our redemption was completed (Ro. 4:25).
On the first day the Holy Spirit descended (Ac. 2:1). Pentecost was on the 50th day after the sabbath following the wave offering (Le. 23:15,16). Thus Pentecost was always on a Sunday.
The Christians met to worship on the first day (Ac. 20:6,7; 1 Co. 16:2). Sunday is "the Lord's Day" (Re. 1:10) (D.M. Canright, Seventh-day Adventism Renounced).
Since those days, the vast majority of Christians have always met to worship on the Lord's day. They do this in honor of the resurrection of their Savior. Christ was in the tomb during the sabbath, and rose as the firstborn from the dead on the first day. The sabbath signifies the last day of the old creation (Ge. 2:2). Sunday is the first day of the new creation.
Appendix Four
Appendix Five
The Christian Calendar or Religious Festivals
If we believe in the evidence of the resurrection of Jesus Christ as recorded in the New Testament, what significance does the resurrection have for us?
In the resurrection of Jesus Christ we see the clear demonstration of the power of the true God. Ephesians 1:19-21 tells us that it is the power of our heavenly Father that raised Jesus Christ from the dead.
The resurrection proves that Jesus Christ is God. That is exactly what God the Father wanted to communicate to us, as we read in Romans 1:4. The Jews crucified Jesus Christ because, to them, he was blaspheming when he said that he was the Son of God, equal to the Father. The resurrection of Jesus Christ demonstrates the truth that he is who he said he was.
Our salvation depends on our faith in the resurrection of Jesus Christ. In Romans 10:9, we are told how to be saved. It says that "if you confess with your mouth 'Jesus is Lord' and believe in your heart that God raised him from the dead, you will be saved." This means that you cannot be a Christian unless you believe in the resurrection of Jesus Christ. This should tell us that even if some people are in churches, if they reject the resurrection of Jesus Christ, they are not Christians.
The resurrection of Jesus Christ demonstrates to us that all the teachings of Jesus Christ are true. Everything Jesus taught was true, including his great promise in John 6:40, "Everyone who looks to the Son and believes in him shall have eternal life, and I will raise him up on the last day." Jesus' teachings concerning his person, his work, heaven, hell, and the future judgment are all true.
The resurrection of Jesus Christ secured our justification. "Christ died for our sins and he was raised for our justification," Paul says in Romans 4:25.
Our own resurrection depends completely on the resurrection of Jesus Christ. Read 1 Thessalonians 4:14: "We believe that Jesus died and rose again and so we believe that God will bring with Jesus those who have fallen asleep in him." There are a number of other verses concerning this, including 2 Corinthians 4:14, and others.
The power for our Christian life in the present is the power of his resurrection. We read about this in Ephesians 1:19-21, as well as in Romans 6:4: "We were therefore buried with him through baptism into death in order that, just as Christ was raised from the dead through the glory of the Father, we too may live a new life." People ask me, "How can we live this Christian life?" We can live it by the same power that raised Jesus Christ from the dead.
The resurrection of Jesus Christ demonstrates that this Jesus Christ is going to be the appointed judge of all the wicked people in the world. In Acts 17:31, Paul told the Athenians, "'For he [God] has set a day when he will judge the world with justice by the man he has appointed. He has given proof of this to all men by raising him from the dead.'" We see the same idea in John 5:22 where Jesus said, "Moreover, the Father judges no one, but has entrusted all judgment to the Son." In verses 27-29 he continued, "And he has given him authority to judge, because he is the Son of Man. Do not be amazed at this, for a time is coming when all who are in their graves will hear his voice and come out-those who have done good will rise to live, and those who have done evil will rise to be condemned." The resurrection of Jesus Christ means that he will raise up everyone who ever lived--some to eternal life and some to eternal damnation--and Jesus Christ will be the judge of the wicked. All who have trusted in their fallen reason and rejected the claims of Jesus Christ will be raised up from the dead by Jesus Christ himself. He will judge and damn them.
Appendix Sseven The Events of Easter Sunday
Here is an outline of a possible harmony of the Evangelists' account concerning the principal events of Easter Sunday:
The holy women carrying the spices previously prepared start out for the sepulcher before dawn, and reach it after sunrise; they are anxious about the heavy stone, but know nothing of the official guard of the sepulcher (Matthew 28:1-3; Mark 16:1-3; Luke 24:1; John 20:1).
The angel frightened the guards by his brightness, put them to flight, rolled away the stone, and seated himself not upon (ep autou), but above (epano autou) the stone (Matthew 28:2-4).
Mary Magdalene, Mary the Mother of James, and Salome approach the sepulcher, and see the stone rolled back, whereupon Mary Magdalene immediately returns to inform the Apostles (Mark 16:4; Luke 24:2; John 20:1-2).
The other two holy women enter the sepulcher, find an angel seated in the vestibule, who shows them the empty sepulcher, announces the Resurrection, and commissions them to tell the disciples and Peter that they shall see Jesus in Galilee (Matthew 28:5-7; Mark 16:5-7).
A second group of holy women, consisting of Joanna and her companions, arrive at the sepulcher, where they have probably agreed to meet the first group, enter the empty interior, and are admonished by two angels that Jesus has risen according to His prediction (Luke 24:10).
Not long after, Peter and John, who were notified by Mary Magdalene, arrive at the sepulcher and find the linen cloth in such a position as to exclude the supposition that the body was stolen; for they lay simply flat on the ground, showing that the sacred body had vanished out of them without touching them. When John notices this he believes (John 20:3-10).
Mary Magdalene returns to the sepulcher, sees first two angels within, and then Jesus Himself (John 20:11-l6; Mark 16:9).
The two groups of pious women, who probably met on their return to the city, are favored with the sight of Christ arisen, who commissions them to tell His brethren that they will see him in Galilee (Matthew 28:8-10; Mark 16:8).
The holy women relate their experiences to the Apostles, but find no belief (Mark 16:10-11; Luke 24:9-11).
Jesus appears to the disciples, at Emmaus, and they return to Jerusalem; the Apostles appear to waver between doubt and belief (Mark 16:12-13; Luke 24:13-35). Christ appears to Peter, and therefore Peter and John firmly believe in the Resurrection (Luke 24:34; John 20:8).
After the return of the disciples from Emmaus, Jesus appears to all the Apostles excepting Thomas (Mark 16:14; Luke 24:36-43; John 20:19-25). The harmony of the other apparitions of Christ after His Resurrection presents no special difficulties.
Briefly, therefore, the fact of Christ's Resurrection is attested by more than 500 eyewitnesses, whose experience, simplicity, and uprightness of life rendered them incapable of inventing such a fable, who lived at a time when any attempt to deceive could have been easily discovered, who had nothing in this life to gain, but everything to lose by their testimony, whose moral courage exhibited in their apostolic life can be explained only by their intimate conviction of the objective truth of their message. Again the fact of Christ's Resurrection is attested by the eloquent silence of the Synagogue which had done everything to prevent deception, which could have easily discovered deception, if there had been any, which opposed only sleeping witnesses to the testimony of the Apostles, which did not punish the alleged carelessness of the official guard, and which could not answer the testimony of the Apostles except by threatening them "that they speak no more in this name to any man" (Acts 4:17). Finally the thousands and millions, both Jews and Gentiles, who believed the testimony of the Apostles in spite of all the disadvantages following from such a belief, in short the origin of the Church, requires for its explanation the reality of Christ's Resurrection, for the rise of the Church without the Resurrection would have been a greater miracle than the Resurrection itself.
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Appendix Eight - The Easter Praise of Christ Saint Melito of Sardis, bishop Early Church Father
This selection comes from a Resurrection homily from one of the greatest 2nd century Church Fathers, Melito of Sardis. Though Melito's writings were extremely popular, this wonderful Paschal homily was lost until the 20th century. This is the oldest known homily on the resurrection of Jesus.
We should understand, beloved, that the paschal mystery is at once old and new, transitory and eternal, corruptible and incorruptible, mortal and immortal. In terms of the Law it is old, in terms of the Word it is new. In its figure it is passing, in its grace it is eternal. It is corruptible in the sacrifice of the lamb, incorruptible in the eternal life of the Lord. It is mortal in his burial in the earth, immortal in his resurrection from the dead
The Law indeed is old, but the Word is new. The type is transitory, but grace is eternal. The lamb was corruptible, but the Lord is incorruptible. He was slain as a lamb; he rose again as God. He was led like a sheep to the slaughter, yet he was not a sheep. He was silent as a lamb, yet he was not a lamb. The type has passed away; the reality has come. The lamb gives place to God, the sheep gives place to a man, and the man is Christ, who fills the whole of creation. The sacrifice of the lamb, the celebration of the Passover, and the prescriptions of the Law have been fulfilled in Jesus Christ. Under the old Law, and still more under the new dispensation, everything pointed toward him.
Both the Law and the Word came forth from Zion and Jerusalem, but now the Law has given place to the Word, the old to the new. The commandment has become grace, the type a reality. The lamb has become a Son, the sheep a man, and man, God.
The Lord, though he was God, became man. He suffered for the sake of those who suffer, he was bound for those in bonds, condemned for the guilty, buried for those who lie in the grave; but he rose from the dead, and cried aloud: Who will contend with me? Let him confront me. I have freed the condemned, brought the dead back to life, raised men from their graves. Who has anything to say against me? I, he said, am the Christ; I have destroyed death, triumphed over the enemy, trampled hell underfoot, bound the strong one, and taken men up to the heights of heaven: I am the Christ.
Come, then, all you nations of men, receive forgiveness for the sins that defile you. I am your forgiveness. I am the Passover that brings salvation. I am the lamb who was immolated for you. I am your ransom, your life, your resurrection, your light; I am your salvation and your king. I will bring you to the heights of heaven. With my own right hand I will raise you up, and I will show you the eternal Father.
Appendix Nine The Full Easter Season Schedule
Below is the Easter Season schedule in both the Eastern and Western Christian Churches combined:
Pre-Lent Season
Before Great Lent, there is a five-week Pre-Lent season, to prepare for Lent. The Sundays in this season are:
Zachaeus Sunday
Publiccan and Pharisee Sunday
Prodigal Son Sunday
Meatfare Sunday
Meatfare Sunday (Sunday of the Last Judgment), the last day to eat meat before Easter.
On this day the Eastern Churches commemorate the inescapable second coming of Christ, ("ordained by the most divine Fathers to be observed after the second parable of the Prodigal"), so that no one who has learned of the love of God for mankind will live in laziness saying, "God loves mankind, and when I am separated from Him by sin, all is prepared for my restoration" (6).
Cheesefare Sunday
Cheesefare Sunday (Sunday of Forgiveness), the last day to eat dairy products before Easter; on this Sunday, Eastern Christians identify with Adam and Eve, and forgive each other in order to obtain forgiveness from God, typically in a Forgiveness Vespers service that Sunday evening. It is during Forgiveness Vespers that the decor of the church is changed to reflect a repentant mood. The Service culminates with the Ceremony of Mutual Forgiveness, at which all present will bow down before one another and ask forgiveness. In this way, the faithful begin Lent with a clean conscience, with forgiveness, and with renewed Christian love.
Great Lent
This is the greatest fasting period in the church year in Eastern Christianity, which prepares Christians for the greatest feast of the church year, Easter. Although it is in many ways similar to Lent in Western Christianity, there are important differences in the timing of Lent (besides calculating the date of Easter), the underlying theology, and how it is practiced, both liturgically in the church and personally.
Clean Monday
The common term for this day, "Clean Monday," refers to the leaving behind of sinful attitudes and non-fasting foods.
Liturgically, Clean Monday—and thus Lent itself—begins on the preceding (Sunday) night, at a special service called Forgiveness Vespers (see above). The entire first week of Great Lent is often referred to as "Clean Week," and it is customary to go to Confession during this week, and to clean your house thoroughly.
Shrove Monday
The word shrove means to obtain absolution for one's sins by confessing and doing penance. Shrove Monday is the Monday before Ash Wednesday.
Shrove Tuesday
Shrove Tuesday gets its name from the "shriving" (confession) that Anglo-Saxon Christians were expected to give immediately before Lent.
Shrove Tuesday is the last day of "shrovetide," which is the English equivalent to the Carnival tradition that developed separately out of the countries of Latin Europe. In countries of the Carnival tradition, the day before Ash Wednesday is known either as the "Tuesday of Carnival" or "Fat Tuesday" The term "Shrove Tuesday" is not widely known in the United States, especially in those regions that celebrate Mardi Gras on the day before Ash Wednesday.
Ash Wednesday
In the Western Christian calendar, Ash Wednesday is the first day of Lent and occurs forty-six days before Easter. As the first day of Lent, it comes the day after Mardi Gras (Fat Tuesday), the last day of the Carnival season. According to the Oxford English Dictionary, the word "Carnival" is derived from Latin carnem levare (removal of the meat) or carnem laxare (leaving the meat).
At services of worship on this day, ashes are imposed on the foreheads of the faithful. The priest, minister, or in some cases officiating layperson marks the forehead of each participant with black ashes, in the shape of a cross, which the worshiper traditionally retains until washing it off after sundown. The symbolism echoes the ancient Near Eastern tradition of throwing ash over one's head signifying repentance before God. The priest or minister offers the worshiper an instruction while applying the ashes.
Ash Wednesday is a time for repentance. Ashes were used in ancient times, according to the Bible, to express penitence. Dusting themselves with ashes was the penitent's way of expressing sorrow for sins and faults. An ancient example of one expressing his penitence is found in Job 42:3-6. Job says to God: "I have heard of thee by the hearing of the ear: but now mine eye seeth thee. Wherefore I abhor myself, and repent in dust and ashes."
However, some Christians, who do not celebrate Ash Wednesday, say that the practice is not consistent with Scripture and is of pagan origin. They usually cite Matthew 6:16–18, where Jesus gave prescriptions for fasting: "And whenever you fast, do not look dismal, like the hypocrites, for they disfigure their faces so as to show others that they are fasting. Truly I tell you, they have received their reward. But when you fast, put oil on your head and wash your face, so that your fasting may be seen not by others but by your Father who is in secret; and your Father who sees in secret will reward you." These groups argue that Jesus warned against fasting to gain favor from other people and that he also warned his followers that they should fast in private, not letting others know they were fasting. For these reasons, some Christian denominations do not endorse the practice. Others, however, point out that this very passage from Matthew is the one, not coincidentally, appointed to be read on Ash Wednesday.
40 Days of Lent
The forty-day period is symbolic of the 40 days spent by Jesus in the wilderness. The number forty has many other Biblical significances: the forty days Moses spent on Mount Sinai with God; the forty days and nights Elijah spent walking to Mt. Horeb; God makes it rain for forty days and forty nights in the story of Noah; the Hebrew people wandered forty years traveling to the Promised Land; Jonah in his prophecy of judgment gave the city of Nineveh forty days grace in which to repent. And of course the Temptation of Jesus in the wilderness laster 40 days. The Lenten period of forty days owes its origin to the Latin word quadragesima, referring to the forty hours of total fast that preceded the Easter celebration in the early Church (7). Lent is actually longer than 40 days, but since Sunday is always considered a feast day, only week days are counted (8).
Lazarus Saturday
Lazarus Saturday is the day before Palm Sunday, and is liturgically linked to it. The feast celebrates the resurrection of Lazarus in John 11:1-45.
Lazarus Saturday and Palm Sunday together hold a unique position in the church year, as days of joy and triumph interposed between the penitence of Great Lent and the mourning of Holy Week.
The week before Easter is very special in the Christian tradition and begins with:
Palm Sunday
Before entering Jerusalem, Jesus was staying at Bethany with Lazarus, and his sisters Mary and Martha. While there, Jesus sent two unnamed disciples to the village over against them, in order to retrieve a colt that had been tied up but never been ridden, and to say, if questioned, that the colt was needed by the Lord but would be returned in a short period of time. Then Jesus then rode the colt into Jerusalem, after the disciples had first put their cloaks on it, so as to make it more comfortable. The Gospels go on to describe how Jesus rode into Jerusalem, and how the people there lay down their cloaks in front of him, and also lay down small branches of trees. The people are also described as singing part of Psalm 118 - ...Blessed is he who comes in the name of the Lord. Blessed is the coming kingdom of our father, David. ... (18:25-26). Where this entry is supposed to have taken place is unspecified; some scholars argue that the Golden Gate is the likely location, since that was where it was believed the Jewish messiah would enter Jerusalem; other scholars think that an entrance to the south, which had stairs leading directly to the Temple, would be more likely.
Holy Wednesday or Spy Wednesday
In Western Christianity, Holy Wednesday is widely known as Spy Wednesday, as being the day that Judas Iscariot first conspired with the Sanhedrin to betray Jesus for thirty silver coins
Maundy Thursday
In the Christian calendar, Maundy Thursday is the feast or holy day on the Thursday before Easter that commemorates the Last Supper of Jesus Christ with the Apostles. On this day four events are commemorated: the washing of the Disciples' feet by Jesus Christ, the institution of the Lord's Supper, the agony of Christ in the Garden of Gethsemane, and the betrayal of Christ by Judas Iscariot.
Good Friday
Good Friday is the Friday before Easter (Easter now always falls on a Sunday in the West). It commemorates the crucifixion and death of Jesus at Calvary.
Holy Saturday - Silent Saturday
Easter Vigil - The Easter Vigil, also called the Paschal Vigil or the Great Vigil of Easter, is a service held in many Christian churches as the first official celebration of the Resurrection of Jesus. Historically, it is during this service that people are baptized and that adult catechumens are received into full communion with the Church. It is held in the hours of darkness between sunset on Holy Saturday and sunrise on Easter Day—most commonly in the evening of Holy Saturday—but is considered to be the first celebration of Easter Day, since the Christian tradition considers feasts to begin at sunset of the previous day. The Easter Vigil has enjoyed a substantial revival among the Lutherans, having been abandoned at the Reformation.
Some churches prefer to keep this vigil very early on the Sunday morning instead of the Saturday night, particularly Protestant churches, to reflect the gospel account of the women coming to the tomb at dawn on the first day of the week. These services are known as the Sunrise service and often occur in outdoor setting such as the church's yard or a nearby park or a cemetary.
Easter Sunday – Begin Easter Week or Octave of Easter
On Easter morning some women and apostles went to Jesus' tomb, expecting to find his body. But the tomb was empty, and the angel at the tomb told them, "He is not here; he has risen!" Later they saw their risen Lord face to face. The gospels record these events, but the earliest written report concerning the resurrection of Jesus Christ was written by St. Paul within twenty-five years of Christ's death in 1 Corinthians 15:3-8: "For what I received I passed on to you as of first importance: that Christ died for our sins according to the Scriptures, that he was buried, that he was raised on the third day according to the Scriptures, and that he appeared to Peter and then to the Twelve. After that, he appeared to more than five hundred of the brothers at the same time, most of whom are still living, though some have fallen asleep."
Later St. Luke the historian wrote in his introduction to the book of Acts, "After [Jesus'] suffering, he showed himself to these men and gave many convincing proofs that he was alive. He appeared to them over a period of forty days and spoke about the kingdom of God" (Acts 1:3).
We cannot deny the Evangelists' agreement as to the fact that the risen Christ appeared to one or more persons. According to Matthew, He appeared to the women, and again on a mountain in Galilee; according to Mark, He was seen by Mary Magdalene, by the two disciples at Emmaus, and the Eleven of His disciples before his Ascension into heaven; according to Luke, He walked with the disciples to Emmaus, appeared to Peter and to the assembled disciples in Jerusalem; according to John, Jesus appeared to Mary Magdalene, to the ten Apostles on Easter Sunday, to the Eleven a week later, and to the seven disciples at the Sea of Tiberius. Paul in 1 Corinthians 15:3-8 enumerates another series of appearances of Jesus after His Resurrection; he was seen by Peter, by the Eleven, by more than 500 brethren, many of whom were still alive at the time of the Apostle's writing, by James, by all the Apostles, and lastly by Paul himself. The resurrection was an historical fact that was witnessed by many people!
Easter Week is the week beginning with the Christian feast of Easter and ending a week later on Easter Saturday. Additional celebrations are usually offered on Easter Sunday itself. Typically these services follow the usual order of Sunday services in a congregation, but also typically incorporate more highly festive elements. The music of the service, in particular, often displays a highly festive tone; the incorporation of brass instruments (trumpets, etc.) to supplement a congregation's usual instrumentation is common. Often a congregation's worship space is decorated with special banners and flowers (such as Easter lilies).
Eastertide
The season of Easter begins on Easter Sunday and lasts until the day of Pentecost, seven weeks later. Eastertide is the English term for the liturgical season immediately following Easter. The first eight days of the Eastertide are commonly referred to as the Octave of Easter. In former years, Easter, as the most important celebration in Christianity, was observed for a week. However, owing to modern working patterns, many Easter celebrations now occur on Easter Sunday and possibly Easter Monday only.
Easter Monday, Easter Tuesday, Easter Wednesday, Easter Thursday, Easter Friday, Easter Saturday
Ascension Day
The Ascension is one of the great feasts in the Christian liturgical calendar, and commemorates the bodily Ascension of Jesus into Heaven. Ascension Day is officially celebrated on a Thursday, the fortieth day of Eastertide.
The observance of this feast is of great antiquity. Although no documentary evidence of it exists prior to the beginning of the fifth century, St. Augustine says that it is of Apostolic origin, and he speaks of it in a way that shows it was the universal observance of the Church long before his time. Frequent mention of it is made in the writings of the church Fathers. The Pilgrimage of Aetheria speaks of the vigil of this feast and of the feast itself, as they were kept in the church built over the grotto in Bethlehem in which Christ was born (9).
Pentecost
Pentecost is one of the prominent feasts in the Christian liturgical year, celebrated the fiftieth day after Easter Sunday. Historically and symbolically related to the Jewish harvest festival of Shavuot, it commemorates the descent of the Holy Spirit upon the Apostles and other followers of Jesus as described in the Book of Acts.
Christians understand Pentecost as a powerful feast of salvation, because it speaks about the giving of the Law on Mount Sinai, about the founding of the Church, and about the Final Judgement. Pentecost can be seen parallel to Shavout, as Easter is to Passover. On Passover, the Jews were delivered from slavery in Egypt; On Easter, mankind was delivered from slavery to sin. On Shavout the Children of Israel received the Law; On Pentecost, the Church received the fullness of the Holy Spirit.
Appendix Ten - The 17th day in the Jewish month of Tammuz
The 17th day in the Jewish month of Tammuz, Jews the world over fast and lament to commemorate the many calamities that have befallen our people on this ominous day. The purpose of such fasts in the Jewish calendar is, according to Rabbi Eliyahu Kitov's Book of Our Heritage, "to awaken hearts towards repentance through recalling our forefathers' misdeeds; misdeeds which led to calamities..."
A Historic Day of Calamity
Going all the way back to Biblical times, Moses descended Mount Sinai on this day and, upon seeing the Golden Calf broke the first set of Tablets carrying the Ten Commandments (Shemot 32:19, Mishna Taanit 28b).
In the First Temple Era: The priests in the First Temple stopped offering the daily sacrifice on this day (Taanit 28b) due to the shortage of sheep during the siege and the next year 3184 (586 BCE), the walls of Jerusalem were breached after many months of siege by Nebuchadnezzar and his Babylonian forces.
In Melachim II 21:7 we find that King Menashe, one of the worst of the Jewish kings, had an idol placed in the Holy Sanctuary of the Temple, according to tradition on this date. The Talmud, in Masechet Taanit 28b, says that in the time of the Roman persecution, Apostomos, captain of the occupation forces, did the same, and publicly burned the Torah - both acts considered open blasphemy and desecration. These were followed by Titus and Rome breaching the walls of Jerusalem in 3760 (70 CE) and Pope Gregory IX ordering the confiscation of all manuscripts of the Talmud in 4999 (1239).
In later years this day continued to be a dark one for Jews. In 1391, more than 4,000 Jews were killed in Toledo and Jaen, Spain and in 4319 (1559) the Jewish Quarter of Prague was burned and looted.
The Kovno ghetto was liquidated on this day in 5704 (1944) and in 5730 (1970) Libya ordered the confiscation of Jewish property.
The Fast of the Fourth Month
The Mishna in Ta'anit 4:8 associates the 17th of Tammuz as the "Fast of the Fourth Month" mentioned by the prophet Zechariah. According to this Mishna, the 17th of Tammuz will be transformed in the messianic era in a day that"shall be joy to the House of Judah" full of "gladness and cheerful feasts".
Customs
The fast of the 17th of Tammuz is observed from the break of dawn until night, one of four Jewish fasts to be observed in this manner - 3 Tishrei, 10 Tevet, 13 Adar and 17 of Tammuz. Expecting or nursing mothers and those who are ill are expected to observe the fast but with lenience, refraining from meat, luxurious food and hard liquor. Minors that are old enough to understand, though exempt from fasting, should also be fed only simple foods as a manner of education. Unlike the two Jewish fast days Yom Kippur and Tisha B'Av, washing and wearing leather are permitted on this day.
Special prayers are added to the morning and afternoon prayers. This day is the beginning of the Three Weeks, an annual period of mourning over the destruction of the first and second Temples in Jerusalem.
Appendix Eleven Leviticus 25 – The Sabbatical and Jubilee Years
1 The LORD said to Moses on Mount Sinai, 2 "Speak to the Israelites and say to them: 'When you enter the land I am going to give you, the land itself must observe a Sabbath to the LORD. 3 For six years sow your fields, and for six years prune your vineyards and gather their crops. 4 But in the seventh year the land is to have a Sabbath of rest, a Sabbath to the LORD. Do not sow your fields or prune your vineyards. 5 Do not reap what grows of itself or harvest the grapes of your untended vines. The land is to have a year of rest. 6 Whatever the land yields during the Sabbath year will be food for you—for yourself, your manservant and maidservant, and the hired worker and temporary resident who live among you, 7 as well as for your livestock and the wild animals in your land. Whatever the land produces may be eaten.
The Year of Jubilee
8 " 'Count off seven Sabbaths of years—seven times seven years—so that the seven Sabbaths of years amount to a period of forty-nine years. 9 Then have the trumpet sounded everywhere on the tenth day of the seventh month; on the Day of Atonement sound the trumpet throughout your land. 10 Consecrate the fiftieth year and proclaim liberty throughout the land to all its inhabitants. It shall be a jubilee for you; each one of you is to return to his family property and each to his own clan. 11 The fiftieth year shall be a jubilee for you; do not sow and do not reap what grows of itself or harvest the untended vines. 12 For it is a jubilee and is to be holy for you; eat only what is taken directly from the fields.
13 " 'In this Year of Jubilee everyone is to return to his own property. 14 " 'If you sell land to one of your countrymen or buy any from him, do not take advantage of each other. 15 You are to buy from your countryman on the basis of the number of years since the Jubilee. And he is to sell to you on the basis of the number of years left for harvesting crops. 16 When the years are many, you are to increase the price, and when the years are few, you are to decrease the price, because what he is really selling you is the number of crops. 17 Do not take advantage of each other, but fear your God. I am the LORD your God.
18 " 'Follow my decrees and be careful to obey my laws, and you will live safely in the land. 19 Then the land will yield its fruit, and you will eat your fill and live there in safety. 20 You may ask, "What will we eat in the seventh year if we do not plant or harvest our crops?" 21 I will send you such a blessing in the sixth year that the land will yield enough for three years. 22 While you plant during the eighth year, you will eat from the old crop and will continue to eat from it until the harvest of the ninth year comes in.
23 " 'The land must not be sold permanently, because the land is mine and you are but aliens and my tenants. 24 Throughout the country that you hold as a possession, you must provide for the redemption of the land.
25 " 'If one of your countrymen becomes poor and sells some of his property, his nearest relative is to come and redeem what his countryman has sold. 26 If, however, a man has no one to redeem it for him but he himself prospers and acquires sufficient means to redeem it, 27 he is to determine the value for the years since he sold it and refund the balance to the man to whom he sold it; he can then go back to his own property. 28 But if he does not acquire the means to repay him, what he sold will remain in the possession of the buyer until the Year of Jubilee. It will be returned in the Jubilee, and he can then go back to his property.
29 " 'If a man sells a house in a walled city, he retains the right of redemption a full year after its sale. During that time he may redeem it. 30 If it is not redeemed before a full year has passed, the house in the walled city shall belong permanently to the buyer and his descendants. It is not to be returned in the Jubilee. 31 But houses in villages without walls around them are to be considered as open country. They can be redeemed, and they are to be returned in the Jubilee.
32 " 'The Levites always have the right to redeem their houses in the Levitical towns, which they possess. 33 So the property of the Levites is redeemable—that is, a house sold in any town they hold—and is to be returned in the Jubilee, because the houses in the towns of the Levites are their property among the Israelites. 34 But the pastureland belonging to their towns must not be sold; it is their permanent possession. 35 " 'If one of your countrymen becomes poor and is unable to support himself among you, help him as you would an alien or a temporary resident, so he can continue to live among you. 36 Do not take interest of any kind [ a ] from him, but fear your God, so that your countryman may continue to live among you. 37 You must not lend him money at interest or sell him food at a profit. 38 I am the LORD your God, who brought you out of Egypt to give you the land of Canaan and to be your God.
39 " 'If one of your countrymen becomes poor among you and sells himself to you, do not make him work as a slave. 40 He is to be treated as a hired worker or a temporary resident among you; he is to work for you until the Year of Jubilee. 41 Then he and his children are to be released, and he will go back to his own clan and to the property of his forefathers. 42 Because the Israelites are my servants, whom I brought out of Egypt, they must not be sold as slaves. 43 Do not rule over them ruthlessly, but fear your God.
44 " 'Your male and female slaves are to come from the nations around you; from them you may buy slaves. 45 You may also buy some of the temporary residents living among you and members of their clans born in your country, and they will become your property. 46 You can will them to your children as inherited property and can make them slaves for life, but you must not rule over your fellow Israelites ruthlessly.
47 " 'If an alien or a temporary resident among you becomes rich and one of your countrymen becomes poor and sells himself to the alien living among you or to a member of the alien's clan, 48 he retains the right of redemption after he has sold himself. One of his relatives may redeem him: 49 An uncle or a cousin or any blood relative in his clan may redeem him. Or if he prospers, he may redeem himself. 50 He and his buyer are to count the time from the year he sold himself up to the Year of Jubilee. The price for his release is to be based on the rate paid to a hired man for that number of years. 51 If many years remain, he must pay for his redemption a larger share of the price paid for him. 52 If only a few years remain until the Year of Jubilee, he is to compute that and pay for his redemption accordingly. 53 He is to be treated as a man hired from year to year; you must see to it that his owner does not rule over him ruthlessly.
54 " 'Even if he is not redeemed in any of these ways, he and his children are to be released in the Year of Jubilee, 55 for the Israelites belong to me as servants. They are my servants, whom I brought out of Egypt. I am the LORD your God.
Appendix Twelve A Modern Day Miracle of the Sabbath year
The Seventh Year
My name is Dov Weiss, and I was one of a group of about thirty young men that started the moshav (agricultural settlement) of Komemiyut, in the south of Israel. It was in 1950, after we had completed our army service. I was still a bachelor then. Among the founders was also the well known Torah scholar and rabbinical authority, Rabbi Benyamin Mendelson, of blessed memory. He had previously immigrated to Israel from Poland and had served as the rabbi of Kfar Ata.
At first we lived in tents, in the middle of a barren wilderness. The nearest settlements to ours were several kibbutzim associated with the left-wing Shomer Hatzair movement: Gat, Gilon, and Negvah. Several of our members supported themselves by working at Kibbutz Gat, the closest to us, doing different types of manual labor. Others worked in our fields, planting wheat, barley, rye and other grains and legumes. I myself drove a tractor. Our produce, which grew throughout the 15,000 or so dunam (nearly 4000 acres) allotted us, we sold to bakeries and factories.
At that time, there were not yet water pipes reaching our moshav. We had to content ourselves with what could be grown in dry rugged fields. Every few days we would make a trip to Kibbutz Negvah, about 20 kilometers distant, to fill large containers with drinking water.
The second year we were there, 5711 on the Jewish calendar (1950-1951), was the shmitah year which comes every seventh year in which the Torah commands to desist from all agricultural work. We were among the very few settlements in Israel at the time to observe the laws of the Sabbatical year and refrain from working the land. Instead, we concentrated on building and succeeded that year in completing much of the permanent housing. The moshav gradually developed and expanded and more and more families moved in, as well as a number of young singles. By the end of the year we numbered around eighty people.
As the Sabbatical year drew to its completion we prepared to renew our farming activities. For this we required seed to sow crops, but for this purpose we could only use wheat from the sixth year, the year that preceded the shmitah, for the produce of the seventh year is forbidden for this type of use. We went around to all the agric ultural settlements in the area, near and far, seeking good quality seed from the previous years' harvest, but no one could fulfill our request.
All we were able to find was some old wormy seed that, for reasons that were never made clear to us, was laying around in a storage shed in Kibbutz Gat. No farmer in his right mind anywhere in the world would consider using such poor quality seed to plant with, not if he expected to see any crops from it. The kibbutzniks at Gat all burst into loud derisive laughter when we revealed that we were actually interested in this infested grain that had been rotting away for a few years in some dark, murky corner. "If you really want it, you can take all that you like, and for free, with our compliments,"
they offered in amusement.
We consulted with Rabbi Mendelson. His response was: "Take it. The One who tells wheat to sprout from good seed can also order it to grow from inferior wormy leftover seed as well." In any case, we didn't have an alternative. So we loaded all the old infested seed that the kibbutz had offered to us free of charge onto a tractor and returned to Komemiyut.
The laws of shemittah forbade us to plough and turn over the soil till after Rosh Hashanah, the beginning of the eighth year, so we didn't actually sow the seed until sometime in November. This was two or three months after all the other farmers had already completed their planting.
That year, the rains were late in coming. The farmers from all the kibbutzim and moshavim gazed upward longingly for the first rain. They began to feel desperate, but the heavens were unresponsive, remaining breathlessly still and blue.
Finally it rained. When? The day after we completed planting our thousand dunam of wheat fields with those wormy seeds, the sky opened up and the rains exploded down to saturate the parched earth.
The following days we were nervous in anticipation but we turned our attention to strengthening our faith and trust in G-d. Anyway, it did not take a long time for the hand of the Al-mighty to be revealed clearly to all. Those wheat fields that were planted during the seventh year, months before the first rain, sprouted only small weak crops. At the same time, our fields, sowed with the old infested seed and long after the appropriate season, were covered with an unusually large and healthy yield of wheat, in comparison to any standard.
The story of "the miracle at Komemiyut" spread quickly. Farmers from all the agricultural settlements in the region came to see with their own eyes what they could not believe when they heard the rumors about it. When the farmers from Kibbutz Gat arrived, they pulled a surprise on us. After absorbing the sight of the bountiful quantity of wheat flourishing in our fields, they announced they wanted payment for the tractor-load of old rotten wheat they had scornfully given us for free only a short time before. Even more startling: they said they would file a claim against us at a beit din, a rabbinical court, and with Rabbi Mendelson himself, no less! They must have figured that in a secular court such a claim wouldn't have even the slightest possible chance of gaining them a single penny.
Rabbi Mendelson accepted their case seriously, and in the end judged that we should pay them. He explained that the reason they gave it for free was because they thought it worthless for planting, while in truth it really was excellent for that purpose. We were astonished to hear his ruling, but needless to say, we complied.
The whole story became an extraordinary kiddush Hashem (glorification of G-d) in the eyes of Jews across the country. Everyone agreed it was a clear fulfillment of G-d's promise in the Torah (Leviticus 25): Six years you shall sow your field, and six years you shall prune your vineyard, and gather in its fruit. But in the seventh year shall be a sabbath of solemn rest for the land, a sabbath for G-d...And if you shall say: "What shall we eat in the seventh year? Behold, we shall not sow, nor gather in our produce!" But I will command my blessing upon you...
Editor's note:
Today, Komemiyut is world famous for its high-quality shmurah matzah (lit. "matzah that has been watched") -- round, hand-made matzah prepared under exacting supervision from the time the wheat is harvested through the end of the baking to guard against the minutest moisture.
Appendix Thirteen Fill Out Pruzbul
This upcoming year, 5768, is a Shmitah (Sabbatical) year. Part of the observance of Shmitah includes the forgiving of loans. More than 2000 years ago, loans and money flow slowed as the Shmitah year neared. Rather than have the economy slow down, Hillel the Elder instituted the pruzbul system. The Torah states that all private debts are forgiven, public debts are exempt. The act of pruzbul makes private debts public and therefore redeemable.
The pruzbul can be done orally before three adult men who constitute a court. One approaches this "court" and states that he/she is transferring to them all debts which may are owed to him/her, thus making them collectable. This must be done before Rosh Hashanah.
If this option is not available to you, fill out the form below before early afternoon of Wednesday, September 12, and fax it to 718-467-3263 or email it to firstname.lastname@example.org
I, the undersigned, transfer to you, Rabbis Schapiro, Schochet and Sharfstein, all debts that are owed me, in writing or verbally, so that I may collect them at any time I desire.
Date:______________________________
Signature: ___________________________
Click here for a method, which will allow you to collect debts even during the Sabbatical year.
http://www.chabad.org/holidays/JewishNewYear/template.asp?AID=5212
Appendix Fourteen The Hasmonean Kingdom
- 198 BCE: Armies of the Seleucid King Antiochus III (Antiochus the Great) oust Ptolemy V from Judea and Samaria.
- 175 BCE: Antiochus IV (Epiphanes) ascends the Seleucid throne.
- 168 BCE: Under the reign of Antiochus IV, the Temple is looted, Jews are massacred, and Judaism is outlawed.
- 167 BCE: Antiochus orders an altar to Zeus erected in the Temple. Mattathias, and his five sons John, Simon, Eleazar, Jonathan, and Judah lead a rebellion against Antiochus. Judah becomes known as Judah Maccabe (Judah The Hammer).
- 166 BCE: Mattathias dies, and Judah takes his place as leader. The Hasmonean Jewish Kingdom begins; It lasts until 63 BCE
- 165 BCE: The Jewish revolt against the Seleucid monarchy is successful. The Temple is liberated and rededicated (Hanukkah).
- 142 BCE: Establishment of the Second Jewish Commonwealth. The Seleucids recognize Jewish autonomy. The Seleucid kings have a formal overlordship, which the Hasmoneans acknowledged. This inaugurates a period of great geographical expansion, population growth, and religious, cultural and social development.
- 139 BCE: The Roman Senate recognizes Jewish autonomy.
- 130 BCE: Antiochus VII besieges Jerusalem, but withdraws.
- 131 BCE: Antiochus VII dies. The Hasmonean Jewish Kingdom throws off Syrian rule completely
- 96 BCE: An eight year civil war begins.
- 83 BCE: Consolidation of the Kingdom in territory east of the Jordan River.
- 63 BCE: The Hasmonean Jewish Kingdom comes to an end due to rivalry between the brothers Aristobulus II and Hyrcanus II, both of whom appeal to the Roman Republic to intervene and settle the power struggle on their behalf. The Roman general Gnaeus Pompeius Magnus (Pompey the Great) is dispatched to the area. Twelve thousand Jews are massacred as Romans enter Jerusalem. The Priests of the Temple are struck down at the Altar. Rome annexes Judea.
Appendix Fifteen
Battles of the Maccabean revolt
There were a number of key battles between the Maccabees and the Seleucid Syrian-Greeks:
- Battle of Adasa (Judas Maccabeus leads the Jews to victory against the forces of Nicanor.)
- Battle of Beth Horon (Judas Maccabeus defeats the forces of Seron.)
- Battle of Beth Zur (Judas Maccabeus defeats the army of Lysias, recapturing Jerusalem.)
- Battle of Beth-zechariah (Elazar the Maccabee is killed in battle. Lysias has success in battle against the Maccabess, but allows them temporary freedom of worship.)
- Battle of Emmaus (Judas Maccabeus fights the forces of Lysias and Georgias).
- Dathema (A Jewish fortress saved by Judas Maccabeus.)
- Battle of Elasa (Judas Maccabeus dies in battle against the army of King Demetrius and Bacchides. He is succeeded by Jonathan Maccabaeus and Simon Maccabaeus who continue to lead the Jews in battle.)
Bibliography for Redemption in the National Holidays of Israel and of the Church
Samuele Bacchiocchi. From Sabbath To Sunday. Rome, Italy; The Pontifical Gregorian University Press, 1977 – 369 pages. An historical investigation of the rise of Sunday observance in Early Christianity.
Roland Bainton. Martin Luther's Christmas Book. Minneapolis, MN.; Augsburg Publishing, 1948 – 72 pages.
Richard and Michele Berkowitz. Shabbat. Baltimore, Maryland; Lederer Publications, 1983 – 46 pages. A Messianic Jewish Sabbath Celebration.
Philip Birnbaum. High Holiday Prayer Book. New York, New York, Hebrew
Publishing Company, 1951. literary classics showing the sorrows and joys of the Jewish people. These are
This is the prayer book of the festivals revealing a rich anthology of Israel's metrical compositions that were inspired by the synagogue services.
Arlene Cardozo. Jewish Family Celebrations. New York, NY; St. Martin's Press, 1982 – 259 pages.
This is a lively guide through the calendar year of Jewish observance for families seeking to incorporate Jewish heritage into their lives.
Earl and Alice Count. 4000 Years of Christmas. Berkley, CA.; Ulysses Press, 1997 – 103 pages. The history of Christmas traditions and where they came from.
William Curtis. The Forgotten Feast. Columbus, GA.; Brentwood Christian Press,1985 – 62 pages.
This small book shows the redemptive plan of God through the feasts of Israel.
Abba Eben. The Story of the Jews. New York, New York, Behrman House Inc., 1968 – 534 Pages.
A book to explain the Jewish people to a "confused and often uncomprehending world.”
Philip Goodman. The Purim Anthology. Jerusalem, Israel, The Jewish Publication Society, 1949 – 526 Pages.
An anthology filled with all the sources and resources that a family needs to understand and celebrate the Jewish holidays and holy days. This book interprets the holiday cycle.
Frederick C. Grant. Ancient Judaism and The New Testament. New York, New York, The McMillan Company, 1959 – 155 Pages.
The treasures of Judaism's historic faith are seen to be the antecedent to Christian sacred literature and life.
Isidor Grunfeld. Shemittah and Yobel: Laws referring to the Sabbatical Year in Israel and Its Produce. Jerusalem, Israel, The Soncino Press, 1972 – 151 pages. This book is on the dietary laws of the Israel specifically connected to the various festival occasions.
Robert Hamerton-Kelly. Spring Time: Seasons of the Christian Year. Nashville, TN.; The Upper Room, 1980 – 144 pages.
This book explains the main themes of the Christian year and reveals what the
Scriptures teach us about these events.
E.W. Hengstenberg. The Christology of the Old Testament. Grand Rapids, Michigan, Kregel Publications, 1970 – 715 Pages.
This books shows us all the places in the Old Testament that teach, show or reveal Christ to us.
Hans Holzer. Star in the East. New York, New York; Pyramid Books, 1972 – 95 pages. His book seeks to discover how much of the Christmas story is actually true.
Betty Howard. God's Gift of Love. Orlando, Fl.; The Good News Connection, Inc.,
2001 – 113 pages. This is the story of Mary and Elizabeth and the birth of their sons.
Barney Kasdan. God's Appointed Times. Baltimore, Maryland; Lederer Messianic Publications, 1993 – 136 pages.
This book shows the historical background of the Jewish feasts and how
Christians can celebrate them also.
Alfred J. Kolatch. The Jewish Book of Why. Middle Village, NY, Jonathan David Publishers, Inc., 1995 – 325 pages.
This is a book that answers why Jewish people believe and practice the things they do.
Thomas Lawler. St Augustine: Sermons for Christmas and Epiphany. New York, NY; Newman Press, 1952 – 231 pages.
This is a collection of all of St. Augustine's sermons on Christmas and Epiphany.
Max Lucado. And the Angels Were Silent. Sisters, Oregon; Multnomah Publishers, 1992 – 263 pages.
This book is on the subject of the final week of Jesus life before the crucifixion.
John MacArthur, Jr. God With Us: The Miracle of Christmas. Grand Rapids, MI., Zondervan Books, 1989 – 134 pages.
Chaim Raphael. Festival Days, A History of Jewish Celebrations. New York, New
York, Grove Weidenfeld, 1990 – 144 Pages A demonstration of the uniqueness of Jewish history in the world story.
Robin Sampson, Linda Pierce. A Family Guide to the Biblical Holidays. Stafford, Va., Heart of Wisdom Publishing, Inc., 1997 - 583 pages. This is a book of family teaching and activities in celebrating the feasts and festivals of the Bible and of God's people.
Nosson Scherman and Meir Zlotowitz. Chanukah. Brooklyn, New York; Mesorah Publications, Ltd., 1989 - 159 pages.
The history, observance and significance of Chanukah based on the Talmudic and traditional sources.
Charles Spurgeon. Sermons on Christmas and Easter. Grand Rapids, MI.; Kregal Publications, 1995 – 159 pages.
Arthur Stanley. Lectures on the History of the Jewish Church Vols. I & II. New York, New York, Charles Scribner and Company, 1871 – 1228 Pages.
This book is a series of lectures designed to delineate the outward events of the sacred history to bring out their inward spirit that the more complete realization of their outward form should not denigrate but exalt the Faith of which they are the vehicle.
William Whiston. The Works of Flavius Josephus. Grand Rapids, Michigan, Associated Publishers and Authors, Inc. This work is regarded as the only reference in history containing valid contemporary references to Christ. This book offers detailed accounts of Jewish
life in the first century.
Dick York. The Other side of the Christmas Tree. San Antonio, Texas; Dick York, 1990 – 105 pages.
This book is essentially teaching that the celebration of Christmas and other nonbiblical holidays violate the Scriptures.
The Celebrations and Festivals of Israel and the Church
(Biblical Studies)
Rev. G. Michael Saunders, Sr.
Teacher's Manual
129
Course Description
This course is part of the Biblical Studies course and provides the fundamentals in understanding how Jesus is seen and celebrated in the Holidays of Israel and the Church. This course will also demonstrate how Christ fulfilled the Festivals of Israel, how the Church can celebrate this fulfillment, and what they mean to Christ's people today. This course will focus on the Sabbath, the Sabbath Year and the celebrations and festivals that are in addition to those listed in Leviticus 23.
The course is not auto-didactic. Nor is it principally academic in nature. A mature teacher must be prepared to play the role of mentor to his students, rather than a mere instructor.
The number of students in the class should be small, to allow for the interchange necessary in the mentoring process. Eight to twelve students are the ideal number. The course should be as practical as possible, dealing with real life situations and problems that the leader will encounter personally and in the context of his ministry.
Finally, the teacher must keep in mind at all times, the goal for this class is for the student to learn how to enjoy the Celebrations and Festivals of Israel and the Church. The goal is to teach the students how to use these celebrations and festivals in the life and ministry of the local church including how to use them for the spread of the Gospel.
Purpose of the Course
To establish in the mind of the student the Biblical meaning and significance of the Celebrations and Festivals of Israel and the Church of God on five levels:
f. What the Celebrations and Festivals meant to the people of God in history
g. What the Celebrations and Festivals meant to the people of God spiritually
h. How the Celebrations and Festivals pointed to the Messiah
i. How the Celebrations and Festivals were fulfilled in Jesus
j. How we can use the Celebrations and Festivals to teach and spread the Gospel today
Summary of course content.
This course will give the student the information needed for a series of teaching on the Celebrations and Festivals concerning the life and teaching of the Lord Jesus Christ and our worship of Him. It will also aid the student in finding Biblical and creative ways of experiencing and sharing the Gospel through these Celebrations and Festivals in the context of the local church.
Course materials
Michael Saunders. The Celebrations and Festivals of Israel and the Church. Miami, Florida; M.I.N.T.S., 2007.
Kevin Howard and Marvin Rosenthal. The Feasts of the Lord. Nashville, TN.; Thomas Nelson Inc., 1997 – 224 pages.
Thomas Lawler. St Augustine: Sermons for Christmas and Epiphany. New York, NY.; Newman Press, 1952 – 231 pages.
Granada Presbyterian Church. 2005 Advent Devotional. Miami, Florida; Granada Presbyterian Church, 2005.
Objectives of the course
1- Student participation in classroom discussion
2- Student comprehension of course materials
3- Student familiarization with course bibliography
4- Student completion of papers and assignments that can be used in the church and/or ministry settings
5- Student's retention of course materials and application to real ministry
6- Student's application of course materials to their own ministry
These objectives will be evaluated in four ways (See evaluation of the course).
Structure of the course
How the course will be conducted.
1. For students studying at a distance and not attending course lectures:
a. The student will contact the MINTS Academic Dean in order to enroll in the course and be designated a supervising professor.
b. The student will identify his or her mentor, who will locally oversee the course. The mentor will verify that all of the lessons have been read and the homework completed. Note: The supervising professor of MINTS must approve the mentor.
c. The student will download the course syllabus and begin studies.
d. The mentor will send the lesson completion chart, the exam completion chart and the case study to the supervising professor.
e. The supervising professor will review and record the grades, ensure that they are registered with the MINTS Registrar and that the final grade is sent to the student and mentor.
2. For students studying at a distance who attend course lectures:
a. MINTS provides an orientation to the course (by invitation by a professor).
b. The student will attend 15 hours of lectures.
c. The student will complete the lesson assignments and give them to the professor, who also serves as the mentor.
d. The supervising MINTS professor will review the student's work (attendance, lesson completion and case study grade) and have the final grade registered with the MINTS Registrar. The Registrar will send the group leader the student's final grade.
Lesson 1 - Sabbath and Sunday
Homework:
1. Read chapter one and two of Michael Saunders The Celebrations and Festivals of Israel and the Church.
2. Write a one-page paper showing how the Sabbath was changed from Saturday to Sunday in the New Testament.
Lesson 2 - Purim
Assignment Due This Week:
1. Sabbath to Sunday paper.
Homework:
1. Read chapter three of Michael Saunders The Celebrations and Festivals of Israel and the Church.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) on how Esther and Mordecai are pictures of the Messiah and how the story of Esther shows the redemption we have through Jesus.
Lesson 3 – Tisha B'Av
Assignment Due This Week:
1. Bible Study on Esther and Mordecai
Homework:
1. Read chapter four of Michael Saunders The Celebrations and Festivals of Israel and the Church.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) on how the sufferings of this life are signs pointing to the second coming of Jesus and eternal life with Him.
Lesson 4 - The Sabbatical Year
Assignment Due This Week:
1. Bible Study on suffering of this life as signs pointing to the Second Coming of Jesus.
Homework:
1. Read chapter five of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) teaching how the Sabbath year is useful in the life of God's people, His pastors and His church.
Lesson 5 – Chanukah
Assignment Due This Week:
1. Sabbath Year Bible Study.
Homework:
1. Read chapter six of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
Lesson Development.
2. Prepare a 30 minute Bible Study (full manuscript and teaching notes) showing how Jesus used Chanukah to reveal His Messiahship.
Lesson 6 – Advent
Assignment Due This Week:
1. Bible Study on Jesus and Chanukah
Homework:
1. Read chapter seven of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Develop a program to be used in the local church to prepare and use an Advent Devotional.
Lesson 7- Christmas
Assignment Due This Week:
1. Advent Devotional program.
Homework:
1. Read chapter eight of Michael Saunders. The Celebrations and Festivals of Israel and the Church.
2. Prepare a one-page paper on how the date of Christmas was established in the church.
3. Outline a program to be used in the local church for worship observances for Holy Week and a worship service of celebration for the Resurrection.
Lesson 8 – Easter
Assignment Due This Week:
1. Paper on the date of Christmas
2. Paper on Holy Week
3. Paper on Resurrection
Requirements of the course
1. The student will attend 15 hours of class and participate in the discussion time.
2. Pass a short quiz at the end of each class (for credit students only).
3. The student will complete reading and writing assignments required between classes.
4. The students will become familiar with readings related to the course theme(s).
5. The student must pass the final comprehensive exam (for credit students only).
Evaluation of the course
1. Student participation: One point may be given (15%) for each class hour attended.
2. Quizzes: One point (8%) for each class quiz passed.
3. Student homework: Two points may be given (15%) for each homework assignment for the 8 lessons.
4. Student readings: Bachelor level students will read 300 extra pages and write a 3page book report. Master level students will read 500 pages and write a 5-page book report. Doctoral level students will read 5000 pages and present an annotated bibliography (20%).
5. Student ministry papers and assignments (17%).
6. Student exam: The student will demonstrate his/her understanding of the main concepts and content of the course materials (25%).
Benefits of the course
This course will give the student the knowledge of the celebrations of Israel and the church, which reveal the Messiah. The students will also learn practical ways to teach and practice these celebrations in the church today to minister to their people and for evangelistic endeavors.
Closing Remarks
The student will be able to conclude this course with several very useful plans and tools for ministry in Biblical Studies and Evangelistic outreach.
LESSON DEVELOPMENT - LESSON ONE - SABBATH
Introduction:
The Sabbath is the only feast of Israel that is mentioned in the Ten Commandments. It is also one of the best known and least understood of all Jewish observances. To those who observe the Sabbath, it is a precious gift from God, a day of great joy eagerly awaited throughout the week.
First Division:
Second Division:
Third Division:
Fourth Division:
Conclusion:
Lesson Summary:
Lesson Questions:
Nature of the Sabbath: The Sabbath is the most important ritual observance in Judaism. It is the only ritual observance instituted in the Ten Commandments. It is also the most important special day, even more important than Yom Kippur.
Work on the Sabbath: The Torah does not prohibit "work" in the 20th century English sense of the word. The Torah prohibits the kind of work that is creative, or that exercises control or dominion over your environment.
The Nature of the Lord's Day – "the Fundamental Feast Day" Sunday recalls the day of Christ's Resurrection. It is Easter that returns week by week, celebrating Christ's victory over sin and death, and looks forward in active hope to "the last day", when Christ will come in glory. Every seven days, the Church celebrates the Resurrection. This is a tradition going back to the Apostles, taking its origin from the actual day of Christ's Resurrection — a day thus appropriately designated "the Lord's Day".
The Fulfillment of the Sabbath: More than a "replacement" for the Sabbath, therefore, Sunday is its fulfillment, and in a certain sense its extension and full expression in the ordered unfolding of the history of salvation, which reaches its culmination in Christ. Christ came not to violate the Lord's Day, but to reveal its full meaning: "The Sabbath was made for man, not man for the Sabbath" (Mk 2:27). Jesus, as "Lord of the Sabbath" (Mk 2:28), restores to the Sabbath observance its liberating character, carefully safeguarding the rights of God and the rights of man.
Keeping Sunday holy is the important witness that Christians are called to bear, so that every stage of human history will be upheld by hope.
1- The Sabbath is the most important ritual observance in Judaism. 2- Sunday fulfills the Sabbath. 3- Sabbath points to the Second Coming
1- What are two misconceptions about the Jewish Sabbath?
2- What is the purpose of the Sabbath day?
3- What two commands does God give concerning the Sabbath and why?
4- Which festivals of Israel are greater than the Sabbath? Why?
5- Why is "rest" the central theme of the Sabbath?
6- What is the origin of the Lord's Day?
7- What is the main theme of the Lord's Day?
8- What do we focus on through the resurrection on the Lord's Day?
9- How is the Lord's Day "the fundamental feast day" of the church?
10- How does the Lord's Day fulfill the Sabbath?
Lesson Answers:
1- 1-That the Sabbath is a day of prayer and 2-that you can't do any work on the Sabbath.
2- The Sabbath is primarily a day of rest and spiritual enrichment.
3- 1- To remember, "Remember the Sabbath day to sanctify It" -Exodus 20:8). It also means to remember the significance of the Sabbath, both as a commemoration of creation and as a commemoration of the Hebrews freedom from slavery in Egypt. And 2- To Observe, "Observe the Sabbath day to sanctify it" -Deuteronomy 5:12. The Torah does not prohibit "work" in the 20th century English sense of the word. The Torah prevents the kind of work that is creative, or that exercises control or dominion over your environment. The quintessential example is the work of creating the universe, which God ceased from on the seventh day.
4- None. The Sabbath is the most important ritual observance in Judaism. It is the only ritual observance instituted in the Ten Commandments. It is also the most important special day, even more important than Yom Kippur. This is clear from the fact that more opportunities for congregants to be called up to the Torah are given on the Sabbath than on any other day.
5- In Deuteronomy 5:15, while Moses reiterates the Ten Commandments, he notes what we must remember on the Sabbath: "remember that you were a slave in the land of Egypt, and the Lord, your God brought you forth from there with a mighty hand and with an outstretched arm; therefore the Lord your God commanded you to observe the Sabbath day." What does the Exodus have to do with resting on the seventh day? It's all about freedom. In ancient times, leisure was confined to certain classes; slaves did not get days off. Thus, by resting on the Sabbath, we are reminded that we are
free. But in a more general sense, the Sabbath frees us from our weekday concerns, from our deadlines and schedules and commitments. During the week, we are slaves to our jobs, to our creditors, to our need to provide for ourselves; on the Sabbath, we are freed from these concerns, much as our spiritual ancestors were freed from slavery in Egypt.
6- The fundamental importance of Sunday has been recognized through two thousand years of history. Every seven days, the Church celebrates the Resurrection. This is a tradition going back to the Apostles, taking its origin from the actual day of Christ's Resurrection — a day thus appropriately designated "the Lord's Day".
7- It recalls the day of Christ's Resurrection. It is Easter that returns week by week, celebrating Christ's victory over sin and death, the fulfillment in him of the first creation and the dawn of "the new creation" (2 Cor 5:17).
8- It is the day which recalls in grateful adoration the world's first day and looks forward in active hope to "the last day", when Christ will come in glory (Acts 1:11; 1 Thess. 4:13-17) and all things will be made new (Rev. 21:5).
9- The Resurrection of Jesus is the fundamental event upon which Christian faith rests (1 Cor 15:14). It is an astonishing reality, fully grasped in the light of faith, yet historically attested to by those who were privileged to see the Risen Lord. It is a wondrous event which is not only absolutely unique in human history, but which lies at the very heart of the mystery of time. In fact, all time belongs to Christ and all the ages. Therefore, in commemorating the day of Christ's Resurrection not just once a year but every Sunday, the Church seeks to indicate to every generation the true fulcrum of history, to which the mystery of the world's origin and its final destiny leads. For Christians, Sunday is "the fundamental feast day", established not only to mark the succession of time but also to reveal time's deeper meaning.
10- On the Lord's Day, which the Old Testament links to the work of creation (Gen. 2:1-3; Ex 20:8-11) and the Exodus (Deut. 5:12-15), the Christian is called to proclaim the new creation and the new covenant brought about in the Mystery of Christ. Far from being abolished, the celebration of creation becomes more profound within a Christocentric perspective, being seen in the light of God's plan "to unite all things in [Christ], things in heaven and things on earth" (Eph 1:10). The remembrance of the liberation of the Exodus also assumes its full meaning, as it becomes a remembrance of the universal redemption accomplished by Christ in his Death and Resurrection. More than a "replacement" for the Sabbath, therefore, Sunday is its fulfillment, and in a certain sense its extension and full expression in the ordered unfolding of the history of salvation, which reaches its culmination in Christ.
LESSON DEVELOPMENT - LESSON TWO - PURIM
Introduction:
The book of Esther is the only book of the Bible that does not contain the name of God. The Book depicts the "coincidences" as evidence of Divine intervention operating behind the scenes. The main lesson of the book is God's faithfulness to His covenant people - "I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you." (Genesis 12:3).
First Division:
Second Division:
Conclusion:
Lesson Summary:
Lesson Questions:
1- Who was Esther?
2- Who was Mordecai?
3- How can we see God in this book that does not specifically mention God?
4- What is the Megillah? What are the other Megillahs?
5- Why were women commanded to listen to the Megillah?
6- What acts of charity are required on Purim?
7- Did Jesus celebrate Purim?
8- If Jesus did celebrate Purim what did he do on that day?
9- How does Purim and the Book of Esther give us a picture of salvation through the Messiah?
10- Since Purim is one of the most joyous and important holidays of the Jewish people, how do Jewish scholars today feel about this holiday?
The primary commandment related to Purim is to hear the reading of the book of Esther.
Purim Customs: Purim is an occasion on which much joyous license is permitted within the walls of the synagogue itself.
For those of us who believe in the inerrancy and authority of Scripture we know the account of Esther to be true.
1- History of Purim in Scripture. 2- History of Purim in Jewish Tradition 2- Commands of Purim. 3- Customs of Purim. 4- Jesus in the celebration of Purim.
Lesson Answers:
1- She was a beautiful Jewish girl in Persia who was chosen to be Queen through a beauty contest. She saved her people from destruction by the King's closest advisor.
2- He was Esther's uncle who had done a service for the King and was greatly honored. He also refused to bow down to Haman and as a result was targeted for death with all the Jewish people. He talked Esther into interceding for her people and she saved them. He was the one who recommended the date for the holiday of Purim.
3- Mordecai makes a vague reference to the fact that the Jews will be saved by someone else, if not by Esther, but that is as close as the book comes to mentioning God. The Book records a series of apparently unrelated events which took place over a nine-year period during the reign of King Ahasuerus. These events, when seen as a whole, depict the "coincidences" as evidence of Divine intervention operating behind the scenes. The main lesson of the book is God's faithfulness to His covenant people - "I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you." (Genesis 12:3). Purim stands as another reminder that God keeps His promises; He preserved and protected the vehicle through which Messiah would come (the Jewish people) just as He said He would and showed that attempts to eliminate His Chosen People are futile.
4- The book of Esther is commonly known as the Megillah, which means scroll.) (Ruth, Ecclesiastes, Song of Songs, and Lamentations
5- Rabbi Joshua ben Levi obliged women to attend the reading of the Megillah, inasmuch as it was a woman, Queen Esther, through whom the miraculous deliverance of the Jews was accomplished.
6- The Book of Esther prescribes "the sending of portions one man to another, and gifts to the poor" (9:22). Over time, this commandment has become one of the most prominent features of the celebration of Purim. According to Jewish Religious Law, each Jew over the age of 12 (girls) or 13 (boys) must send two different, ready made foods to one friend, and two charitable donations (either money or food) to two poor people.
7- There is no specific tie to Jesus in Purim as there are in the other holidays. It is possible that Jesus celebrated the feast of Purim in John 5. In this chapter the Lord Jesus is up in Jerusalem for an unnamed feast. Chronologically, the only feast that makes sense is Purim in AD 28. The feast of John 5 fell on a Sabbath (5:9). Scholars say that the only feast day to fall on a Sabbath between AD 25 and AD 35 was Purim of AD 28.
8- If Jesus did celebrate Purim, then at the pool of Bethesda, the Lord Jesus approached a sick man who had been lying on his bed for thirty-eight years to offer him a Purim gift, i.e. good health. He said, "Do you want to be made well" (John 5:6)? The man responded in the affirmative and the Lord Jesus said to him, "Rise, take up your bed and walk" (5:8). The man accepted the gift and he was healed instantly. This is also the first time in His public ministry that He declared "God was His Father, making Himself equal with God" (5:18). He also said that He was the "Son of God" (5:25) and the "Son of Man" (5:27).
9- Though Purim is not specifically mentioned in the New Covenant, the themes involved are of considerable importance to believers in Jesus as Messiah. The providential hand of God is a major theme in Esther. Time and time again in the Scriptures that which man meant for evil God used for the salvation of His people. Psalm 22 occupies a central place in the Jewish celebration. This is, of course, the Psalm Jesus quoted from the tree. "My God, My God, Why have you forsaken me?" Haman sought the destruction of the people of God, yet the Sovereign One not only preserved His covenant people but also judged those who opposed Him. Many saw and feared and turned to the Living LORD of Israel. Ironically, if it wasn't for the impalement (a form of crucifixion) of Haman and the deliverance of the Jewish people, the Messiah couldn't have come to deliver both Jews and Gentiles by hanging on a tree himself. Wicked men, both Roman and Jewish leaders, delivered him to death but God intended it for our deliverance.
10- Most Jewish scholars today believe that the book of Esther is essentially a work of fiction and that the events in it never happened. The view is that the Jews, who were slaves, servants and a minority among the Persians, simply adopted the Persian New Year traditions and customs changing them to fit the Jewish culture One example of the Jewish changes is the very names of Esther and Mordecai, which, according to these scholars, were changed from Ishtar and Marduk
LESSON DEVELOPMENT - LESSON THREE – TISH B'AV
Introduction:
Tisha B'Av marks the day when God walked out on the Jewish people, and took His house with Him. On the ninth day of the Hebrew month of Av God permitted the Jew's enemies to destroy the Holy Temple, which had been the resting place for the Divine Presence in this physical world, and He removed Himself from their lives.
First Division:
Second Division:
Third Division:
Conclusion:
Lesson Summary:
The Purpose of the Celebration: Tisha B'Av primarily commemorates the destruction of the first and second Temples, both of which were destroyed on the ninth of Av about 656 years apart, but on the same date (the first by the Babylonians in 586 B.C.; the second by the Romans in 70 A.D.).
The five main calamties: The scouts sent by Moses to observe the land of Canaan returned, the First Temple was destroyed, the Second Temple was destroyed, the razing of Jerusalem, Bar Kokhba's revolt against Rome failed.
The Future Celebration of Tish B'Av: On the 9th of Av, the Messiah will be born from the tribe of Judah. When Jesus the Messiah returns to establish His rule and reign on the Earth, the sadness of Israel will be turned to joy, and there will be no need for Tisha B'Av or any other fast days of mourning.
Jesus is the Anointed On. He is the Messiah. He was anointed to preach the good news, the gospel. He was sent to set the captives free. He is the one who transformed Tisha B'Av from a day of mourning to a day of joyous salvation!
1- God removes Himself from Israel. 2- The destruction of the temples. 3- The Five Calamities. 4- The Nature of Man. 5- The future celebration. 6- The Nature of Marriage. 7- Jesus in Tish B'Av.
Lesson Questions:
1- What is Tisha B'Av?
2- What does Tisha B'Av commemorate?
3- What are the three main dates connected to Tisha B'Av?
4- Have these days of mourning always been commemorated?
5- What are the five main calamties remembered on Tisha B'Av?
6- What is the future meaning of Tisha B'Av?
7- What are the Three Weeks, the Nine Days and the Shabbat Chazon
8- Which Scriptures can be read during Tisha B'Av?
9- Why can't the Torah be read and studied?
10- How is Jesus seen in this fast day?
Lesson Answers:
1- Tisha B'Av, the Fast of the Ninth of Av, is a day of mourning to commemorate the many tragedies that have befallen the Jewish people, many of which providentially have occurred on the ninth of Av. Tisha B'Av marks the day when God walked out on the Jewish people, and took His house with Him.
2- Although this holiday is primarily meant to commemorate the destruction of the Temple, it is appropriate to consider on this day the many other tragedies of the Jewish people, which occurred on this day all through history.
3- The Tenth of Tevet, when the siege began; the Seventeenth of Tammuz, when the first breach was made in the wall; and the Third of Tishrei, known as the Fast of Gedaliah, the day when Gedaliah was assassinated.
4- From Zechariah 7:5, 8:19 it appears that after the building of the Second Temple the custom of keeping these fast-days was temporarily discontinued. Since the destruction of Jerusalem and of the Second Temple by the Romans, the four fast- days have again been observed.
5- The twelve scouts sent by Moses to observe the land of Canaan returned from their mission. Two of the scouts, Joshua and Caleb, brought a positive report, but the others spoke disparagingly about the land. The First Temple was destroyed. The Second Temple was destroyed. Following the Roman siege of Jerusalem, the razing of Jerusalem occurred the next year. Bar Kokhba's revolt against Rome failed.
6- In the future, to that same degree that the ninth of Av has been a day of tragedy, it will be a day of great happiness. For, according to the Rabbis, on the 9th of Av, the Messiah will be born from the tribe of Judah. His coming will wipe the tear from every eye. If we do our part in committing ourselves to spiritual and moral change we can be sure that God will do His part and send the Messiah to return all of us to our land, rebuild the Temple and turn the sad day of Tisha B'Av into a day of celebration.
7- The Three Weeks are a collective period of mourning. The Nine Days are a time when mourning customs are observed in deference to the memories of the two holy temples destroyed and the various other catastrophes that occurred on that day. Shabbat Chazon is the Sabbath before Tisha B'Av when God chastises and comforts His people.
8- The scroll of Lamentations, "dirges", most bewailing losses and the Book of Job.
9- Because this is considered a pleasurable activity.
10- When Jesus the Messiah returns to establish His rule and reign on the Earth, the sadness of Israel will be turned to joy, and there will be no need for Tisha B'Av or any other fast days of mourning. After Jesus' baptism, His forty days of fasting in the desert, and time spent preaching in the synagogues in the Galilee, His return to His hometown synagogue in Nazareth would have marked the end of seven week period between Tisha B'Av and the Sabbath before Rosh Hashanah. John's crying out in the wilderness was a call to repentance and spiritual preparation for the coming Messiah Jesus. It was initiated on a day of great mourning and fasting. Seven weeks later, Jesus, whose name means salvation, read from Isaiah the Prophet, whose name means God is Salvation. Tisha B'Av was the day that John the Baptist proclaimed that he was a voice crying out in the wilderness. It was a day of mourning and fasting. It was a call to turn from sin. Jesus proclaimed that He was the Messiah on the Sabbath before the Ten Days of Awe. These days of repentance culminated on Yom Kippur. Yom Kippur is a day set aside to "afflict the soul," to fast and pray. Jesus is the Anointed On. He is the Messiah. He was anointed to preach the good news, the gospel. He was sent to set the captives free. He is the one who transformed Tisha B'Av from a day of mourning to a day of joyous salvation!
LESSON DEVELOPMENT – LESSON FOUR - THE SABBATICAL YEAR
Introduction:
The Sabbatical Year is the seventh year, during which the fields were to be left fallow (Leviticus 25:1-7) and debts released (Deuteronomy 15:1-11) and is called in Hebrew Shemitah or "Release". Jubilee is the institution described in the book of Leviticus (25:8-24) where it is stated that a series of forty-nine years was to be counted and every fiftieth year declared a special year during which there was to be no agricultural work; all landed property was to revert to its original owner; and slaves were to be set free.
First Division:
The Sabbatical Year in Historical Evidence: Herod Captures Jerusalem, Famines, Deacons, Missions
Second Division:
The origins of the ministries of Jesus and John the Baptist may have dovetailed with a Sabbatical year
Conclusion:
The ultimate object of these times of rest and refreshing and restoration was so that man could receive a foretaste of the time of refreshing and rest, which will occur when the Messiah comes.
Lesson Summary:
1- The Sabbatical year. 2- The Jubilee year. 3- Historical Evidence. 4- Jesus and John the Baptist. 5- The Messiah.
Lesson Questions:
1- What is the Sabbatical Year?
2- What is the Jubilee Year?
3- When do these years occur?
4- Where are these years observed?
5- What is the Prosbul?
6- What are the commands concerning the Sabbatical Year?
7- What are the commands concerning the Jubilee Year?
8- What Were The Reasons for Observing Sabbatical Year and Jubilee Year Laws?
9- What are some historical evidences of the Sabbath Years?
10- How do we see Jesus in these years?
Lesson Answers:
1- The Sabbatical Year is the seventh year, during which the fields were to be left fallow (Leviticus 25:1-7) and debts released (Deuteronomy 15:1-11) and is called in Hebrew Shemitah ("Release")
2- Jubilee is the institution described in the book of Leviticus (25:8-24) where it is stated that a series of forty-nine years was to be counted and every fiftieth year declared a special year during which there was to be no agricultural work; all landed property was to revert to its original owner; and slaves were to be set free. The name Jubilee is from the Hebrew word yovel, ("ram's horn").
3- According to Talmudic calculations the entrance of the Israelites into Palestine occurred in the year of Creation 2489, and 850 years, or seventeen Jubilees, passed between that date and the destruction of the First Temple. The first cycle commenced after the conquest of the land and its distribution among the tribes, which, occupied fourteen years, and the last Jubilee occurred on the "tenth day of the month Tishri, in the fourteenth year after that the city was smitten" (Ezek. 40:1), which was the New Year's Day of the Jubilee.
4- The area of the Holy Land over which the Sabbatical Year was in force included at the time of the First Temple all the possessions of the Egyptian emigrants, which territory extended south to Gaza, east to the Euphrates, and north to the Lebanon Mountains. In the period of the Second Temple the area of the Babylon emigrants, headed by Ezra, was restricted to the territory west of the Jordan and northward as far as Acre. The Rabbis extended the Sabbatical year to Syria, in order not to tempt settlers of the Holy Land to emigrate there. The area of Palestine was divided into three parts, Judea, Galilee, and the Transjordan districts, where the Sabbatical year existed in more or less rigorous observance.
5- In order to avoid the cancellation of all debts, a serious hardship in our commercial society today, a device called the Prosbul was introduced even in Talmudic times of handing the debts over before the end of the Sabbatical year, to a temporary court consisting of three persons, the debts then being considered to have been paid to the court beforehand.
6- The people were to observe the seventh year, during which the land is to lie fallow. It was to come into force after the Israelites should be in possession of Palestine: "When ye come into the land which I give you". The law provides that one may cultivate his field and vineyard six years, but "in the seventh year shall be . . . a Sabbath for the Lord," during which one shall neither sow nor reap as hitherto for his private gain, but all members of the community—the owner, his servants, and strangers—as well as domestic and wild animals, shall share in consuming the natural or spontaneous yield of the soil. The regulations of the
Sabbatical year include also the annulment of all monetary obligations between Israelites, the creditor being legally barred from making any attempt to collect his debt (Deut. 25:1). The law for the Jubilee year does not have this provision.
7- The land regulations of the Sabbatical year are to be observed, as is also the commandment "ye shall return every man unto his possession" (Lev. 25:10), indicating the compulsory restoration of hereditary properties (except houses of laymen located in walled cities) to the original owners or their legal heirs, and the emancipation of all Hebrew servants whose term of six years is unexpired or who refuse to leave their masters when such term of service has expired.
8- Rest from labor, liberation of servants, property was to be returned to the original owners, to promote the idea of theocracy, enabling the fields to rest, a lesson in faith and humility and reinforces our faith in God's providence over our affairs, enhances Jewish unity, reveals the Jews liberation, looks forward to the messianic age, to keep intact the original allotment of the Holy Land among the tribes, and to relieve the idea of servitude to men.
9- Herod Captures Jerusalem, Various Famines, Appointing of Deacons, and Paul's Mission trips
10- In addition, Jewish tradition tied the observance of the Sabbatical year to the coming of the messiah and so the emphasis upon the poor and the meaning attached to the sermons of Jesus may have had even greater significance in the Sabbatical year cycles. What the evangelist is telling us is that the long-awaited Jubilee Year is here with Jesus now. This is the year of God's favor, the moment that inaugurates an overturning of structures that keep people bound, replacing it with a sense of solidarity among all. Jesus stepped directly into the captivity of the human experience.
LESSON DEVELOPMENT - LESSON FIVE - CHANUKAH
Introduction:
Chanukah, also known as the Festival of Lights, is an eight day festival beginning on the 25th day of the Jewish month of Kislev. It is an annual festival to honor the restoration of divine worship in the Temple after heathens had defiled it.
First Division:
The story of Chanukah begins in the reign of Alexander the Great and ends by celebrating the cleansing of the Temple.
Second Division:
Chanukah is the celebration of that victory over Syria and the rededication of the Temple.
Third Division:
Jesus preached three sermons in which he declared Himself the “light of the world,” and all three could have been during Chanukah, the Festival of Lights.
Lesson Summary:
1- What is Chanukah? 2- The History of Chanukah. 3- The Celebration of Chanukah. 4- The Messiah in Chanukah.
Lesson Questions:
1- What is Chanukah?
2- Where do we learn about Chanukah?
3- When did Chanukah occur?
4- Who are the main people of Chanukah and what was their role in the story?
5- When was the Temple desecrated and when was it rededicated?
6- What does Chanukah celebrate? What were the Maccabees fighting for?
7- What does Chanukah commemorate and why?
8- What is the Miracle of the Oil?
9- Why was Jesus in the Temple for Chanukah?
10- Does Chanukah speak to the birth of Jesus?
Lesson Answers:
1- Chanukah is an annual festival to honor the restoration of divine worship in the Temple after heathens had defiled it.
2- Chanukah it is the only major Jewish holiday that has no basis in the Bible. Even though the Books of 1 & 2 Maccabees record the history of the Maccabees and
the story of Chanukah for us, the Jews never considered these books as part of the Holy Scriptures. Rather, the Church preserved them along with other apocryphal books. We also learn many facts about Chanukah from Josephus.
3- Between the Old and New Testaments, approximately 165 BC.
4- Alexander the Great who conquered Palestine. Antiochus Epiphanes who persecuted the Jews and desecrated the Temple and Altar. Mattathias who led the rebellion against the Syrians, Judah the son of Mattathias who won the rebellion, purified the altar and rededicated the Temple.
5- Kislev 25, 162 BC and Kislev 25, 165 BC
6- Chanukah is the celebration of that victory over Syria and the rededication of the Temple. Mattathias and Judah and his brothers risked their lives for spiritual freedom, the purity of the Temple and the integrity of its service, not for freedom from foreign bondage. They had been a vassal state ever since the Babylonian captivity, but when religious freedom was wrested from them they rebelled. When it was regained they celebrated.
7- Now this story does not include anything to do with oil or candles or lights. But because Judaism as a religion shies away from glorifying military victories, because the Hasmoneans later became corrupt, and because civil war between Jews (which occurred under later generations of Hasmoneans) is viewed as deplorable, Chanukah does not formally commemorate these historical events. Instead, Chanukah becomes a holiday focused on the Miracle of the Oil and the positive spiritual aspects of the Temple's rededication. The oil becomes a metaphor for the miraculous survival of the Jewish people through millennia of trials and tribulations. Chanukah is celebrated on Kislev 25 by the time of Jesus and interestingly, Kislev 25 on the Jewish Lunar calendar corresponds closely with our Solar calendar's December 25 th .
8- After 70 AD when the temple was destroyed there was no Temple to celebrate over concerning it's cleansing. So there arose a tradition about the lights of the Menorah in the Temple. Tradition says that in 165 BC when the temple was cleansed there was "only one flagon of oil, sealed with the signet of the high- priest, was found to feed the lamps. This, then, was pure oil, but the supply was barely sufficient for one day, but by a miracle, the oil increased, and the flagon remained filled for eight days, in memory of which it was ordered to illuminate for the same space of time the Temple and private houses." The Menorah burned for 8 days! It burned until oil could be consecrated so the 8 days of Chanukah. So Chanukah occurs for eight days and is celebrated with lights, gifts and joy.
9- Jesus was there that He might improve those eight days of holiday for good purposes. Jesus walked in the temple in Solomon's porch when the Sadducees asked him "How long will you keep us in suspense? If you are the Christ, tell us plainly" (John 10:24). They pretended to want to know the truth, as if they were ready to embrace it; but it was not their intention. Jesus answered them, "I did tell
you, but you do not believe. The miracles I do in my Father's name speak for me, but you do not believe because you are not my sheep. My sheep listen to my voice; I know them, and they follow me. I give them eternal life, and they shall never perish; no one can snatch them out of my hand. My Father, who has given them to me, is greater than all; no one can snatch them out of my Father's hand. I and the Father are one" (John 10:25-30).
Chanukah's theme is of a miracle. During Chanukah Jesus spoke of His miracles: "Do not believe me unless I do what my Father does. But if I do it, even though you do not believe me, believe the miracles, that you may know and understand that the Father is in me, and I in the Father" (John 10:37-38). Jesus wanted the people of His day to see His miracles and believe in Him as a result. His miracles point to His divine and messianic identity. In this way Jesus personifies the message of Chanukah: God actively involved in the affairs of His people. Chanukah reminds us that God is a God of miracles, not just of concept and religious ideals. He has broken through into human history and continues to do so today.
10- Many believe that our Messiah, the "light of the world," was conceived on the festival of lights - Chanukah. The Bible does not specifically say the date of Jesus' birth. It was not during the winter months because the sheep were in the pasture (Luke 2:8). A study of the time of the conception of John the Baptist reveals he was conceived about Sivan 30, the eleventh week (Luke 1:8-13, 24). Adding forty weeks, for a normal pregnancy reveals that John the Baptist was born on or about Passover (Nisan 14). Six months after John's conception, Mary conceived Jesus (Luke 1:26-33); therefore Jesus would have been conceived six months after Sivan 30 in the month of Kislev - Chanukah. Was the light of the world," conceived on the Festival of Lights? Starting at Chanukah, which begins on Kislev 25 and continues for eight days, and counting through the nine months of Mary's pregnancy, one arrives at the approximate time of the birth of Jesus at the Festival of Tabernacles.
LESSON DEVELOPMENT - LESSON SIX - ADVENT
Introduction:
The general topic of Advent is the coming of Jesus Christ, both in the manger in Bethlehem and in the clouds of glory
First Division:
Second Division:
Third Division:
Conclusion:
Lesson Summary:
Protestants and Advent: Advent's four bright Sundays offer us ways to meditate on Christ's coming, which is not limited to any one church for joyous worship. Advent is a time of year that can "tie our lives to Christians throughout history."
What is Advent? Advent is a season of preparation. In Advent, we thank God for Christ's first coming, prepare for his final coming at the end of time, and celebrate Christ's presence among us today through His Spirit.
The Purpose of Advent: A time to get ready by rejoicing that our God is not far away. Christians intuitively understand that it is not possible to celebrate the birth of Him "who saves His people from their sins" without some effort to overcome sin in one's own life, while waiting faithfully for Him to return at the end of time.
The Bible measures time by its content; the time we enter upon now is not the current year, it is the time of God drawing near to His people, the time when the exile is ending and David's greater son the King/Messiah is drawing near.
1- Advent's Purpose. 2- A Season of Preparation. 3- A Time of Rejoicing. 4- Looking to the Future. 5- The Life of Jesus in Advent.
Lesson Questions:
1- What is Advent about?
2- How can Protestants enjoy Advent?
3- How did Martin Luther deal with Advent and Christmas?
4- What was Luther's favorite Advent/Christmas text?
5- What is Advent?
6- What is Advent for?
7- In reading this chapter, how should we observe the Advent Season?
8- How did St. Nicholas become a part of Advent and Christmas?
9- What are the themes of the four weeks of Advent?
10- Is Advent the greatest celebration of the Christian Church since it begins the Christian calendar?
Lesson Answers:
1- The focus of the entire season is the celebration of the birth of Jesus the Christ in his First Advent, and the anticipation of the return of Christ the King in his Second Advent. The general topic of Advent is the coming of Jesus Christ, both in the manger in Bethlehem and in the clouds of glory.
2- It brings Protestant Christians into close contact with a big chunk of the historic church's liturgy. Advent's four bright Sundays offer us ways to meditate on Christ's coming, which is not limited to any one church for joyous worship. Advent is a time of year that can "tie our lives to Christians throughout history."
3- Showing remarkable theological insight and pastoral warmth, Luther crafts vivid and graphic pictures of the meanness and misery of the biblical stories of the Lord's birth. All the great themes of Luther's theology - incarnation, justification, the "happy exchange," sacraments, the theology of the cross - are present in these sermons. Advent and Christmas evoke the best in Luther's preaching as he proclaims Bethlehem's crib in light of the cross. Ulrich Asendorf rightly notes, "Luther's Advent sermons are a microcosm of his spiritual world" ('Ulrich Asendorf, "Luther's Sermons on Advent as a Summary of His Theology,").
4- Luther's preaching in Advent and Christmas is extensive. No less than 110 of Luther's Advent and Christmas sermons have been preserved. Roughly half of these sermons are based on Luke 2:l-20, although he clearly delighted in preaching the prologue of the Fourth Gospel as well.
5- Advent is a season of preparation. In Advent, we thank God for Christ's first coming, prepare for his final coming at the end of time, and celebrate Christ's presence among us today through His Spirit. God loved and wanted to share that love. But this existence isn't fit for God; it's too broken, evil, painful, and unjust. So, to rescue the created world from this evil, God chose to come here and walk the earth, to grow up, to live the truth, and to die. The only way to start such a thing is as a baby, and the only way to be a baby is to be born; hence Christmas.
6- It is a time to get ready by rejoicing that our God is not far away and unfamiliar with the struggles of human life, that Christ is here right now among His followers, that God has already begun to bring in the Kingdom, and that Christ will come again to make it clear who really "reigns and rules" over the universe. Christians intuitively understand that it is not possible to celebrate the birth of
Him "who saves His people from their sins" without some effort to overcome sin in one's own life, while waiting faithfully for Him to return at the end of time.
7- In praise to God for the birth of Jesus, in confession of sin and the receiving of the forgiveness Jesus acquired for us on the cross, in eager expectation of Christ's second coming. We should mediate, fast and pray and we must keep everything we do Christ centered.
8- The primary human of the Advent Season according to the Western Church is Nicholas of Myra (modern Demre, Turkey) and his special day is on December 6. It was the celebration of his day and his reputation for giving gifts to children, which bred the name and task of Santa Claus. He apparently had very wealthy parents who died in one of the epidemics that were common back then. He got the inheritance, but started giving it away to the poor, the sick, children, and sailors. What started off as a tribute to Jesus through the dedicated life of one of His followers turned into a mythical, secular creature.
9- The first Sunday of Advent has the theme of "Waiting" and the "Pre-existence of Christ". The theme of the second Sunday of Advent is "Repentance and Preparation". The theme of the third Sunday of Advent Season is "Rejoicing". The theme of the fourth Sunday of Advent is "Salvation".
10- No. Since the 900s Advent has been considered the beginning of the Church year. This still does not mean that Advent is the most important time of the year, however. Easter has always had this honor.
LESSON DEVELOPMENT - LESSON SEVEN - CHRISTMAS
Introduction:
Now o one can ever establish the date of Christ’s birth or the origin of the festival without any doubt. This is not necessary in order for us to have a celebration of the birth of Christ.
First Division:
The earliest literary evidence we have of a date for a celebration of the Nativity of Christ is in the Roman Chronograph of Furius Dionysius Philocalus
Second Division:
The “pagan origins of Christmas” is a myth without historical substance.
Conclusion:
The Church is proclaim the glorification of Jesus Christ our Lord.
Lesson Summary:
1- The Word Christmas. 2- The History of Christmas. 3- The Pagan Roots of Christmas. 4- The Date of Christmas.
Lesson Questions:
1- Since Christmas is so secular should we even celebrate it as Christians today? If so why?
2- What is the origin of the word "Christmas"?
3- Did the Apostles and the early church celebrate Christmas?
4- What did they celebrate?
5- How did the church get the idea to celebrate Christ's birth?
6- When is the first time we hear about the birth of Christ in the history of the church?
7- But the church did not celebrate Christmas as we know it today. What did they celebrate?
8- Isn't Christmas derived from pagan holidays of other cultures?
9- How did we get the date of Christmas?
10- So what are we actually celebrating on December 25 th ?
Lesson Answers:
1- The perversion of the celebration does not mean that it has no value in its true meaning. In the mind of the ancient church Christmas was a necessary celebration because it is the beginning of the story of our redemption. The birth of Christ leads to the ministry and death of Christ which in turn leads to the resurrection of Christ which in turn leads to His second coming at the end of time. It is necessary to begin the story of the resurrection by reminding us that Jesus was born into this world as a human baby taking a human nature in addition to His divine nature.
2- The word for Christmas in late Old English is Cristes Maesse, the Mass of Christ, first found in 1038, and Cristes-messe, in 1131.
3- "As for the first believers, they had NOT THE SLIGHTEST INTEREST IN ANYTHING OF THE KIND. Hope in the Lord's imminent return from heaven in great power and glory was the flame that fired their devotion."
4- The Christian Church in the first three centuries of its existence knew of only one great festival, Pentecost. However, what the early church meant by Pentecost was the complete celebration of the Christian Passover from the cross and resurrection to the 50th day commemorating the descent of the Holy Spirit. Every Sunday was considered a feast in that it was a gathering to proclaim the mighty redemption brought by the death and resurrection of Christ. In time the celebration of martyrs' days, that is, the yearly anniversary of a martyr's death came to be celebrated.
5- It is not until the fourth century that the idea of celebrating occasions in the earthly life of our Lord started to become popular. Much of this is due to the Church of Jerusalem. Special celebrations, which were devised on the actual or supposed sites of the events of the life of Christ, lent themselves particularly well to the celebration of historical remembrances. Thus interest developed in where Jesus was born, where He grew up, where He performed His miracles, etc.
6- The earliest literary evidence we have of a date for a celebration of the Nativity of Christ is in the Roman Chronograph of Furius Dionysius Philocalus - sometimes called the Philocalian Calendar - written between 336 and 354 AD.
7- The feast of Alexandria was not today's Christmas. The feast was known as Epiphany. Epiphany was the celebration of Christ's' manifestation. It celebrated several aspects of His manifestation: the Annunciation, the Birth in the stable, the the visit and adoration of the Magi, Christ's baptism, and the First Miracle at Cana in Galilee.
8- "December 25th as the date of the Christ's birth appears to owe nothing whatsoever to pagan influences upon the practice of the Church during or after Constantine's time. It is wholly unlikely to have been the actual date of Christ's birth, but it arose entirely from the efforts of early Latin Christians to determine
the historical date of Christ's death. And the pagan feast which the Emperor Aurelian instituted on that date in the year 274 was not only an effort to use the winter solstice to make a political statement, but also almost certainly an attempt to give a pagan significance to a date already of importance to Roman Christians.
9- There are at least two main possibilities and the first one is found in understanding the Festival of Lights – Chanukah – and its dates. The Temple was cleansed and rededicated on Kislev 25, which corresponds roughly to our December 25 th . A Second Reason for choosing Dec. 25 th was because of the timing of the birth of John the Baptist.
10- Jesus was not born on Dec. 25 th but He could have been conceived on Dec. 25 th . After all, the true miracle was not His birth, which was a normal birth, but rather it was His conception that was supernatural!)
LESSON DEVELOPMENT - LESSON EIGHT - EASTER
Introduction:
Easter is the fundamental and most important celebration of the Christian Faith and of the Church. Every other religious festival on our calendars, including Christmas, is secondary in importance to the celebration of the Resurrection of Jesus Christ.
First Division:
Second Division:
Third Division:
Conclusion:
Lesson Summary:
Lesson Questions:
1- What is Easter?
2- What role does the resurrection play in Christianity?
3- How many people saw the risen Savior? Who were they?
4- How are Easter and Jewish holidays related?
Easter depends on Passover not only for much of its symbolic meaning but also for its position in the calendar; the Last Supper shared by Jesus and his disciples before his crucifixion was a Passover meal, based on the chronology in the Gospels.
The ecclesiastical historian Socrates Scholasticus (b. 380) attributes the observance of Easter by the church to the perpetuation of local custom; "just as many other customs have been established," stating that neither Jesus nor his Apostles enjoined the keeping of this or any other festival.
Church History of Easter: The Customs of Easter were begun in the earliest days of church history and have been celebrated by the church for centuries and most have thir roots deeply embedded in a desire to get closer to to the Lord and worship Him more fully.
Because of the miracle of Christ's resurrection, Jesus' depressed and disappointed disciples were instantly transformed. They began to preach the gospel with power, and the resurrection of Jesus was at the heart of their preaching. Why? Without the resurrection, there is no Christianity. These disciples of Jesus willingly suffered martyrdom for their faith and the enemies of the Gospel were totally unable to refute this central claim of the gospel.
1- Easter is the fundamental celebration of the Christian Church.
2- Easter and Passover are attached to each other. 3- Easter in the early Church. 4- Easter Customs in the early Church. 5- The
Resurrection is the heart of the Christian faith.
5- How did we get the name "Easter"?
6- How did we get the date for the Easter holiday?
7- How is the date for Easter picked eash year?
8- What are the basic elements of the Easter Season?
9- Where does the tradition of Easter eggs come from?
10- What are some other possible meanings for the eggs?
Lesson Answers:
1- Easter is the celebration of the resurrection of Jesus Christ from the dead. Jesus Christ came into this world to die as our substitute for our sins. The sinless Son of God came to give his life as a ransom for many (Matt. 20:28). On the third day Jesus was raised from the dead with a transformed body that was clothed with immortality and glory. His resurrection body could appear and disappear, go through material objects, and ascend to and descend from heaven. The Resurrection is the foretaste of the consummation of all things.
2- Easter is the fundamental and most important celebration of the Christian Faith and of the Church. Every other religious festival on our calendars, including Christmas, is secondary in importance to the celebration of the Resurrection of Jesus Christ.
3- According to Matthew, He appeared to the women, and again on a mountain in Galilee; according to Mark, He was seen by Mary Magdalene, by the two disciples at Emmaus, and the Eleven of His disciples before his Ascension into heaven; according to Luke, He walked with the disciples to Emmaus, appeared to Peter and to the assembled disciples in Jerusalem; according to John, Jesus appeared to Mary Magdalene, to the ten Apostles on Easter Sunday, to the Eleven a week later, and to the seven disciples at the Sea of Tiberius. Paul in 1 Corinthians 15:3-8 enumerates another series of appearances of Jesus after His Resurrection; he was seen by Peter, by the Eleven, by more than 500 brethren, many of whom were still alive at the time of the Apostle's writing, by James, by all the Apostles, and lastly by Paul himself. The resurrection was an historical fact that was witnessed by many people!
4- The connection between the Jewish Passover and the Christian feast of Easter is real and ideal. Real, since Christ died on the Feast of Passover; ideal, like the relation between type and reality, because Christ's death and Resurrection had its figures and types in the Old Law, particularly in the paschal lamb, which was eaten towards evening of the 14th of Nisan. In fact, the Jewish feast was taken over into the Christian Easter celebration. Apart, however, from the Jewish feast, the Christians would have still celebrated the anniversary of the death and the Resurrection of Christ, as the Apostles and early Christians did.
This holiday of the Church is based upon the Jewish festival of "Shavuot" (Weeks in Hebrew) and the counting of the "Omer". This begins immediately after the start of Passover. Each day is counted and after 7 weeks have past (49 days) the important holiday of Shavuot (Pentecost) is celebrated on the 50th day. Early Jewish Christians apparently included this ritual in Christianity, hence the counting of 49+1 day from Easter, which was originally counted according to the Jewish date for the Feast of First Fruits, 16th of Nissan, to Pentecost.
5- In most languages of Christian societies the holiday's name is derived from Pesach, the Hebrew name for Passover, but not all of them. The English name, "Easter", and the German, "Ostern", derive from the name of an Anglo-Saxon Goddess of the Dawn (thus, of spring, as the dawn of the year) — called Ēaster, Ēastre, and Ēostre in various dialects of Old English.
6- A uniform method of computing the date of Easter was not formally settled until the First Council of Nicea in 325. The Council came to a decision that the Church as a whole should use a unified system, which was the Roman one.
7- The precise rules to determine this are very involved, but the Resurrection is usually the first Sunday after a full moon occurring no sooner than March 21, which was the actual date of the vernal equinox at the time of the First Council of Nicaea.
8- Ash Wednesday and Lent, Plam Sunday and Holy Week, Easter Sunday and Eastertide, Ascension and Pentecost
9- Although claims are often made that Easter Eggs were originally pagan symbols, there is no solid evidence for this; the one source for information on a possible pagan Goddess who may have given her name to the festival, Eostre, does not mention eggs at all, and as there is no other available information on Eostre, there is no apparent connection to eggs.
10- At the Passover Seder, a hard-boiled egg dipped in salt water symbolizes both new life and the Passover sacrifice offered at the Temple in Jerusalem. In Christian times, the egg had bestowed upon it a religious interpretation, becoming a symbol of the rock tomb out of which Christ emerged to the new life of His resurrection. It can also represent the darkness inside the tomb inside a hollow egg. The egg is symbolic of the grave and life renewed by breaking out of it. The egg itself is a symbol of the Resurrection while being dormant it contains a new life sealed within it.
The Easter egg tradition may have also celebrated the end of the privations of Lent. In the West, eggs were forbidden during Lent as well as other traditional fast days. Likewise, in Eastern Christianity, both meat and dairy are prohibited during the fast, and eggs are seen as "dairy" (a foodstuff that could be taken from an animal without shedding its blood). | <urn:uuid:122ba451-8965-4743-b001-d59b3901fb1c> | CC-MAIN-2017-39 | http://mintsespanol.com/english/BAB%2092.%20Feast%20of%20Israel%20and%20the%20Church%20_Saunders_.pdf | 2017-09-24T06:45:34Z | crawl-data/CC-MAIN-2017-39/segments/1505818689897.78/warc/CC-MAIN-20170924062956-20170924082956-00517.warc.gz | 225,539,189 | 88,916 | eng_Latn | eng_Latn | 0.984292 | eng_Latn | 0.998766 | [
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Project Title: ____________________ $ Requested (up to $40)
:
What is the specific problem that you hope to solve?
Issue Being Addressed:
What do you hope to achieve with this project?
Project Goals:
Where will the service project be done?
Project Location:
What will the team need to complete the project?
Supplies Needed:
What will you be doing? How many days will it take?
Activities:
What are challenges that may prevent you from completing the project (weather, principal's permission, etc.)?
Potential Barriers:
What will you do if these problems happen?
Solutions to Potential Barriers: | <urn:uuid:371c3168-334a-4498-b044-6bfe9d4d0d4c> | CC-MAIN-2024-10 | https://americascorescleveland.org/wp-content/uploads/2024/01/Team-Grant-App.pdf | 2024-02-27T00:07:59+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00464.warc.gz | 93,039,916 | 126 | eng_Latn | eng_Latn | 0.99869 | eng_Latn | 0.99869 | [
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Staley Library Investigation Lesson Plan
Matthew Olsen Staley Library, Millikin University
University Seminar, 1 st semester undergraduates
Topic: Staley Library Walking Tour
Objectives:
- Students will feel comfortable while researching, locating resources, studying, and relaxing in the library.
- Students will know how to locate many of the resources available in the library.
- Students will know who to ask if they have questions.
Materials:
- Laminated QR codes placed throughout the library
- Students will need a smartphone/tablet or a partner with a smartphone/tablet to read the QR codes (if a student does not have a smartphone/tablet, the tour "clues" can be provided on paper)
- Paper worksheets
Activities:
(15 minutes) Tour
- The tour is available to students any time that the library is open. A series of QR codes are placed at various locations in the University Commons (the library building). Each QR code contains a clue that leads to the next location. Additionally, at each location students answer a question on a worksheet. The tour begins at the Circulation Desk where students initially receive the worksheet from circulation staff and they return the worksheet to the Circulation Desk at the conclusion of the tour. Students may work in small groups, but each student is required to complete their own worksheet. Although the tour is designed to take no more than 15 minutes, on average students take 10-20 minutes to finish the tour, with a little over 10% taking more than 20 minutes.
- The tour scenario is the following: "Dr. I.B. Smart, a Millikin alumna, visited Staley Library this summer while working on her book, Blue, Bluer, Bluest, a book about the color blue and the State of Illinois. Unfortunately, she disappeared after leaving Millikin University and now her colleagues at the Blue Mountain Community College are trying to find out where she might have gone. Can you help them find Dr. Smart by following her research trail through the library?"
Assessment:
- Student learning is assessed with a 10 question worksheet that they complete as they go through the tour. The worksheets are collected at the end of the tour and the librarians grade the worksheets, record the scores, and then return them to the class instructor.
- At the end of the tour, students are also asked to complete an optional 5 question survey that asks their level of confidence with the tour's learning goals, how long it took to complete the tour, and what they thought of the story.
ACRL Information Literacy Framework:
- Searching as Strategic Exploration
o Knowledge Practice 6: understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information
o Disposition 4: seek guidance from experts, such as librarians, researchers, and professionals
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The teaching process and learner motivation
Almost everything that you do in the classroom can have a positive or negative effect on the motivation of your students to learn. The way you interact with them, what are your expectations and demands, what are your beliefs and your teaching style, the activities that you have designed and prepared for them, whether you give your students opportunities to choose, or keep the power of control in your hands. All of these are the components of the teaching and learning process that you can influence, and by which you can stimulate, but also de-stimulate the motivation of your students for learning. Teachers who use more learner-centred practices (i.e., practices that show sensitivity to individual differences among students, include students in the decision-making, and acknowledge students' developmental, personal and relational needs) produced greater motivation in their students. 1
Components of the teaching process that support learner motivation
Relationship with
students
Enthusiasm
Organisation skills
Active
involvement
Relevance
Appropriate level of
complexity
Diversity
Relationship with students – Every relationship, including your relationship with students in the teaching and learning process depends on the quality of communication between you and the students, and between the students themselves. If you, by your verbal and non-verbal behaviour, send them the message that you really care about them, that you are interested in what they want, what they think and what they feel, and that you see them as valuable and interesting human beings, then most probably they will care too, and this will have a positive effect on their motivation for learning.
Enthusiasm – If you are not enthusiastic about what you teach, how will your students be enthusiastic about it? If you leave the impression that you would rather be somewhere else, this feeling will soon transfer to your students, too.
1
Enhancing sustainable democratic culture at schools: Empowering teachers through mentoring and action research processes, Nicosia, Cyprus, 27-29 November 2013 Daniels, D., & Perry, K. (2003). "Learner-centered" according to children. Theory into Practice, 42 (2), 102-108.
Renata Ozorlic Dominic, MA, Trainer for the Council of Europe Pestalozzi Programme
Organisation skills – When you come to the classroom unprepared, what message do you send to your students (Why would they have to do their homework, if you have not done yours?)
Active involvement – During the lesson, how much time is dedicated to teacher talk, and how much time is dedicated to students' talk or active involvement (participation in a discussion, task-based pair or group work)? A research 2 in which teachers were asked to record and analyse their lessons showed that the thing that surprised them most was the amount of talking they did. This is not necessarily wrong in itself – teacher talk, as well as anything else that you do during the lesson, should strongly be linked to the learning outcomes that you wish to achieve. However, if during a school year in 3/4 of your lessons about 70-80% is spent on your talking, what do your students do at the time? It is highly unlikely that they learn, and their attention is most probably on something else.
Relevance – How do your students see the content that you teach and that they need to learn? Can they make the connection between the content of teaching/learning and their reality, their experience and their goals in life?
Appropriate level of complexity – The students are motivated for learning:
[x] When both the teacher and the students take on their part of responsibility for the learning process
[x] When both the teacher and the students set realistic goals and expectations
[x] When the teacher helps the students in building their self-confidence and setting their own achievable goals
Diversity – How do you stimulate the interest of your students for the theme of the lesson? Which teaching methods do you use? Does your choice of teaching methods depend on:
[x] the learning outcomes that you wish to achieve
[x] the content that is being taught/learned
[x] the individual needs and learning styles of your students
[x] the idea that learning activities should enable the students to express their diverse abilities and preferences
Why is motivation important?
Students who perceive their teachers as the ones who create positive learning environment and stimulate their learning and motivation see themselves as more competent, show greater interest in learning, and are more focused on the learning process. 3
From our own experience we know that teachers have had a large influence on our life. However, as teachers we tend to forget it. The learning experiences that you, together with your colleagues in school, design and organise for your students have a deep influence on their life now and in the future.
2 Richards, J. C. & Nunan, D. (1990) Second Language Teacher Education. Cambridge University Press
3 Meece, J. L., Herman, P., & McCombs, B. (2003). Relations of learner-centered teaching practices to adolescents' achievement goals. International Journal of Educational Research, 39, 457-475. | <urn:uuid:07a2018e-123e-4a3f-bdfe-d4b39ce0ac1e> | CC-MAIN-2024-10 | https://www.pi.ac.cy/pi/files/epimorfosi/Pestalozzi_2013/Text_2_The_teaching_process_and_learner_motivation.pdf | 2024-02-26T23:24:43+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00463.warc.gz | 941,029,017 | 1,050 | eng_Latn | eng_Latn | 0.997511 | eng_Latn | 0.997713 | [
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Underage Drinking
According to the National Institute on Alcohol Abuse and Alcoholism, alcohol is the most widely used substance among America's youth. Although it is illegal for people under 21 years of age to drink alcohol, adolescents and young adults from 12-20 years of age drink almost 4% of all alcohol consumed in the United States. While youth drink less often than adults, adolescents tend to consume higher quantities of alcohol per occasion. In fact, statistics show that 90% of all alcohol drinks consumed by youth are consumed through binge drinking.
Teens may try drinking for a variety of reasons including peer pressure, to escape stress, to fit in socially, or even boredom. Teens may also experiment with alcohol because of misinformation, not fully recognizing the risks associated with underage drinking. In addition, many teens report that alcohol is easy to access. In 2021, among adolescents who reported drinking alcohol in the past month, 99.7% of 12-14 year-olds and 84.7% of 15-17 year-olds reported getting it for free, (National Survey on Drug Use and Health, SAMHSA). In many cases, adolescents have access to alcohol through friends or family members or find it at home.
According to the American Academy of Pediatrics, underage drinking is a serious health issue and poses a range of adverse consequences. First and foremost, it is important to recognize that the teenage brain is more vulnerable to alcohol than the adult brain. This is because the teenage years are a critical time for brain growth. As such, underage drinking can interfere with normal brain development and change the brain over time. Specifically, frequent alcohol use can have a negative impact on regions of the brain that handle decision-making, learning, and memory. Additionally, alcohol can pave the way for addiction when the brain is still maturing. Several studies have found that early-onset drinking is linked to the risk of greater substance abuse problems later in life. Research shows that people who start drinking before the age of 15 are more than 5 times more likely to develop an alcohol use disorder later in life, compared to those who only drank after reaching the legal age of 21. The risk of developing an alcohol use disorder is even higher among teens who have a family member who has struggled with addiction. Teens who drink are also more likely to experience problems in school, social problems, adverse mental health issues (including a higher risk of suicide), abuse of other drugs, and legal problems, compared to teens who abstain from alcohol until the legal age of 21.
While educators and other youth-serving advocates can play a meaningful role in preventing underage drinking, parents and caregivers are a leading influence in shaping a young person's attitude toward
School Community Intervention and Prevention
October 2023
SCIP is funded in part by: Lincoln Public Schools, United Way of Lincoln/Lancaster County, Region V Systems, Nebraska DHHS: Division of Behavioral Health, Region 4 Behavioral Health System, and Region 6 Behavioral Healthcare.
alcohol use. Research shows that parents are the number one reason kids decide not to drink (American Academy of Pediatrics). Prevention starts by engaging in ongoing conversations about alcohol use. Keeping lines of communication open with children and teens can build trust and help them feel more comfortable to ask questions and share concerns. Prevention experts recommend the below tips when talking with kids about alcohol:
* Emphasize that you want your child/teen to be safe and healthy now and throughout their life.
* Talk honestly about the dangers of underage drinking and establish clear rules about not drinking while underage.
* Rely on information from credible resources such as the Substance Abuse and Mental Health Services Administration (SAMHSA), National Institute on Drug Abuse (NIDA or NIDA Teen), National Institute on Alcohol Abuse and Alcoholism or the Partnership to End Addiction.
* Emphasize that drinking or buying alcohol before age 21 is illegal.
* Normalize non-use. Acknowledge that even though many kids do develop drinking problems, national studies show that most teens stay away from alcohol during middle and high school.
* Help youth plan how to handle peer pressure and set expectations about what they should do if offered alcohol (i.e., "If there is alcohol at a party, call me and I'll pick you up").
* Teach and encourage healthy coping skills to deal with issues like stress and peer pressure.
* Talk about choices and consequences to help them take responsibility for their decisions.
For more information on how to engage in conversations with youth about underage drinking check out the below resources:
SAMHSA: "Talk. They Hear You." Substance Use Prevention Campaign Resources https://www.samhsa.gov/talk-they-hear-you/parent-resources
MADD: "Power of Parents" Handbooks https://madd.org/power-of-parents/
Partnership to End Addiction: "Alcohol- What Families Need to Know to Help Protect Young People" https://drugfree.org/wp-content/uploads/2021/03/Alcohol-Guide_Families_030821.pdf
References: American Academy of Pediatrics; National Institute on Alcohol Abuse and Alcoholism; National Institute on Drug Abuse; Partnership to End Addiction; Substance Abuse and Mental Health Services Administration
Stress Reduction and Mental Hygienics
As we know, adolescent mental health has been a growing issue in our culture for a long while now. Increases in anxiety, eating disorders, depression, suicidal ideation, and a great many other mental health concerns have consistently appeared in youth over the last few decades. Today, it's estimated that as many as 1 in 7 people ages 12-19 are currently experiencing a mental health condition. These conditions can be situational, meaning they are brought on by the youth's current environment or events, or clinical, meaning they persist regardless of what the adolescent is experiencing. Whether their concerns are situational or clinical, or even if they aren't experiencing any mental health concerns at all, equipping youth with tools to boost their resilience and decrease stress is vital to preparing them for the difficulties of life, both today and in the future.
One potential aspect of this is teaching youth to practice good mental health hygiene. This can take shape in a variety of ways, with the goal of hitting a "mental reset button". Doctor Hui Qi Tong, of Stanford University, suggests that mental health hygiene need only include "simple practices that improve our quality of life by preventing negative behaviors and providing emotional stability". For instance, a few minutes of meditation or a brief walk in the morning may be sufficient exercises. The key difference from doing these in a traditional sense is to focus on "turning off the auto-pilot". The entire process should be done manually, while thinking only about what one is doing while one is doing it. For example, if the activity is teeth-brushing, one should focus solely on the experience of the feeling of the brush on their teeth, the motion of brushing, the feeling of the water and taste of the toothpaste. If the activity is a brief walk, one could focus on the feeling of the breeze, the sounds of animals or cars, and the swinging of their arms. If the mind begins to wander elsewhere, the goal is to relinquish that thought and bring it back to the exercise. While this may appear to be a simple act, in actuality, setting aside phones, TVs, or concerns for the day is an extremely hard skill to learn. In addition to its calming effects, this practice serves to boost attention span. With the ubiquity of phones and computers, particularly in youth's lives, attention boosting exercises have more importance than ever before and can serve to improve both their emotional control and their performance in school.
Other exercises can be done to help youth deal with stress as it comes up. While it can be challenging during extreme stress, writing about thoughts and feelings can be an excellent way for youth to learn where their sources of frustration are. The constant pressure from their school, social, and family lives can make it challenging to recognize where their stress really lies. Writing their thoughts, whether it's with a regular journal or just as needed, allows them a space free from consequences where they can vent, as well as avoid lashing out due to pent up anger. In a similar way, having teens write about what they're grateful for has been shown to help fight negative emotions. The more specific they are, the better.
October 2023
While these tools can be useful in decreasing stress and boosting resilience, there are many others to try as well. A few of these are:
* Regular Exercise: While most youth don't reach this goal, it's recommended that they achieve 60 minutes of exercise daily. This can be a great way to relieve stress, on top of keeping active.
* Prioritizing Sleep: Properly regulating sleep is something everyone struggles with nowadays. Blue lights and caffeine tend to be prevalent at all times of day for youth, but helping them regulate phone usage and caffeine intake before bed can help them sleep more soundly and improve mood throughout the day.
* Combat Negative Self-Talk: For many teens, it is easy to fall into a habit of doubting themselves and their capabilities. When presented with this, it's important to refute that statement. Having them talk through why they're saying the statement and seeing why it's incorrect assists much more than only denying the claim.
Youth mental health can be extremely challenging to support. They're experiencing a period of great change while exploring who they are and who they are becoming. Instilling in them the importance of proper stress fighting habits and mental hygiene can help them not only now but as they move forward with their lives, heading to college and becoming adults. For more resources on mental hygiene, stress reduction, and coping mechanisms, feel free to check out the links below.
https://scipnebraska.com/
https://www.nimh.nih.gov/health/topics/caring-for-your-mental-health https://scopeblog.stanford.edu/2022/05/11/mental-health-hygiene-can-improve-mood-decreasestress/
https://www.apa.org/topics/children/stress https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/HelpingTeenagers-With-Stress-066.aspx
https://www.nami.org/Get-Involved/Awareness-Events/Mental-Illness-Awareness-
Week#:~:text=Since%201990%2C%20when%20Congress%20officially,Support%20Groups
The National Family Partnership (NFP), in 1988, held the first ever national Red Ribbon Week campaign.
Red Ribbon Week is celebrating their 35-year anniversary! Red Ribbon Week allows and acknowledges communities and individuals that collectively take a stand in protecting the hopes and dreams of kids through drug prevention and education as well as a personal commitment to live drug free lives.
Each year the NFP holds a contest, that individuals, schools and/or communities can enter, to help determine what the national Red Ribbon Week's theme will be centered around. This year's winner was Danielle Helm, a youth service coordinator from Russell County Middle School in Russell Springs, Kentucky. The winning theme is: Be Kind to Your Mind. Live Drug Free
To learn more about the chosen theme, Red Ribbon Week and how you can enter the contest for next year, click on the following link: https://www.redribbon.org/
Red Ribbon Week is October 23 through October 31, 2023. Schools and organizations are welcome to commemorate Red Ribbon Week at a time in October that fits into their school/organizational schedule.
With that in mind, the Drug Enforcement Agency (DEA) will hold its annual National Red Ribbon Rally virtually this year on October 12, 2023 at 10:00am and it will be available through the entire month of October 2023. Click on the link below to find out more about the virtual rally. https://www.dea.gov/redribbon
You can find out more about RED Ribbon Week and/or substance use prevention using the links cited below.
HTTPS://SCIPNEBRASKA.COM/ https://www.redribbon.org/ https://www.dea.gov/redribbon
NATIONAL STOP BULLYING MONTH
History of Bullying Prevention
In 2006, October was first declared as National Bullying Prevention Month. And the 2 nd Wednesday in October is National Stop Bullying Day. This year it falls on October 11, 2023.
Since then, October has been a time to acknowledge that bullying has harmful effects on kids and their families.
And while bullies have been around well before the 1970's, it was not until the 1970's that Dr. Dan Olweus, a psychologist, began to study bullying behavior and its effects.
In 1983, Dr. Olweus developed one of the very first bullying prevention programs for schools in the United States, as a response to the tragic suicide of three boys who were being bullied.
Then in 1999, the heartbreaking and tragic shooting at Columbine High School occurred, which began a movement where not only anti-bullying policies were introduced but efforts were also undertaken to empower bystanders.
What is Bullying?
So what exactly is bullying? Bullying definitions differ from source to source. The AntiBullying Alliance defines bullying as "the repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power." A person or persons intentionally hurting/harming another person or persons through behavior intended to cause harm.
Where it Occurs
We know most of the bullying that is reported occurs and/or starts at school. Bullying at school most of the time happens during less structured times throughout the school day such as during recess, in the hallways in between classes, lunch or the bus. It should be noted that it does also occur outside of school, such as in the youth's neighborhood, or on the internet and social media sites (cyberbullying).
Why do Kids Bully?
There are a lot of different reasons as to why kids bully. Knowing and understanding the motives behind bullying behaviors can help schools as well as parents better address the behavior
School Community Intervention and Prevention
October 2023
SCIP is funded in part by: Lincoln Public Schools, United Way of Lincoln/Lancaster County, Region V Systems, Nebraska DHHS: Division of Behavioral Health, Region 4 Behavioral Health System, and Region 6 Behavioral Healthcare.
through intervention strategies. Below are some examples of different components that can play a role in bullying behavior:
Peer Components:
The desire to attain or maintain social power or to elevate their status in their peer
* Easily influenced by peer pressure (engage in bullying behavior to try to fit in)
* group
* Envy or jealousy of other peers
Family Components:
* Home life where bullying, aggression, or violence occurs
* Home life where there is low parental involvement and little emotional support
* Parents/caregivers who are too indulgent/lenient
Emotional Components:
* Having been bullied in the past or currently
* Feelings of insecurity and low self-esteem
* Inability to manage emotions
* Lack of skills to handle social situations in healthy, positive ways
There are numerous organizations dedicated to helping address or prevent bullying, including Pacer's National Bullying Prevention Center (pacer.org); StopBullying.gov; and Stomp Out Bullying.org, to name but a few. We can all play a role in preventing and stopping bullying.
To learn more in-depth information about bullying and prevention strategies, please visit our website at https://scipnebraska.com
References:
https://www.stopbullying.gov/prevention/at-school https://nationaltoday.com/national-stop-bullying-day/
https://www.pacer.org/bullying/nbpm/
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NEWS RELEASE
Preventing Lead Exposure
Panhandle Health District - April 7, 2023
With springtime quickly approaching, we are all eager to spend more time outdoors enjoying the many trails, mountains, parks, lakes, and rivers north Idaho has to offer. While exploring the region's nature, Panhandle Health District (PHD) encourages residents and visitors to take simple precautions to avoid being exposed to lead.
The Bunker Hill Superfund Site, often referred to as the Coeur d'Alene River Basin Cleanup, is located in northern Idaho and eastern Washington where early mining, milling, and smelting methods led to environmental contamination from mine wastes. The site spans 1500 square miles including a 21-square mile area most heavily impacted by emission produced by a historic lead smelter as well as the broader river basin, which includes mining-contaminated areas in the Coeur d'Alene River corridor, adjacent floodplains, downstream water bodies, tributaries, and fill areas.
Silver Valley mines stopped discharging mine waste into the South Fork of the Coeur d'Alene River in the late 1960s, and the US Environmental Protection Agency (EPA) added the site to the National Priorities List in 1983. Clean-up of the area began soon after and is on-going as communities grow, land use changes, and spring storms and floods wash the waste downstream, redepositing them along the river and throughout the chain lakes and the Coeur d'Alene River Basin.
Though lead can be found in many places in the environment, lead exposure is preventable. The key is stopping people, especially children, from coming into contact with lead. We can take simple steps to make our homes and environments more lead-safe.
Young children and pregnant mothers are at the greatest risk from exposure. It is easy to reduce exposure by following these safety tips after recreating at or near the Coeur d'Alene River Basin:
* Wash your hands and face with clean water or wipes before eating or drinking.
* Wash toys, bottles, and pacifiers if they come into contact with soil, sand, or dust.
Media Contact: Katherine Hoyer 208-415-5108
* When recreating, remove dirt from clothes, toys, pets, cars, boats and camping equipment before you leave. Wash all items when you return home.
* Drink, cook, and wash with bottled water or water from home. Do not use river water.
* Eat at a table or on a clean blanket, not bare ground.
* Follow fish consumption advisories, especially for pregnant mothers and children. Find current advisories at: Fishadvisory.dhw.idaho.gov
* Play in grassy areas and avoid loose soil, sand, dust, and muddy areas.
Each summer, PHD's Kellogg office offers a $50 incentive to test children 6 months to 6 years of age that live within the Bunker Hill Superfund Site. PHD also offers free testing for anyone that lives, works, or recreates within the Site at any time of the year.
PHD held its 2022 lead screening event the week of August 8 - 13. PHD tested a total of 215 individuals that live within the boundaries of the Bunker Hill Superfund Site.
The chart below includes results from venous, not capillary, tests from the August 2022 blood lead screening event:
The detection limit for venous draws is 1.0 µg/dL and detection limits for the lead care II machine used to analyze the finger pokes is 3.3 µg/dL.
PHD's Institutional Controls Program (ICP), located in the PHD Kellogg office, regulates and provides assistance with construction and renovation projects for properties located within the superfund site that involve dirt disturbance activities including excavation, grading, changing the use of a property, or working in crawl spaces & attics. The ICP offers several services to help residents of the Bunker Hill Superfund Site maintain protective barriers for their health. The ICP provides containers and pick-up services for contaminated soil disposal when homeowners undertake a small excavation project as well as clean soil or gravel on such projects to help maintain remediated barriers.
The fundamental purpose of the ICP is to protect the public health and assist local land transactions within the Superfund site. To learn more, visit www.panhandlehealthdistrict.org/institutional-controls-program/.
____________________________________________________________________________
Panhandle Health District provides over 40 different public health programs to families, individuals and organizations in northern Idaho. From food and drinking water safety to
health education and disease control, public health services are critical to ensure our community is a safe and healthy place to live, work and play.
The PHD team is made up of nurses, nutritionists, environmental health specialists, health educators and many other dedicated professionals with a common goal to deliver vital public health services.
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What's Behind Bullying Behavior: Early Intervention
Bullying continues to be a widespread problem for schools in the United States. One in five students report being bullied, according to data from the National Center for Educational Statistics. Studies indicate that bullying peaks around ages 11 to 13 and decreases as children grow older. While most reported bullying happens in the school building, a significant percentage also happens in places like on the playground or the bus. It can also happen traveling to or from school, in the youth's neighborhood, or on the internet (cyberbullying). When it comes to
cyberbullying, there is often an offline component of harm that occurs alongside the online harm (Cyberbullying Research Center). As such, most youth who are targeted on social media or within online environments are also the ones being bullied at school.
While many young people can be unkind to each other, especially during adolescence, there is a clear line between being mean or experiencing conflict with peers and bullying. Definitions vary from source to source, but most agree that bullying behavior includes three core elements:
* Intentional—unwanted, aggressive behavior intended to cause harm
* Repeated—the unwanted behavior is repeated multiple times or has the likelihood to be repeated many times
* Power imbalance—an observed or perceived imbalance of power between the student(s) doing the bullying and the student(s) being bullied
Research shows that kids and teens bully for many different reasons. It is important to note that bullying may serve a function or be the root of a more underlying issue. For example, some students who bully may have an undiagnosed mental and/or emotional health issue that presents as antisocial behaviors. Understanding the function behind bullying behaviors can help guide the way the behavior is addressed and aid in intervention strategies to help prevent future problems. Below are a few contributing factors that can play a role in bullying behavior:
Peer Factors-
* Easily influenced by peer pressure (engage in bullying behavior to try to fit in)
* The desire to attain or maintain social power or to elevate their status in their peer group
* Envy or jealousy of other peers
Family Factors-
* Parents/caregivers who are too indulgent/lenient
* Home life where bullying, aggression, or violence occurs
* Home life where there is low parental involvement and little emotional support Emotional Factors:
* Having been bullied in the past or currently
School Community Intervention and Prevention
February 2023
SCIP is funded in part by: Lincoln Public Schools, United Way of Lincoln/Lancaster County, Region V Systems, Nebraska DHHS: Division of Behavioral Health and Region 4 Behavioral Health System
* Feelings of insecurity and low self-esteem (engage in bullying behaviors to make themselves feel more powerful)
* Lack of understanding of other's emotions
* Inability to manage emotions (don't know how to control their emotions, so they take out their feelings on other people)
* Lack of skills to handle social situations in healthy, positive ways.
According to experts at the Childmind Institute, intervention with a student who is engaging in bullying behavior should not only involve discipline but also strategies to equip the youth with the skills they need to interact with others in a positive way. Young people who bully need to learn how to get their needs met without hurting others, the impact their actions are having on another person, and that bullying will lead to consequences.
Parents, educators, and other caring adults all play a role in preventing and stopping bullying. Here are some important things to keep in mind.
* Implement programs that emphasize prevention and early identification of students with behavioral concerns and provide social and emotional skills instruction.
* Do not label a student as a "bully". Bullying is a behavior, not an identity, and labeling a student can limit their ability to change the behavior.
* Use consequences that teach. Strategies that focus on holding students accountable for their behavior but also empower them to change that behavior are more effective than punishments and peer mediation in bullying situations.
* Create opportunities to do good- the more a child can behave in caring and helpful ways toward others, the less likely they will be to want to treat others with disregard.
* Nurture empathy- kids who bully tend to see incidents only from their own point of view and be concerned with their own feelings. It may take time and effort to uncover or restore empathy through activities that enhance social and emotional skill-building.
* Build confidence in youth- encourage kids to spend time with friends who have a positive influence. Participation in clubs, sports, or other organized activities can help build strength and friendships.
* Consider that some students may need additional support such as mental health services to help address issues related to bullying behavior.
To learn more about bullying prevention and intervention, visit https://www.stopbullying.gov/.
References: American Psychological Association; Cyberbullying Research Center; National Association of School Psychologists; National Bullying Prevention Center; National Center for Educational Statistics; National Center for Injury Prevention and Control; Stopbullying.gov
RESILIENCE…
Most of us have a sense of what resilience is and we have heard and used the term more times than we can recall. Even so, revisiting the concept of resilience and what it is remains important.
So, what exactly is resilience? Resilience is the mental, emotional, and behavioral ability to endure hardship and bounce back and grow/succeed by adapting to difficult or challenging life experiences, according to the American Psychological Association (APA).
Additionally, resilience can be developed and improved upon by anyone, including kids/students.
With that in mind, we can help kids learn, develop and build resilience through behaviors, thoughts and actions. However, we need to also recognize that it takes time, trial and error, as well as help from others to help cultivate resilience.
It should be noted that being resilient does not mean you don't experience stress, emotional turmoil and pain. Quite frankly, a big part of being resilient is the actual ability and occurrence of working through emotional pain and suffering.
Dr. Ken Ginsburg, MD, who specializes in adolescent medicine at the Children's Hospital of Philadelphia, developed the "7 C's of Resilience Model", with the purpose of helping youth develop and build resilience.
Here are the Seven C's of Resilience:
Competence: A kid's ability that allows them to successfully handle situations. Parents, teachers and others working with youth can help youth grow and develop skills that help increase and improve their competence by trying new things. By allowing youth to try new things, you help increase their competence when they succeed.
Confidence: A kid's belief in their abilities. Youth acquire and increase confidence when they demonstrate their competence in real life settings. Helping a youth identify ways that they have successfully handled hardships in the past gives them confidence and strength to handle future challenges. Parents, teachers and others working with youth can help foster confidence in youth by encouraging them to attempt something new and achievable, yet a little more difficult than something they have completed successfully before. Even when youth fail, they can then learn how to bounce back from failure which adds to their own confidence when attempting to try or work through new and more difficult things, knowing failing is not the worst thing that can happen to them.
Connection: Teach kids how to make friends, including the skill of empathy, or feeling another's pain. Encourage a child to be a friend in order to get friends. Being connected to others is one of the most powerful protective factors. When a youth is connected to others, they are more likely to express their thoughts and feelings (good and bad) and work through their problems knowing they have support from others around them. And having true connections outside of home, such as at school, church, youth groups, sports teams etc., often increases a youth's sense of belonging and well-being.
Character: Youth need a basic sense of what is right and what is wrong in order for them to appropriately act and respond to life happenings. As adults, we must model appropriate, acceptable behavior and teach kids how their actions impact others, good and bad alike. Remember, actions tend to "speak" louder than words.
Contribution: Youth develop a sense of purpose through volunteering, raising money and awareness. By contributing their time, energy and, even at times, money, youth can experience an up close and personal view of the positive and lasting impact their contributions have made in their communities as well as within themselves. Furthermore, youth who may feel helpless in their lives can find power and strength by helping others.
Coping: Youth that learn how to cope with stress in appropriate and effective ways are more likely to be prepared to handle life's challenges. Providing youth with the tools and practice needed to successfully and appropriately cope makes it easier for youth to avoid dangerous and destructive quick fixes, such as aggression, lying, substance use etc.
Control: When youth are given opportunities to make decisions, they then are able to see that their decisions, actions and reactions do directly affect their lives. More importantly, they also
School Community Intervention and Prevention
February 2023
SCIP is funded in part by: Lincoln Public Schools, United Way of Lincoln/Lancaster County, Region V Systems, Nebraska DHHS: Division of Behavioral Health and Region 4 Behavioral Health System learn that they do have some control in how they respond and how their response can impact the effects of difficult happenings.
For more information on resilience and how you can help foster it in youth, please visit the http://www.fosteringresilience.com/7cs.php for more information on reliance and the 7 C's of resilience.
https://optionb.org/advice/the-7-cs-of-resilience-in-kids www.psychcentral.com/lib/10-tips-for-raising-resilient-kids
https://www.everydayhealth.com/wellness/resilience/
TikTok Self-Diagnosis & The Horoscope Effect
The Digital Age has made it far easier for those who might never have found a community of like-minded peers otherwise to attain a sense of belonging. Social media platforms such as Reddit and Tumblr, and now primarily TikTok, were solely designed for this kind of community building. A benefit of this is the increased mental health awareness due to these digital spaces. While it may be hard to find people near you who experience the same struggles as you, online it's far easier to discuss these problems with others who have a similar diagnosis. Gen Z, as a generation, is extremely in-tune with acknowledging and learning about mental health needs. However, there has also been an increasing number of youths that are engaging in self-diagnosing behaviors.
Self-diagnosing has been a growing concern for many years. In the past, people would casually mention how "OCD" they were for a number of reasons, or blame ADHD for getting a bit off topic in a conversation. However, in recent years, the number of youths who are selfdiagnosing has increased dramatically, and for a number of conditions. On TikTok, conditions such as ADHD, Autism-Spectrum Disorder, Bipolar Disorder, and the extremely rare Dissociative Identity Disorder (formerly referred to as Multiple Personality Disorder), have found huge platforms.
For many reasons, some youths will identify with some of the symptoms of these disorders, and believe that they are experiencing them too. One reason may be the exploration of their own identity. Teenage years are a time of personal exploration and growth, and many of them may see the community around that condition and want to be further involved, leading to a kind of horoscope effect. This would entail someone seeing the videos on, and the symptoms of, these conditions and feeling so moved or involved in it that they feel they have it as well. Another possibility is that they are misinterpreting symptoms of another, more common, disorder, such as anxiety or depression. Finally, and most obviously, it may be that they actually do have this condition.
Regardless of the reason, if your child or student is self-diagnosing with a disorder, it's important to push them toward getting a proper diagnosis. If they're right, or if it was a different condition, that means that they've taken the first step in properly managing their condition. If not, then learning from a professional can help them manage the symptoms they were experiencing. For some, the symptoms they experience from their self-diagnosis can be as real as the usual disorder. For instance, a recent surge in self-diagnoses of Tourette's Syndrome led to a huge uptick in patients showing symptoms of a movement disorder. Their doctors found that rather than any type of Tourette's, it was actually due to stress, and in some cases, depression or anxiety. After a few weeks on an individualized treatment plan, and away from the Tourette's focused TikToks, these patients' tics disappeared.
In light of this, it's important to:
* Consider mental health services. While everyone's needs are different, therapy is not only for those with mental health concerns. For many, it's simply a way of handling the stress in their life. Additionally, if you or a loved one is worried about a possible condition, a therapist would be a great and reliable source for further information.
* Discuss mental health with your child and listen for their concerns. If they're worrying about their mental health, they may not immediately express those concerns without a conversation to start the ball rolling.
* Pay attention to what kind of content they're watching. It's important to keep in mind that many people online will provide mental health advice as if they were a licensed professional, regardless of their credentials. If something is truly worrying you, check with your primary care physician or a therapist to get a professional's opinion.
* Take social media breaks. While it can be hard to step away from one's phone, getting out of the echo chambers that TikTok can create is important. Research has shown that excessive social media use is tied to negative mental health outcomes, and that taking "vacations" from it can improve one's attitude.
References
https://www.npr.org/2022/01/23/1075216842/why-the-nature-of-tiktok-could-exacerbate-aworrisome-social-media-trend https://www.psychologytoday.com/us/blog/the-culture/202108/why-tiktok-diagnoses-are-the-rise
https://www.bannerhealth.com/healthcareblog/advise-me/tiktok-self-diagnoses-on-the-rise-whyits-harmful https://www.nytimes.com/2022/10/29/well/mind/tiktok-mental-illness-diagnosis.html
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READING LITERATURE
RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Demonstrate the behaviors of a strategic reader.
2) Participate actively and appropriately in discussions about literature.
3) Use knowledge of language and its conventions when speaking and writing.
4) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
5) Analyze text clues that affect meaning.
6) Analyze relevant denotative, connotative, and figurative language.
7) Analyze and evaluate available evidence for thoroughness, completeness, and relevance.
8) Explain and analyze complexities and ambiguities in a work of literature.
RL2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
1) Participate actively and appropriately in discussions about literature.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
4) Objectively summarize a text by including the appropriate details.
5) Analyze ideas, literary techniques, and specific details in a text that develop multiple themes or central ideas.
6) Analyze how multiple themes interact in a text and explain how they clarify and extend meaning.
RL3 Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
1) Participate actively and appropriately in discussions about literature.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
4) Demonstrate an understanding that an author deliberately makes choices that develop the narrative elements.
5) Analyze and explain how an author's choices impact the development and interaction of the narrative elements in a specific text.
RL4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
1) Participate actively and appropriately in discussions about literature.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
4) Analyze the meaning, use, and effect of connotations, multiple meanings, colloquialisms, idioms, and figurative language.
5) Analyze and explain how an author uses techniques to establish and maintain a specific literary style and tone.
6) Analyze, explain, and evaluate the cumulative impact of an author's deliberate manipulation of language (word choice, diction, structure) on meaning, imagery, mood, and tone.
RL5 Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
1) Participate actively and appropriately in discussions about literature.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
4) Explain, analyze, and evaluate the structural characteristics complex narrative texts and use those characteristics when interpreting texts.
5) Analyze and explain how an author's deliberate manipulation of the internal structures of a text contributes to its overall structure, meaning, and effect.
6) Analyze the effect of an author's decision on where to begin and/or end a story
a) choice of a comedic or tragic resolution
RL6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
1) Participate actively and appropriately in discussions about literature.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
4) Analyze and evaluate the appropriateness of a specific tone and/or shift in tone for a particular purpose, character, speaker, or situation.
5) Analyze and explain the implied meaning of the text.
6) Distinguish among types of irony (e.g., verbal, situational, dramatic).
7) Analyze and evaluate the overall effect of the use of irony and its impact on achieving the author's purpose.
8) Analyze the characteristics of particular literary subgenres (e.g., satire, farce, sarcasm, understatement, parody, allegory) as they create meaning and achieve the author's purpose.
RL7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)
1) Demonstrate the behaviors of a strategic reader, listener, or viewer of a variety of literary forms.
2) Participate actively and appropriately in discussions about literature.
3) Use knowledge of language and its conventions when speaking and writing.
4) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
5) Compare and contrast significant ideas between multiple interpretations of the source text
6) Analyze and evaluate the effectiveness of an author's interpretation of themes or central ideas found in different versions of a story, drama, or poem.
7) Analyze and evaluate the effectiveness of organization and structure in order to accomplish a purpose in multiple interpretations of a story, drama or poem.
RL8 (not applicable to literature)
RL9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
1) Participate actively and appropriately in discussions about literature.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
4) Analyze and explain themes common to specific time periods in American history.
5) Compare and contrast the treatment of similar themes or topics by two or more authors of the same time period.
6) Analyze and evaluate the impact of historical and/or cultural experiences on literary themes or topics.
RL10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
1) Participate actively and appropriately in discussions about literature.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing literature.
4) Demonstrate understanding of a wide range of sufficiently complex literary texts representing diverse cultures, perspectives, ethnicities, and time periods.
a) Comprehend texts of steadily increasing complexity.
b) As an emerging adult reader, set personal reading goals to self-select and explore texts of different genres and increasing complexity.
READING INFORMATION
RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
1) Demonstrate the behaviors of a strategic reader.
2) Analyze text clues that affect meaning.
3) Analyze relevant denotative, connotative, and figurative language.
4) Participate actively and appropriately in discussions about informational text.
5) Use knowledge of language and its conventions when speaking and writing.
6) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
7) Evaluate available evidence for thoroughness, completeness, and relevance.
8) Explain and analyze complexities and ambiguities in informational text.
RI2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex analysis; provide an objective summary of the text.
1) Objectively summarize a text by including the appropriate key ideas, issues, and specific details.
2) Analyze how multiple topics, central ideas, and/or claims interact in a text and explain how they clarify and extend meaning.
3) Participate actively and appropriately in discussions about informational text.
4) Use knowledge of language and its conventions when speaking and writing.
5) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
6) Analyze ideas, issues, rhetorical devices, and specific details in a text that develop multiple topics, central ideas and/or claims.
RI3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
1) Participate actively and appropriately in discussions about informational text.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
4) Analyze and explain the structure of an informational text and how it contributes to meaning and/or purpose.
5) Analyze, explain, and evaluate the author's development of complex ideas, concepts, events, and individuals within informational texts.
6) Analyze and explain the interrelationship among complex ideas, concepts, individuals, and sequence of events within informational texts.
RI4 Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text. (e.g., how Madison defines faction in Federalist No. 10).
1) Trace and analyze the development of a key term(s) over the course of a text.
2) Participate actively and appropriately in discussions about informational text.
3) Use knowledge of language and its conventions when speaking and writing.
4) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
5) Analyze the meaning, use, and effect of word connotations, multiple meanings, technical vocabulary, and above gradelevel words.
6) Analyze the meanings of colloquialisms, idioms, figurative language, and other words and phrases as they are used in context and influence text meaning and tone.
7) Analyze, explain, and evaluate an author's deliberate manipulation of language (syntax, diction) to create meaning and tone.
RI5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
1) Participate actively and appropriately in discussions about informational text.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
4) Describe the structure of an argument; identify its claims and evidence; and evaluate connections among evidence, inferences, and claims.
5) Analyze and evaluate the effect of the structural characteristics on meaning and/or purpose in an informational text.
6) Analyze and evaluate the effectiveness of an author's organization, structure, and syntax as they contribute to a text's overall meaning, purpose, and effect.
RI6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
1) Participate actively and appropriately in discussions about informational text.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
4) Identify and explain an author's point of view or purpose in an informational text.
5) Demonstrate understanding of rhetorical appeals.
6) Analyze the effectiveness of the author's use of rhetoric and its contribution to meaning, point of view, and/or purpose of the text.
7) Analyze an author's style and how it contributes to the purpose, meaning, tone, and effectiveness of a text.
8) Analyze how an author manipulates content, rhetoric, and style to achieve a purpose or create an effect.
RI7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
5
1) Participate actively and appropriately in discussions about informational text.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
4) Demonstrate the behaviors of a strategic reader, listener, or viewer of print, non-print, and digital text.
5) Compare, contrast, draw conclusions, and connect significant details and ideas between and among different media or formats.
6) Analyze print, non-print, and digital text for explicit details that are relevant to addressing a question or solving a problem.
7) Evaluate information from multiple sources of print, non-print, and digital texts, for relevance, reliability, and validity
8) Integrate information from multiple sources of print, non-print, and digital texts to address a question or solve a problem.
RI8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
1) Use knowledge of language and its conventions when speaking and writing.
2) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
3) Analyze an author's implicit and explicit assumptions and beliefs about a subject.
4) Identify and explain constitutional principles and legal reasoning in seminal U.S. texts.
5) Analyze and evaluate connections among evidence, inferences, and claims in an argument.
6) Evaluate an author's reasoning by analyzing the manipulation of language, as well as the range, sufficiency, quality, credibility, relevance, and validity of evidence.
RI9 Analyze seventeenth- eighteenth-, and nineteenth-century foundational U. S. documents of historical and literary significance (including the Declaration of Independence, the Preamble to the constitution, the Bill of rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
1) Participate actively and appropriately in discussions about informational text.
2) Use knowledge of language and its conventions when speaking and writing.
3) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
4) Identify and explain themes and concepts common to specific time periods in American history.
5) Analyze author's purpose in foundational U. S. documents of the seventeenth-, eighteenth-, and nineteenth- centuries.
6) Analyze and explain the historical, cultural, and literary significance of specific foundational U. S. documents of the seventeenth-, eighteenth-, and nineteenth- centuries.
7) Compare, contrast and analyze the treatment of related themes, concepts, and rhetorical devices in foundational U.S. documents of the seventeenth-, eighteenth- and nineteenth- centuries.
RI10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
WRITING
W1 Write arguments to support claims with clear reasons and relevant evidence.
W.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
W.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
1) Conduct a self-analysis of strengths and weaknesses as writers of argument and adjust the writing process accordingly.
2) Narrow and refine the focus of a grade-appropriate complex topic.
a) Analyze the topic to target information gathering.
b) Generate and develop a well-constructed controlling idea, thesis, or claim that states, refutes, or modifies a position.
3) Choose, apply and maintain an organizational structure appropriate to the writing purpose.
a) Gather reliable and valid information from print and digital sources.
b) Evaluate information to determine sufficiency and relevancy.
c) Analyze the significance of opposing claims while determining which claims best support the argument.
d) Logically sequence and distinguish claims, counterclaims, reasons, and evidence.
1) Attend to audience knowledge, interest and concern.
2) Use rhetorical appeals effectively.
3) Refute opposing positions and opinions fairly.
ENGLISH LANGUAGE ARTS
GRADE 11 ESSENTIAL CURRICULUM
1) Participate actively and appropriately in discussions about informational text.
2) Use knowledge of language and its conventions when speaking and writing.
3) Demonstrate understanding of a wide range of sufficiently complex literary nonfiction.
a) Comprehend texts of steadily increasing complexity.
b) As an emerging adult reader, set personal reading goals to self-select and explore texts of different genres and increasing complexity.
4) Interpret, explain, and apply appropriate academic and/or domain-specific vocabulary when responding and discussing informational text.
W.1c Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
W.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
ENGLISH LANGUAGE ARTS GRADE 11 ESSENTIAL CURRICULUM
1) Manipulate language appropriately and integrate ideas effectively.
2) Demonstrate understanding and application of appropriate and complex usage.
3) Use a consistent style, tone, voice, and mood
4) Use a wide range of academic and domain-specific vocabulary.
5) Use words, phrases, and clauses appropriately and effectively to link the major sections of the text.
6) Use parallel structure
7) Vary syntax as needed to create cohesion and clarity.
1) Use and consult print and digital reference materials to clarify precise meaning and correct usage of vocabulary and to aid in vocabulary acquisition. .
2) Use a standard format for citations
3) Integrate quotations and citations into a written text.
4) Integrate quotations, paraphrases, and summarizations of source material appropriately and effectively into written text.
5) Observe hyphenation conventions.
6) Apply the editing phase of the writing process independently.
7) Edit for:
a) Spelling, capitalization, and punctuation
b) Appropriate pronoun usage
c) Complete sentences
d) Subject-verb and pronoun-antecedent agreement
e) Shifts in verb tense
8) Manipulate language through varying styles with different levels of formality, tone and purpose
W.1e Provide a concluding statement or section that follows from and supports the argument presented.
1) Write relevant, concise, and effective conclusions
2) Apply the publishing phase of the writing process independently, using a variety of print, non-print, and digital formats.
W2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.2a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures,
1) Conduct a self-analysis of strengths and weaknesses as a writer of informational/explanatory text and adjust the writing process accordingly.
2) Narrow and refine the focus of a grade-appropriate complex topic.
a) Analyze the topic to target information gathering.
b) Generate and develop a well-constructed introduction that presents the topic, central idea, or concept.
3) Attend to audience's need by establishing and maintaining an organizational structure where information and ideas build and flow logically.
a) Determine and gather reliable and valid facts, details, examples, and quotations from print, non-print, and digital sources.
tables), and multimedia when useful to aiding comprehension.
W.2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
W.2c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W.2d Use precise language, domain specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
W.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
ENGLISH LANGUAGE ARTS GRADE 11 ESSENTIAL CURRICULUM
b) Evaluate information to determine sufficiency and relevancy.
c)
Use appropriate and effective formatting of headings, graphics, and multimedia.
1) Attend to audience knowledge, interest, and concern.
2) Integrate quotations and citations appropriately and effectively into a written text.
3) Develop ideas and concepts through text structures, rhetorical patterns, appropriate strategies, and supporting evidence.
4) Integrate paraphrases and summarizations of source material appropriately and effectively into written text.
1) Demonstrate understanding and application of appropriate and complex usage.
2) Observe hyphenation conventions.
3) Use a consistent style, tone, voice, and mood.
4) Manipulate language, use transitions, and integrate ideas effectively.
5) Use parallel structure
6) Vary syntax as needed to create cohesion and clarity.
7) Use and punctuate phrases and clauses appropriately and effectively to link major sections of the text.
1) Use a wide range of academic and domain-specific vocabulary.
2) Demonstrate a sophisticated use of figurative language and understanding of nuances of meanings of words.
3) Use and consult print and digital reference materials to clarify precise meaning and correct usage of vocabulary and to aid in vocabulary acquisition.
1) Manipulate language through varying styles with different levels of formality, tone and purpose
2) Use a standard format appropriately for citations.
3) Integrate quotations, paraphrases, and summarizations of source material appropriately and effectively into written text.
4) Apply the editing phase of the writing process independently
5) Edit for:
a) Spelling, capitalization, and punctuation
b) Appropriate pronoun usage
c) Complete sentences
d) Subject-verb and pronoun-antecedent agreement
e) Shifts in verb tense
W.2f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
1) Write relevant, concise, and effective conclusions
2) Apply the publishing phase of the writing process independently, using a variety of print, non-print, and digital formats.
W3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.3a Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequences.
W.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
W.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
1) Conduct a self-analysis of strengths and weaknesses as a writer of narrative text and adjust the writing process accordingly.
2) Narrow and refine the focus of a grade-appropriate complex topic.
a) Analyze the topic to target information gathering.
b) Choose, apply, and maintain an organizational structure appropriate to the writing purpose.
3) Develop an engaging introduction that uses effective narrative techniques.
4) Select well-chosen, appropriate, and effective details to create a smooth progression of experiences or events.
1) Write appropriately paced, effective narratives that integrate and develop characters and multiple plot lines.
2) Apply the methods of characterization to effectively support the purpose of the narrative.
3) Develop and sustain an authentic voice that maintains the character or narrator.
4) Use and punctuate dialogue and dialect appropriately.
1) Use an appropriate style, tone, voice, and/or mood to address a specific audience.
2) Sequence, build, and integrate events that effectively support and advance the plot of the narrative.
3) Use words, phrases, and clauses appropriately to build a particular tone and/or mood.
4) Demonstrate understanding and application of appropriate and complex usage.
5) Use parallel structure
6) Use words, phrases, and clauses effectively to transition and link plot shifts and changes and to build toward a conclusion, resolution, or outcome.
7) Vary syntax as needed to create cohesion and clarity.
W.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
1) Observe hyphenation conventions.
2) Use and consult print and digital reference materials to clarify precise meaning and correct usage of vocabulary and to aid in vocabulary acquisition.
3) Apply the editing phase of the writing process independently
4) Edit for:
a) Spelling, capitalization, and punctuation
b) Appropriate pronoun usage
c) Complete sentences
d) Subject-verb and pronoun-antecedent agreement
e) Shifts in verb tense
5) Manipulate language, including verbs and sensory description, in order to create precise, realistic and vivid images, plots, settings, and characters.
6) Use a wide range of vocabulary and figurative language to create vivid descriptions and sensory images.
7) Use a wide range of academic and domain-specific vocabulary.
W.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
1) Write a conclusion that maintains links, follows, reflects and/or resolves the sequence of events, plot lines, and characterization of the narrative.
2) Apply the publishing phase of the writing process independently, using a variety of print, non-print, and digital formats.
W4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
1) See W1, W2, W3, and W7 for specific application.
W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.)
1) See W1, W2, W3, and W7 for specific application.
2) See SL1, SL4, and SL5 for specific application.
W6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
1) Apply and/or adapt the MD SC technology standards to the writing process as appropriate for different writing tasks, purposes, and audiences.
2) Apply computer literacy and keyboarding skills at the proficient level as defined in "A Companion to the Maryland Technology Literacy Standards for Students."
W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
1) Define a problem, formulate questions, and refine either or both meet a personal and/or assigned information need.
2) Identify, locate, evaluate, and select resources and sources in a wide variety of formats to meet the information need in an ethical manner.
3) Find, generate, record, and organize information relevant to the information need in an ethical manner
4) Interpret recorded data/information to create new understandings, and knowledge related to the information need in an ethical manner.
5) Share findings/conclusions in an appropriate format to support written, oral, and multimedia information products and evaluate the product and the process in an ethical manner.
W8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
1) Find, generate, record, and organize information relevant to the research purpose in an ethical manner.
2) Interpret recorded data/information to create new understandings, and knowledge related to the research purpose in an ethical manner.
3) Share findings/conclusions in an appropriate format to support written, oral, and multimedia information products and evaluate the product and the process in an ethical manner.
W9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9a Apply grades 11-12 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics").
1) Write in response to grade-level print, non-print, and digital literary text(s).
W.9ab Apply grades 11-12 Reading standards to literary nonfiction (e.g.,
"Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U. S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
1) Write in response to grade-level print, non-print, and digital informational text(s).
2) Interpret recorded data/information to create new understandings and knowledge related to the information need in an ethical manner.
W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
1) With guidance and support, adjust the writing process as appropriate for different writing tasks, purposes, and audiences.
LANGUAGE
L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1a Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
1) Apply language usage to writing and speaking as appropriate for audience and purpose
2) Compare and contrast changes in usage over time.
L.1b Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's modern American Usage) as needed.
1) Demonstrate knowledge and use of print and digital reference material to correct and/or confirm language usage.
L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.2a Observe hyphenation conventions.
L.2b Spell correctly.
ENGLISH LANGUAGE ARTS GRADE 11 ESSENTIAL CURRICULUM
1) Analyze and evaluate professional, peer, and personal writing for the effect of varying sentence types in creating and sustaining interest.
2) Demonstrate knowledge of the function and use of hyphenation.
3) Strengthen written language through the use of hyphens, when appropriate and effective.
4) Strengthen writing by revising and editing for the use of hyphenation.
1) Spell correctly grade-appropriate general academic and domain-specific words.
2) Use print, digital, and internalized knowledge resources to support correct spelling.
L3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.3a Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
1) Select and use print and digital references appropriately in order to improve syntax.
2) Arrange words and sentences to address audience needs, situations, and/or purposes.
3) Use grammar concepts and skills to strengthen control of oral and written language.
4) Analyze an author's syntax to determine its effect on meaning and/or style.
5) Manipulate syntax to create interest and effect when writing.
6) Demonstrate understanding of the nature and structure of language.
L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
L.4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
L.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
L.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology or its
1) Use inferences and draw conclusions while applying knowledge of various types of context clues to determine word or phrase meaning.
2) Analyze a word's position, form, and/or function to determine meaning.
3) Revisit key words used throughout a text to determine effect and meaning.
1) Apply an understanding of the relationship between the form and meaning of a word.
2) Recognize patterns of word changes that affect meaning or parts of speech.
1) Strengthen writing and speaking by consulting reference materials, both print and digital, to confirm and refine word choice.
2) Demonstrate understanding of the history, development, and dynamic nature of the English language.
3) Demonstrate understanding of the nature and structure of language
SPEAKING & LISTENING
SL1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
1) Demonstrate the behaviors of a strategic reader and listener.
2) Choose the appropriate form of media for a given purpose.
3) Analyze, synthesize, and evaluate the relevance, bias, and validity of multiple sources of information from print and nonprint text, noting any discrepancies present in the data.
SL3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
1) Recognize bias, fallacious reasoning, and factual evidence.
2) Recognize, analyze, and evaluate stance, premise, emphasis, word choice, tone and point of view.
3) Analyze and evaluate a speaker's evidence, inferences, assumptions, argument, and rhetoric.
SL4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
1) Apply appropriate non-verbal communication to contribute to meaning and enhance a presentation.
2) Demonstrate command of the conventions of standard English and usage when speaking.
3) Organize information, ideas, evidence, and claims clearly, concisely, and logically with attention to the needs of the audience, purpose, and a range of formal and informal tasks.
4) Demonstrate attention to audience interest, values, biases, and concerns by using rhetorical appeals and by acknowledging and/or refuting opposing positions and opinions.
5) Refine the behaviors of an effective speaker as appropriate to the task, audience, and purpose.
SL5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
1) Demonstrate strategic use of a variety of digital media.
2) Integrate digital media into presentations appropriately to support the purpose; address the audience; and enhance the presentation.
SL6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 for specific expectations.)
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Problem: Pine Wilt - Bursaphelenchus xylophilus (pinewood nematode)
Host: Most serious on Scots pine in Kansas. Pine Wilt also been reported on Austrian and white pines.
Description: The pine wilt disease was identified for the first time in the United States in Columbia, Missouri in 1979. This initial report was followed by confirmation of pine wilt in southeast Kansas also during 1979. In Kansas, the pinewood nematode has been found in Scots pine, Austrian, and occasionally white pine. It is considered to be a potentially serious problem Scots pine trees in landscape settings, windbreaks, Christmas tree farms, and recreational plantings.
In Kansas, the symptoms for pine wilt usually appear from August through December. In general, the trees wilt and die rapidly within a short period of time. Occasionally, trees may survive for more than one year. The needles turn yellow/brown and remain attached to the tree. The early stages of the disease are subtle and may vary. The pinewood nematode is transmitted from pine to pine by a bark beetle, the pine sawyer (Monochamus carolinensis).
Three to four weeks following infestation by the pinewood nematode, transpiration of the foliage decreases and resin production is reduced. Needles initially show a light grayish-green discoloration, then turn yellow and brown. The disease may progress uniformly through a tree or branch by branch, depending upon the size of the tree and the environmental conditions during the growing season. The needles remain attached for up to six to twelve months after the tree has died. The rapid death of a tree contrasts with other pine problems such as fungal diseases, insects, or environmental stresses.
In addition to rapid wilting and yellowing of the foliage, another important symptom is reduced resin production. When branches of a healthy tree are cut, a thick, sticky resin will be produced at the site of the wound; on a diseased tree, resin may be absent. Branches and twigs become brittle and dry and will break easily. Trees yellow from winter burn may appear similar but will have flexible branches and good resin production.
Life Cycle: The life cycle of the insect vector and the pinewood nematode are closely associated. The pine sawyers are wood borers. In May or June, adult pine sawyers emerge from pine trees and fly to new trees and feed under the bark of young pine shoots. If the beetle is carrying the pinewood nematode, the tree may become infested with nematodes. As the adults feed on the new hosts, nematodes move from under the beetles' wing covers to the pine and enter the tree through feeding wounds. Once in the tree, nematode populations build up rapidly and block the resin canals. Within 4 to 5 weeks, the nematode has spread throughout the tree and there is a marked reduction in resin flow and transpiration. Trees start showing initial signs of a wilt condition, including needle discoloration. Trees infested with the pinewood nematode usually die within 3 months.
Eggs are laid on trees that are already stressed; either by the nematodes or some other cause. Larvae develop beneath the bark and within woody tissue of dying trees and recently cut logs. The larvae produce somewhat oval shaped galleries filled with shredded wood. Newly formed adults emerge late in the spring and fly to new trees.
After the tree dies, nematodes continue to reproduce for several months while they feed on fungi that invade the dead trees, principally blue stain fungi. As the wood dries, the nematode switches from a reproductive phase to a dispersal phase. As spring approaches, as many as 100,000 nematode larvae enter the trachea of each newly formed adult beetle just prior to their emergence. The nematode larvae are transported to new trees by the pine sawyer adults, where the disease cycle starts over.
Recommendations: It is important to confirm the presence of the pinewood nematode (Bursaphelenchus xylophilus) if pine wilt is suspected to be the cause of a tree death. Early confirmation will allow the owner to act quickly to prevent the spread of the pinewood nematode to nearby pine trees. An adequate sample for nematode assay is either a branch sample, at least two inches in diameter, collected near the trunk of the tree, or a wedge of wood from the lower portion of the trunk. The best time to sample is late summer/early fall due to high nematode populations. Pinewood samples should be placed in a plastic bag as soon as collected and mailed early in the week, preferably by Wednesday. Pine samples can be sent through the County Extension office or mailed directly to the Plant Disease Diagnostic Lab. There is a fee for the test. Additional county fees will be an additional charge.
Plant Disease Diagnostic Lab Throckmorton Hall Rm 4032 Kansas State University Manhattan, KS 66506
In established pine plantings such as landscape settings, windbreaks, and Christmas tree farms, the only control measure is to remove affected trees and burn, bury or chip the wood before April 1. Trees should be removed to ground level. No stumps should be left. This prevents further spread of the nematode and its vector before they emerge from the trees in the spring.
The pine sawyer bark beetles are attracted to stressed trees so, plantings should be kept from stress situations by controlling diseases and insects as well as providing water during extended dry periods. Consider planting less susceptible Austrian or Ponderosa pines or deciduous trees in areas where pine wilt has been a serious problem.
References:
Pine Diseases in Kansas: Tip Blight, Dothistroma Needle Blight, and Pine Wilt, K-State Research and Extension, publication L-722.
Last Update:
11/13/2023
Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned.
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Zero Deforestation and the future of Brazil
In recent years, Brazil and the world have suffered from climate change. Economic and social losses, related to the extreme climate events, are now frequent. The most obvious are those related to a lack of water for agriculture, human consumption and energy generation. These shortages could worsen in the future if Brazil continues to tolerate, even at low rates, the destruction of its forests. Establishing a goal for the complete and definitive end to deforestation and destruction of native vegetation in Brazil is a pressing concern if we want to maintain a climate that is minimally balanced for future generations.
The good news is that Brazil can achieve zero deforestation in less than a decade, without having to sacrifice agriculture and livestock production, which could be expanded in areas that are already deforested. By committing itself to quickly bringing deforestation down to zero, Brazil will be in a position to demand more action from other countries participating in the UN conference on climate change that will be held in December 2015 in Paris. At this conference it is expected that countries will make more ambitious and necessary commitments to reduce the risk of future climate catastrophes that could compromise the habitability of the planet.
Human activity is making the planet hotter and increasing climate risks. Scientists on the Intergovernmental Panel on Climate Change 1 (IPCC) state that between 1880 and 2012 average world temperatures rose by 0.85°C. It doesn't seem like much, but the increase has been enough to generate climate disasters like severe droughts, intense storms, historic flooding and enormous heat waves. Events of this type have almost tripled on a worldwide basis for the period 2010-2014, in relation to the first half of the 1980s 2 .
Because of this, in December 2015, representatives from 196 countries will meet, in Paris, for the 21st Conference of the Parties to the United Nations Framework Convention on Climate Change (COP21). It is a crucial moment for setting up a new agreement to reduce greenhouse gas emissions starting in 2020 3 . On the occasion, Brazil is expected to present its national proposal for fighting climate change, which already contains important results. Among them, the establishment of targets for reducing national emissions 4 , including a specific target for Amazon deforestation (80% below the average historic rate of 19,625 km 2 recorded between 1996 and 2005). To achieve it, in 2020 deforestation in the Amazon will have to be under 3,925 km 2 . Unfortunately, this is still a high number and far from zero. For the Cerrado, the reduction target established was 54% in relation to the average for the period 20032008 (14,000 km 2 ). Despite these advances, Brazil is still destroying a great deal of forest: around 5,000 km 2 per year on average for the last three years in the Amazon and 6,469 km 2 in the Cerrado in 2010 (last year with official data).
At COP21, Brazil should establish the goal to reduce deforestation to zero in less than a decade in all biomes, because it is necessary, feasible and advantageous. Deforestation, particularly in the Amazon, continues to be one of the main sources of greenhouse gas emissions in Brazil 5 . The effects of climate change, combined with the continued destruction of forests, could place agricultural and livestock production at risk. The Amazon forest acts as a huge pump that transfers water from the soil to the
1 The IPCC unites thousands of scientists from around the world. It was created in 1988 by the World Meteorological Organization and the United Nations Environment Program, to review and evaluate scientific information on climate change and its impact. Available at:https://www.ipcc.ch/organization/organization.shtml.
3 For more information on COP 21 go to: http://www.cop21.gouv.fr/es.
2 The Economist. 2015. Climate change. The Economist, pp.7–8. Available at: http://www.economist.com/news/science-andtechnology/21656133-climate-change.
4 Targets available at National Policy on Climate Change (PNMC).
5 SEEG 2014. Available at:http://seeg.eco.br/
atmosphere 6 , which is then transported in the form of water vapor to other regions. A large part of the country benefits from this natural irrigation. Continued deforestation could compromise this environmental service.
By 2020 agricultural production could suffer annual losses on the order of R$ 7.4 billion 7 , as a consequence of lower rainfall in different regions, especially the North and Midwest of Brazil.
In the Amazon, for example, rainfall could fall by 15%-20% 8 . This projection appears to be becoming a reality, at least in some regions of the Amazon, as a result of the drastic removal of forest in recent years. This is the case in the Xingu River basin. Between 2000 and 2010 the temperature of the region has risen by almost 4 o C 9 and droughts have worsened in recent years. Farmers are already reporting a fall in production and productivity. Basically, deforestation is eliminating the "sprinkler" service that the forest provides to agribusiness of the region.
The advance of deforestation combined with global warming will also affect the generation of hydroelectric power and supply of water to rural and urban communities.
The risk of this scenario can be minimized by interrupting deforestation in the Amazon and the destruction of other native biomes, especially the Cerrado. To reduce emissions rapidly, the goal should be zero deforestation and not zero illegal deforestation or even zero net deforestation. In the latter, the protection of native forests with high carbon stocks, biodiversity and water services could not be replaced by recently restored forests (which would take many years to accumulate carbon) or forest plantations.
Conservation of forests is one of the cheapest ways 10 to contribute to targets that IPCC scientists recommend on a worldwide basis: a reduction in global greenhouse gas emissions on the order of 40% to 70% by 2050, with 2010 as the base year.
For the various benefits provided by forests, the pursuit of zero deforestation is already a goal in various international agreements. In September 2014, 179 organizations, including governments, companies, movements and NGOs, signed the New York Declaration on Forests, which calls for the end of deforestation by 2030. More recently, the UN announced new Sustainable Development Goals, to be signed by countries in 2015, which establish the goal of ending deforestation by 2020 11 . Moreover, eliminating deforestation is in line with the wish of the Brazilian people: over 1.4 million Brazilians have signed a petition in support of a bill that aims to end deforestation in Brazilian forests.
Fortunately, Brazil can achieve zero deforestation quickly. The country has all the elements and experience it needs to get there. Expanding the positive initiatives under
6 Nobre AD, 2014, O Futuro Climático da Amazônia [The Future of the Amazon Climate], Relatório de Avaliação Científica. Sponsored by ARA, CCST-INPE, and INPA. São José dos Campos, Brasil, 42p . Available at: http://www.ccst.inpe.br/wpcontent/uploads/2014/10/Futuro-Climatico-da-Amazonia.pdf_
7 Assad, E. et al. 2008. Aquecimento global e a nova geografia da produção agrícola no Brasil [Global warming and the new geography of agricultural production in Brazil].
Available at:http://mudancasclimaticas.cptec.inpe.br/~rmclima/pdfs/destaques/CLIMA_E_AGRICULTURA_BRASIL_300908_FINAL.pdf 8 Marengo, J.; Nobre, C. A.; Salati, E.; Ambrizzi, T. 2007. MudançasClimáticas Globais eEfeito sobre a Biodiversidade [ Global climate change and the effect on biodiversity]. Sub-project: Caracterização do clima atuale definição das alteraçõesclimáticas para o território brasileiro ao longo do Século XXI [Characterization of current climate and determination of climate change in Brazil in the 21 st century]. Technical
Summary. CPTECINPE,p.73. Ministério do Meio Ambiente. 9
Brando, et al. 2014. PNAS 111:6347-6352;.
Silvério, D.V. Alterações na estrutura e funcionamento de florestas transicionais da
Amazônia associada à degradação florestal e transições de uso da terra [Changes in the structure and functioning of transitional forests of the Amazon associated with forest degradation and transitions in land use]. Tese de doutorado/UnB, 2015
United Nations. 2015. Transforming our World: The 2030 Agenda for Sustainable Development. Available at: http://www.un.org/pga/wp-content/uploads/sites/3/2015/08/120815_outcome-document-of-Summit-for-adoption-of-the-post-2015development-agenda.pdf
10 McKinsey&Company. 2009. Caminhos para uma economia de baixa emissão de carbono no Brasil [Paths to a low-carbon economy in Brazil]. Available at: http://www.mckinsey.com.br/sao_paulo/carbono.pdf 11
way and introducing innovative approaches designed to control deforestation, conserve forests and promote sustainable use of resources would be enough. Among the leading options for ending deforestation are:
1. Increase agricultural production without deforestation. To do so, increasing productivity on areas already deforested would be enough. For example, an increase of 50% in the productivity of cattle farming in the Amazon (from 1 to 1.5 head/ha) would be enough to meet demand until 2040 without having to destroy a single hectare of forest 12 . Subsidized rural credit offered by the federal government could be the most important catalyst for this transformation. For the 2015-2016 harvest R$ 212 billion will be made available, of which R$ 187.7 billion is earmarked for the Harvest Plan and R$ 24.1 billion for the National Program for Strengthening Family Farming. To accelerate the adoption of low-carbon agriculture (ABC), the government could establish targets for allocating rural credit to these programs in a decade, whereby each year 10% of all credit would be earmarked for the ABC Program. This transition would be supported by other measures, such as massive training for rural producers, students and professionals that work in the area, as has been done in other developing countries, in addition to compliance with environmental and land regularization.
2. Increase effectiveness of fiscalization. Brazil needs to expand the use of effective measures against deforestation like the seizure of assets associated with environmental crimes and fight against land grabbing, by punishing crimes with heavier sentences, such as associations for the crime, tax evasion and money laundering.
3. Established new protection areas. The federal and state governments, especially in the Amazon, still hold large areas of "unpurposed" public forests. There are around 80 million hectares 13 at the mercy of land grabbers and illegal deforestation. Setting aside part of these forests for conservation and/or as indigenous lands and establishing extractivist reserves could substantially reduce deforestation and consequentially greenhouse gas emissions.
4. Expansion and consolidation of private and public commitments to zero deforestation. Companies and the government need to improve the effectiveness of agreements on zero deforestation. For example, the commercialization of illegally sourced cattle should be countered by inspecting the farms that provide the calves (indirect suppliers of the slaughterhouses) to the fattening farms. The Soy Moratorium, which helped to reduce deforestation in the Amazon, should be maintained in this biome and expanded in the Cerrado, where around 20% of new soybeans were planted on recently deforested areas.
5. Use of tax regime in force to encourage conservation. Clamping down on evasion of Rural Land Tax (ITR) would help to reduce speculative deforestation 14 . Due to flaws in the collection process, individuals who deforest for the purposes of speculation are able to maintain large areas unproductive and pay very little tax. In
12 Strassburg et al., 2014 "When Enough Should Be Enough: Improving the Use of Current Agricultural Lands Could Meet Production Demands and Spare Natural Habitats in Brazil." Global Environmental Change 28 (0): 84–97 . Available at: http://www.sciencedirect.com/science/article/pii/S0959378014001046
14 Appy, B. 2015. O Imposto Territorial Rural como forma de induzir boas práticas ambientais [Rural Land Tax as a way of inducing good environmental practices]. IPAM, Brasília, DF. e Silva, D., & Barreto, P. 2014. O potencial do Imposto Teritorial Rural contra o desmatamento especulativo na Amazônia [The potential of Rural Land Tax against speculative deforestation in the Amazon] (p. 48). Belém: Imazon.
13 Azevedo-Ramos et al. (being prepared); Azevedo-Ramos et al.http://www.ipam.org.br/download/livro/Florestas-Nativas-de-ProducaoBrasileiras/612.
the Amazon, in 2012 there were 10 million hectares of unproductive pasture 15 . If the tax were collected correctly, it would generate billions of reais, an important source of funds to maintain protected areas and to increase the productivity of agriculture and livestock farming, including training and rural extension, especially for small producers.
6. Financial incentives for conservation. Governments and companies should use financial incentives to eliminate deforestation and increase the productivity of agriculture and livestock farming. Companies that have announced commitments to purchase only deforestation-free products need to go beyond restrictions and support farmers in adopting the best practices. Furthermore, the new Forest Code authorizes the creation of restoration and conservation incentives, which can be established through various mechanisms (like the CRA – Environmental Reserve Quota). Government should allocate resources to these incentives and overcome pressure 16 to postpone implementation of CAR (Rural Environment Registry) which is the first step to enforcing the new Code.
Lessons and recommendations above show the potential of Brazil in going beyond the reduction targets for deforestation in the Amazon and in other biomes already established in the National Policy on Climate Change.
By committing to the ambitious targets before the UN Climate Convention, Brazil will reinforce its environmental leadership and will be able to negotiate in a way that will prompt other large emitters to also adopt targets that are sufficient to prevent climate catastrophes. A weak global agreement will mean an increase in emissions, with serious consequences for Brazil and growing climate risks for all.
September 14, 2015
Signatories
Comitê de Coordenação do Observatório do Clima
Greenpeace Brasil Fundação Grupo Boticário Instituto Centro de Vida (ICV) Instituto de Manejo e Certificação Florestal e Agrícola (Imaflora) Instituto de Pesquisa Ambiental da Amazônia (Ipam) Instituto do Homem e Meio Ambiente da Amazônia (Imazon) Instituto Socioambiental (ISA) Sociedade de Pesquisa em Vida Selvagem (SPVS) The Nature Conservancy (TNC) - Brasil Uma Gota no Oceano WWF-Brasil
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Problem: Pine Needle Scale - Chionaspis pinifoliae
Hosts: Pine, spruce, fir, hemlock, and, occasionally, yew and cedar.
Description: Pine needle scale is an armored scale that is found across the United States but especially in the eastern half. Pine needle scale appears as conspicuous white specks on the needles. Scales feed by sucking sap from needles causing them to yellow and eventually brown. Heavy infestations can kill twigs, branches and even entire trees. Though both female and males are white, the female is larger (1/8 inch long) and wider at one end with the narrow end sporting a yellow or orange cap. Males are 1/32 inch long and narrow. Crawlers are bright red to brown.
Pine needle scale overwinters as eggs underneath female covers. Each female produces about 100 eggs. There are two generations per year in Kansas with crawlers appearing in May to early June and again in mid- to late July. The first generation coincides with full bloom of Vanhoutte Spirea and the second generation when the blooms of Hydrangea arborescens 'Grandiflora' turn from white to green.
Recommendations: Dormant oil treatments can be applied in early spring to kill overwintering eggs in March, or insecticides can be applied to exposed first- or second-generation crawlers.
First-generation scale hatches about the same time that Vanhoutte spirea blooms. Vanhoutte spirea is the white-flowered spirea with arching branches that most often blooms in the latter half of April. Though crawlers are a bright red to brown color, they are so small that a magnifying glass should be used to check for them. Once the scale has settled down and formed its waxy cover, insecticides are ineffective. Remember, insecticides must be applied to crawlers soon after they emerge. Check for crawler activity at seven-day intervals for the two weeks following your initial spray. If active crawlers are present, spray again.
Second generation crawlers appear when Hydrangea arborescens 'Grandiflora' blossoms are turning from white to green. This is usually in mid- to late-July. You may want to use double-sided Scotch tape and loop it around several needles to make sure crawlers are out. Some people prefer to use electrical tape coated with vaseline. Use a color that contrasts with the color of the crawlers. The crawlers will be caught when they try to crawl across the tape and may be easier to see.
Effective insecticides include acephate (Orthene, Bonide Systemic Insect Control), cyfluthrin (Tempo) and permethrin, (Hi-Yield 38 Plus; Hi-Yield Garden & Farm Insect Control; Bonide Eight Vegetable, Fruit & Flower Concentrate).
References:
1. Pine Needle Scale, Penn State University, Entomology Extension
2. Life Histories of Common Insects, Mites and Nematodes Infesting Ornamental Plants in Missouri, Missouri Department of Agriculture, pg D-27
Last Updated: 11/13/2023
Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned.
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An apple is hanging on a branch.
(a) On this diagram, mark with an arrow the force exerted by the Earth on the apple (the force of gravity).
(b) On this diagram, mark with an arrow the force exerted by the branch on the apple.
(c) On this diagram, mark with an arrow the force exerted by the apple on the branch.
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Grade 5 Learning Outcomes
Below are the learning outcomes of the course stating what students are expected to know/be able to do upon completion of the course.
Schoolwide Learner Outcomes
The 5 Steps Academy students develop the following global competencies (to the extent reasonable for their age group) to thrive in the unpredictable and fast-changing:
* Courage to try and make mistakes and the ability to learn from mistakes.
* Respect people regardless of their age, gender, nationality, religion, beliefs, or opinions.
* Discipline in self-development and achievement of dreams.
Mathematics
By the end of the course students should be able to:
* Find percent of a number
* Understand Symmetry
* Find lines of symmetry
* Understand rotational symmetry
* Understand parallel, perpendicular and intersecting lines
* identify angles of 90, 180, 270 and 360 degrees
* Understand types of angles
* Measure angles with a protractor
* Identify complementary, supplementary, vertical, adjacent and congruent angles
* Find measures of complementary, supplementary, vertical and adjacent angles
* Understand central angles of circles
* Classify triangles
* Classify quadrilaterals
* Understand parts of a circle
* Find perimeter
* Find area and perimeter of figures on grids
* Find the area of rectangles and squares
* Find the area or missing side length of a rectangle
* Find areas of triangles and trapeziums
* Solve balance equations and pictographs
*
Understand and use modelling. Part-whole and comparison. Total and difference known.
More than and times more than.
* Understand prime and composite numbers
* Perform prime factorization.
English
By the end of the course students should be able to:
Vocabulary:
Memorize and correctly apply the meanings of 1083 core words, including 100 phrasal verbs from the stipulated lists.
Grammar:
Review all the grammar skills learnt in previous grades.
Reading
* Able to read and analyse passages while taking into account the following factors. Reading a passage, be it prose, poetry, drama or formal writing, and understanding 1) theme, 2) tone, 3) subject matter, 4) purpose of text; while being able to draw relations within a) key words/word choice, b) topic sentences, c) sub-topic sentences and d) supporting sentences.
Reading – word reading
* apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in the tables in the syllabus both to read aloud and to understand the meaning of new words that they meet.
Reading – comprehension
* maintain positive attitudes to reading and understanding of what they read by:
- continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
- recommending books that they have read to their peers, giving reasons for their choices
- identifying and discussing themes and conventions in and across a wide range of writing
- making comparisons within and across books
- learning a wider range of poetry by heart
- preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
* understand what they read by:
- checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- asking questions to improve their understanding
- drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
- identifying how language, structure and presentation contribute to meaning
* discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
* distinguish between statements of fact and opinion
* retrieve, record and present information from non-fiction
* participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously
* explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
* provide reasoned justifications for their views.
Writing
* able to write 300 words for compositions with vividness and structure.
* plan their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
- noting and developing initial ideas, drawing on reading and research where necessary
- in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
* draft and write by:
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
- précising longer passages
- using a wide range of devices to build cohesion within and across paragraphs
- using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
* evaluate and edit by:
- assessing the effectiveness of their own and others' writing
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
- ensuring the consistent and correct use of tense throughout a piece of writing
- ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
* proof-read for spelling and punctuation errors
* perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Spelling
* use further prefixes and suffixes and understand the guidance for adding them
* spell some words with 'silent' letters [for example, knight, psalm, solemn]
* continue to distinguish between homophones and other words which are often confused
* use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in the tables below
* use dictionaries to check the spelling and meaning of words
* use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
* use a thesaurus.
Public Speaking
* Speak coherently and with ease in front of the school assembly.
Science
By the end of the course students should be able to:
1. Show an understanding that living things reproduce to ensure continuity of their kind and that many characteristics of an organism are passed on from parents to offspring.
2. Recognise the process of fertilisation in sexual reproduction of humans.
3. Recognise the similarity in terms of fertilisation in the sexual reproduction of flowering plants and humans.
4. Recognise and state the processes in the sexual reproduction of flowering plants, pollination, fertilisation (seed production), seed dispersal and germination.
5. State the process of fertilisation in sexual reproduction of humans.
6. Recognise that water can exist in three interchangeable states of matter.
7. Show an understanding of how water changes from one state to another.
a. Melting (solid to liquid)
b. Evaporation/Boiling (liquid to gas)
c. Condensation (gas to liquid)
d. Freezing (liquid to solid).
8. Show an understanding of the terms melting point of ice (or freezing point of water) and the boiling point of water.
9. Show an understanding of the roles of evaporation and condensation in the water cycle.
10. Recognise the importance of the water cycle.
11. Recognise the importance of water to life processes.
12. Describe the impact of water pollution on Earth's water resources.
13. Investigate, observe and compare the various ways in which plants reproduce and communicate findings. Eg, spores and seeds.
14. Compare water in 3 states.
15. Investigate the effect of heat gain or loss on the temperature and state of water and communicate findings. Eg, when ice is heated, it melts and changes to water at 0 °C. When water is cooled, it freezes and changes to ice at 0 °C. When water is heated, it boils and changes to steam at 100 °C. When steam is cooled, it condenses to water.
16. Investigate the factors which affect the rate of evaporation and communicate findings. Eg, wind, temperature and exposed surface area etc.
17. Recognise that air is a mixture of gases such as nitrogen, carbon dioxide, oxygen and water vapour.
18. Identify the organs of the human respiratory and circulatory systems and describe their functions.
19. Recognise the integration of the different systems (digestive, respiratory and circulatory) in carrying out life processes.
20. Identify the parts of the plant transport system and describe their functions, eg, leaf, stem and root.
21. Recognise how water is transported from the roots to other parts of the plant and how food is transported from the leaves to other parts of the plant.
22. Show an understanding that a cell is a basic unit of life. Identify the different parts of a typical plant cell and animal cell and relate the parts to the functions, eg, for a plant cell, cell wall, cell membrane, cytoplasm, nucleus and chloroplasts. For an animal cell, cell membrane, cytoplasm, nucleus.
23. Recognise that an electric circuit consisting of an energy source (battery) and other circuit components (wire, bulb, switch) forms an electrical system.
24. Show an understanding that a current can only flow in a closed circuit.
25. Identify electrical conductors and insulators.
26. Compare how plants, fish and humans take in oxygen and give out carbon dioxide.
27. Compare the ways in which substances are transported within plants and humans.
a. For plants: tubes that transport food and water.
b. For humans: blood vessels that transport digested food, oxygen and carbon dioxide.
28. Able to compare a typical plant and animal cells.
29. Able to construct simple circuits from circuit diagrams. Investigate the effect of some variables on the current in a circuit and communicate findings, eg, number of batteries (arranged in series) and number of bulbs (arranged in series and parallel). | <urn:uuid:4ffccb92-93d3-41fb-be88-28fd6cc5c4a2> | CC-MAIN-2024-10 | https://5steps.academy/wp-content/uploads/2022/05/Grade-5-Learning-Outcomes.pdf | 2024-02-27T00:21:57+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00469.warc.gz | 77,463,054 | 2,174 | eng_Latn | eng_Latn | 0.992836 | eng_Latn | 0.996141 | [
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Exercise: make yes/no-questions (maak ja/nee-vragen)
We are going to practice with asking yes/no questions. You'll see 10 answers, and for each of them, you have to formulate the question. We haven't learned how to conjugate verbs yet, so you don't need to do that yourself for this exercise. You'll just use the form that is already given in the answer. You can find the answers in the other file. When you read the answers, you can also listen to track 1 for the full dialogue.
Example: _______________________________________?
Ja, die film is goed.
The question: " Is die film goed?"
1. ___________________________________________________________
Nee, de winkels zijn niet open.
2. ___________________________________________________________
Ja, Sara drinkt rode wijn.
3. ___________________________________________________________
Nee, Jan houdt niet van haring.
4. ___________________________________________________________
Nee, Jan gaat niet naar de supermarkt.
5. ___________________________________________________________
Ja, Sara is vandaag jarig!
6. ___________________________________________________________
Ja, allesgaatgoed!
7. ___________________________________________________________
Nee, het weer is niet lekker.
8. ___________________________________________________________
Ja, de broek is heel mooi!
9. ___________________________________________________________
Ja, dit is een vraag.
10. ___________________________________________________________
Nee, we zijn niet klaar! | <urn:uuid:1195b47e-34b1-440f-9917-f4e9d9c91c5c> | CC-MAIN-2024-10 | https://cdn.fs.teachablecdn.com/dCThlyIySFmOQothraYa | 2024-02-27T00:43:55+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00468.warc.gz | 153,777,687 | 292 | eng_Latn | eng_Latn | 0.912677 | eng_Latn | 0.912677 | [
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Going to War
Find out what the feeling was on and around September 10, 1939 when Canada declared war against Germany.
Note: You may want students to use headphones if they are doing these activities independently. Alternatively, simply play the brief clips from war veterans over a pair of speakers.
ACTIVITY #1
Learning Outcomes:
1. To get a sense of the feeling in Canada when war was declared in 1939.
Listen and Learn
Students can listen to any three clips from the Memory Project's micro-archive about the anniversary of Canada's declaration of war on Germany and describe the way people remembered that day in September 1939. Ask students to note down the words that come to mind as they hear the recollections?
Discussion Questions
1. Why do you think people were excited about the coming of war?
2. Do you think Canadians would feel differently about war if a world war came again?
Further Resources
To find out more about Canada's declaration and the first days of the war visit this site at the Canadian Encyclopedia.
Extension
Choose one of the war veterans you listened to and research to find out what happened to them during the war. Make note of where they served and some of the things that happened during their time of service. | <urn:uuid:d6d4be4d-a5bd-4e0a-9f4e-dad5a036ece3> | CC-MAIN-2024-10 | https://www.thememoryproject.com/wp-content/uploads/2021/09/Going-to-War-EN.pdf | 2024-02-26T23:18:01+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00468.warc.gz | 1,025,372,684 | 256 | eng_Latn | eng_Latn | 0.9982 | eng_Latn | 0.9982 | [
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Plug In Institute of Contemporary Art
presents
When Ve i n s M e e t L i k e Ri v e r s ; ᑲᑎᓐᓂᖅ / okhížata / maadawaan
An exhibition featuring asinnajaq, Kite, and Dayna Danger
A ug ust 20 - De ce mb e r 17 Ess ay by Ad r ie n n e H u a rd p l u g i n . o rg
The meeting of two rivers, the Red and the Assiniboine, remained central to the formation of Winnipeg. The Forks, or rather, Nestawaya, has been a place for trade and gathering for Indigenous networks, and subsequently, settler traders for over 6,000 years. 'When Veins Meet Like Rivers' embodies the convergence of Indigenous nations coming together through the artworks of Oglála Lakóhta artist, Kite, Inuk filmmaker, asinnajaq, and Métis/Saulteaux/Polish artist, Dayna Danger. Through these pieces, they call and respond to one another, sharing an intimate bond that replicates the group's ongoing constellations of kinship. Communicating through variations of sound, the frequencies of these artworks flow through each other while surpassing physical connection.
They share reverence for the Land and non-human relatives by conveying the interconnectedness of rivers, stones, pathways, and shores, uniting their forms of relationality through these entities. asinnajaq's installation, 'Cradling River Piece' (2021) displays a video performance by the artist on a hanging screen, challenging and accepting the river's current, as a fabric waterfall spills onto a bed of cranberries on the floor. The sound score titled, Submit and Resist, speaks to the delicate balance of fighting or giving in to something and how the water and Land emulates that. By using sound and frequency, the artwork calls to the other pieces in the exhibition, spurring energetic communication while engaging with each other's presences. Danger's performance piece and remaining ephemera titled, 'to submit, to resist, to submit, to resist.' (2021), responds to this frequency by using songs, drumming and the soothing sounds of a rushing river. Their work honours the four directions while questioning accessibility of spaces and how we position ourselves in relation to the sun rise and sun set. They set a precedent on consensual and reciprocal relationships within these environments. Meanwhile, in Kite's installation, 'Iron Road' (2021), she tells a visual story of a prominent piece of her family history: her great-great-great grandmother who escaped the Wounded Knee massacre on foot. Using drone footage of her family's trust land, layered with thunderstorm imagery and Lakota symbols, Kite's artwork responds to Danger and asinnajaq's pieces while demonstrating the significance of collaborative storytelling, dreams and language in conjunction with the importance of the Land that carries us. Collectively, the group signals to profound care while maintaining dialogue with one another through sound, song, story and language.
The title of the exhibition not only pertains to Nestawaya as a place of gathering and knowledge exchange, but it also points to the ways these artists physically put their bodies into their artworks. The interconnectedness of these pieces links their physical and spiritual affiliation for one another, like veins that flow between each other. It signals to the lives that continue to flourish despite carrying the weight of colonial trauma. And while their ancestors come from different nations, they are all experiencing the same detrimental symptoms of settler colonialism; however, the trauma is not what bonds them. Instead, they simultaneously present imagery of rocks along shores and pathways that represent their generational ties. The river represents veins that are very much alive and still flowing, acknowledging the strength of past and future ancestors.
In conversation with the artists, they all agreed that 'When Veins Meet Like Rivers' goes further than solely participating in a group exhibition—it's a meeting space that signifies years of growing alongside one another. It demonstrates intimacy through visual ties while finding ways to support each other through grief and colonial trauma. It is the physical and spiritual responding and calling to one another. It's the "behind the scenes" of checking in and sharing, of maintaining fruitful kinship that feeds everyone and the gifts they bring to this world. It defies Western individualist ideologies and rather, carves space for each other, visually and spiritually, encouraging their own Indigenous cosmologies that facilitates profound relationality. This exhibition enables a gathering space that visually feeds visitors, inviting them to witness and participate in an environment that harbours relationality between human and non-human kin through frequency, sound exchange, song and language. | <urn:uuid:df2db4fe-d119-4b2f-862a-92e9ed523997> | CC-MAIN-2024-10 | https://plugin.org/wp-content/uploads/2021/08/Exhibiton-leaflet.pdf | 2024-02-26T23:53:02+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00470.warc.gz | 441,388,272 | 985 | eng_Latn | eng_Latn | 0.99533 | eng_Latn | 0.99533 | [
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Panic Attack Disorder
Panic attacks are sudden, unreasonable feelings of fear and anxiety that causes strong physical reactions in response to ordinary, nonthreatening situations. Symptoms include- chest pain, sweating, racing heart, and difficulty in breathing.
The facts about panic attacks:
* Fact 1: Panic attacks are the body's "flightfreeze-fight" response kicking in. This response prepares our body to defend itself (for instance, our heart beats faster to pump blood to our muscles, so we have the energy to run away or fight off danger). However, sometimes our body reacts when there is no real danger.
* Fact 2: Panic attacks are harmless, although they can feel very uncomfortable or scary.
* Fact 3: Panic attacks are brief (typically lasting only 10 to 15 minutes), although they sometimes feel like they go on for a long time.
Realistic Thinking
It involves learning to identify scary thoughts that trigger and fuel physical feelings of panic. First, ask yourself what you fear will happen during a panic attack. Examples include: "I will pass out," "It will go on for a long time", "I will lose control over my mind", "I'll die." These thoughts tend to promote panic attacks and can be grouped into three categories.
For Appointment, Call on M: +91-74359 41569
1. Overestimating: This happens when we predict that dangerous things will happen in the future. We often imagine that something may happen, even when logically we know that it is not likely to happen. For example, when you believe that you will die as a result of a panic attack. This type of thinking is usually related to physical fears (such as fainting and hurting oneself, having a heart attack, going crazy or dying).
Challenging Overestimation:
Encourage yourself to think about scary thoughts as a question, not a fact. Then try to make a realistic assessment of how likely the negative event will happen.
Here are some questions to ask yourself:
2. Catastrophizing: This is when we imagine the worst possible thing is about to happen and we will be unable to cope. For example: "I'll embarrass myself and everyone will laugh," or "I'll freak out and no one will help." This type of thinking is often related to social concerns (such as embarrassing oneself).
Challenging catastrophizing:
Ask yourself to imagine the worst, and then figure out how to cope. Here are some questions to ask yourself:
1. How many times have you had this thought during a panic attack?
2. How many times has it actually happened?
3. Next time you have that thought, how likely is it that it will really happen?
1. How bad is it really?
2. Is it just annoying or is it terrible?
3. Will it make a difference in your life a week or year from now?
4. What could you do to cope if it did happen?
3. Personalisation: This is when we take an outside event or situation and turn it into something about ourself when it has nothing to do with us. For example: an illness among friends, neighbours or relatives/ news of heart attack or death, creating a fear that you might also get a heart attack or probably die like them. This causes frequent unnecessary doctor Visits/ Check-ups and engaging in frequent requests for medical tests and body scanning in order to identify serious or terminal illness. In some situations, avoiding going to the hospital altogether.
For Appointment, Call on M: +91-74359 41569
Challenging Personalisation:
Encourage yourself to think about your prediction and fear in more detail. Here are some questions to ask yourself:
Facing Fears
In Panic Attacks when you are fearful of something, you might tend to avoid the feared objects, activities or situations. Although this avoidance might help reduce feelings of fear in the short term, over the long term it can make the fear become even worse.
1. What is the evidence behind that thought?
2. How many panic attacks or heart attacks have I had in the past?
3. Have I gotten any medical tests to assess my current risk of having a heart attack? What have the doctors told me?
4. What's the most realistic scenario?
In order to help break the pattern of avoidance and fear, you must expose yourself to things you fear or avoid. Exposure can help weaken previously learned associations between feared objects, activities or situations and bad outcomes. This makes you capable of confronting your fears and manage the feelings of anxiety.
For Appointment, Call on M: +91-74359 41569
2. Facing feared places or situations:
It is important for you to start entering situations that you have been avoiding due to fears of having panic attacks. Identify feared situations or places, such as going places alone, entering crowded stores, or riding the bus. Then, make a list of things in order from the least scary to the scariest. Starting with the situation that causes the least anxiety, encourage yourself to repeatedly enter that situation and remain there until your anxiety decreases/ subsides. Once you can enter that situation without experiencing much anxiety, you will gradually gain confidence that the situation was not as scary as you thought. In this way, get complete control over the situation by repeating the exposure so that these situation does not scare you in the future. After gaining confidence in a less scary situation like this, move on to the next item on the list. Tell yourself that you will experience anxiety when facing fears – this is normal. Gradually try to reach the most frightening situation. Keep pushing yourself by giving praise/ encouragement every time.
If you feel afraid of common physical sensations, such as increased heart rate, heaviness in the head, chest pain shortness of breath, etc during heavy physical work, then you have to tell your mind that these kinds of physical sensations or feelings are normal and happens to everyone. These feelings are not dangerous. So there is no need to panic if these sensations occur.
For Appointment, Call on M: +91-74359 41569
Calm Deep Breathing
This is a strategy that you can use to calm down quickly. We tend to breathe faster when we are anxious. This can make us feel dizzy and lightheaded, which can make us even more anxious. Calm breathing involves taking slow, regular breaths through your nose and exhaling through your mouth. close their eyes and count to five with each inhale and exhale.
Talk to yourself and Share the Feeling
If you have had a panic attack in the past, convince yourself that you have overcome it in the past when you experience symptoms again. Panic attacks are not life-threatening, so why worry? Keep monitoring the panic attacks. Try Positive Affirmations that represent the control you want to have over yourself. Talk to yourself gently and positively for example- "I can control my anxiety.", "Nothing is wrong with me. I have anxiety, and that's okay." Talk to a friend or a family member about how you are feeling in the present, what kind of sensations you are experiencing the body. Talking to a loved ones can help subside these symptoms quickly.
Learning to manage anxiety takes efforts. If you are doing better, then you deserve lots of credit! In a way, learning to manage anxiety is like exercise – you need to practice your skills regularly. Make them a habit! Don't be discouraged if you find yourself reverting to old behaviours/ habits. This can happen during stressful times. That just means that you need to start practicing these exercises. Remember, coping with anxiety is a lifelong process.
Learn from the Psychiatrist/ Psychologist and practice the following:
Facing feared body sensations
In order to overcome panic, you need to repeatedly bring on the sensations you fear, so that over time those sensations no longer make you anxious. This also gives you a chance to discover that your fears do not come true. Here's a list of exposure exercises you can try to trigger physical sensations.
* Running on the spot or up and down stairs for 30 – 60 seconds (racing heart, breathlessness, chest discomfort).
* Shaking head from side to side, or moving head around by drawing a circle with your nose for 30 seconds. Spinning around in place or spinning in a chair for 30 seconds (dizziness, nausea).
* Stare at your hand for two to three minutes (feelings of unreality).
Muscle Relaxation
Muscle relaxation basically involves tensing and releasing your muscles one muscle group at a time.
1. Feet: Curl your toes tightly into your feet, hold for 5 seconds, then release.
2. Calves: Point your feet, hold for 5 seconds, then release.
3. Thighs: Squeeze your thighs tightly together, hold for 5 seconds, then release.
4. Torso: Tighten the muscles of your abdomen, hold for 5 seconds, then release.
5. Back: Squeeze your shoulder blades together, hold for 5 seconds, then release.
6. Shoulders: Lift your shoulders up toward your ears and squeeze them together, hold for 5 seconds, then release.
7. Arms: Make fists and bend your arms, bringing your forearm toward your biceps and squeezing the muscles in the arms, hold for 5 seconds, then release.
8. Hands: Make tight fists by curling your fingers into your palms, hold for 5 seconds, then release.
9. Face: Scrunch your facial features and pull them toward the centre of your face, hold for 5 seconds, then release.
10. Full body: Tighten and squeeze all the muscles in your body together at the same time, hold for 5 seconds, then release. | <urn:uuid:ad54d20d-d49d-4983-8b90-239f3b22af6e> | CC-MAIN-2024-10 | http://sexologistahmedabad.com/images/pdf/Panic%20English.pdf | 2024-02-26T23:58:53+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00467.warc.gz | 38,641,691 | 1,992 | eng_Latn | eng_Latn | 0.998809 | eng_Latn | 0.998904 | [
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IS IT OKAY THAT MY NEWBORN FALLS ASLEEP WHEN BREASTFEEDING? SHOULD I TRY TO KEEP HER AWAKE?
If she's falling asleep once she's full and satisfied, that's fine. However, if she is having trouble staying awake to eat for at least 10 to 15 minutes, you'll need to try a few tactics to wake her.
A baby falling asleep early in feedings can be a sign of a shallow latch, which causes a milk flow so slow that baby quickly loses interest. The solution is to latch baby on deeper.
If baby's latch is good and she's just plain sleepy, skin-on-skin contact can sometimes help; remove your top and bra as well as your baby's clothes (but leave the diaper on), and lay her on your chest. This may stimulate her enough to keep her nursing. Other moms swear by tickling their babies' feet, stroking their legs, or jiggling their arms and legs to keep them awake and sucking.
Some experts recommend a strategy called "switch nursing" — when baby starts nodding off, take her off the breast, stimulate her (hold her upright, talk to her, tickle her, rub her, burp her), and offer the other breast. Repeat this scenario until she's logged at least a good 10 to 15 minutes of feeding.
Another strategy is to try breast compressions, a tactic popularized by Canadian pediatrician Jack Newman.
The Dos and Don'ts of Breast Milk Storage
YOU'VE WORKED HARD TO COLLECT THAT MILK, SO DON'T WASTE A DROP! HERE'S HOW TO STORE BREAST MILK SAFELY IN THE FRIDGE AND FREEZER.
Whether you're heading back to work or just looking to have bottles on hand, pumping is a great way to stock up on breast milk. But how should you go about storing breast milk? What container you use, where you place it, what temperature you keep it at and how long you store it can all impact how safe and nutritious your milk is for baby. Being smart about breast milk storage is no doubt a science—but don't worry, we've made it easy. Read on to learn how best to preserve the fruits of your labor.
In this article:
Breast milk storage guidelines How to store breast milk How to thaw frozen breast milk How to warm breast milk How to tell when breast milk has gone bad
BREAST MILK STORAGE GUIDELINES AT A GLANCE
Breast milk is like liquid gold, so it's understandable to want to make use of every ounce you pump. Which brings us to the million dollar question: How long is breast milk good for? When storing breast milk, keeping it fresh is key. To properly store breast milk and protect it from spoiling, check out The Bump chart of breast milk storage guidelines below, which explains the details of how to store breast milk, including how long and at what temperature.
Keep in mind that this guide, based on information from the Centers for Disease Control and Prevention (CDC), should be used only for healthy, full-term infants. Talk to your pediatrician about storing breast milk for premature infants, since these babies have much more sensitive immune systems.
Here are some important breast milk storage tips to always keep in mind:
* On the counter: Store breast milk in the coolest place you can find, away from direct sunlight. Don't store breast milk for any amount of time at temps higher than 77º F due to the risk of bacteria growth.
* In a cooler bag: You can safely store breast milk in a cooler for up to 24 hours. Keep ice packs on the milk container at all times, and don't open the cooler bag until you absolutely have to.
* In the fridge: Store breast milk in the center of the fridge, as far back as possible. Don't store it in the fridge door, where temperatures vary widely.
* In the freezer: Store breast milk in the back of the freezer, where temperatures are more consistent. Place it in sealed containers or breast milk storage bags, and always use the oldest milk first.
HOW TO STORE BREAST MILK: THE DETAILS
When it comes to storing breast milk, remember this simple rule: Use the fridge for short-term breast milk storage and the freezer for long-term storage. Breast milk will stay fresh for many months in the freezer, as long as it's stored properly, but it won't be as nutritious for baby as the fresh stuff, since freezing breast milk kills off some of its natural vitamins, including important antioxidants. Refrigerated breast milk retains its nutritional quality better than frozen (though it will spoil more quickly), and the only thing better is freshly pumped milk. Still, there are merits to storing breast milk in the freezer or the fridge. Read on for the 411 on freezing breast milk vs. storing breast milk in the fridge.
How to store breast milk in the fridge
If you're planning to use your expressed milk pretty soon, keep it in the refrigerator so you don't have to worry about thawing it. But how long can breast milk stay in the fridge? The refrigerator should be thought of as a short-term breast milk storage solution: It's best to use refrigerated breast milk within 24 hours, though properly stored milk can last as long as four days. Here's the scoop on how to store breast milk in the fridge:
* Start with the right container. When storing breast milk, use a clean container, such as screw-cap bottles, hard plastic cups with tight caps or heavy-duty breast milk storage bags. "Make sure the bags aren't filled past the measurement indicator line, seal the bag tightly and place in a food storage container to keep it away from meats [and other uncooked foods to avoid contamination]," says Tamara Hawkins, FNP, RN, IBCLC, director of Stork & Cradle, a lactation consultancy in New York City. What's not recommended are regular plastic storage bags, since they can easily leak or spill.
* Location, location, location. The real estate you carve out for breast milk storage matters, especially in the refrigerator. Always place freshly pumped milk in the back of the fridge, since this is the coldest area. The door, where temperatures fluctuate every time it's opened or closed, is the worst place for storing breast milk in the fridge.
* It's okay to mix milk from several pumping sessions. Sometimes you just don't get enough milk from a single pumping session, leading many moms to wonder: Can you add fresh breast milk to refrigerated breast milk? Answer: Yes, it's okay to combine pumped milk from several sessions, with a caveat: Always chill the new milk before adding to the old. "When you mix milks that are two different temperatures—for example, combining a bottle in the fridge with freshly pumped milk and then putting it back in the fridge—the cold milk will get warmer, then colder again, and then rewarmed when given to baby," says Regina Eichenberger, PA-C, IBCLC, a board-certified lactation consultant in Stratford, CT. A better idea is to combine the milks once they've both been sitting in the fridge for a few hours. If you won't be using the milk immediately, label it using the date of the older milk and move it to the freezer. Note that it's never safe to add fresh breast milk to frozen breast milk. "The fresh milk, since it's warmer, may actually thaw some of the frozen milk, which may lead to storing spoiled milk," says Nancy Clark, IBCLC, director of Northern Virginia Lactation Consultants in Gainesville, VA.
* Don't reheat already-warmed milk. "Breast milk should be warmed only once," Eichenberger says. "Rewarming breast milk more than once increases the risk of bacteria growth." Your best bet? Serve any unused milk at the very next feeding, and serve it chilled rather than rewarming it.
How to freeze breast milk
As you start to build up a stash, you'll need to claim some real estate in the freezer for breast milk storage. Especially if you don't think you'll use your freshly pumped breast milk within four days, freezing breast milk is a smart way to better preserve the nutrients. So how long does breast milk last in the freezer? According to CDC guidelines, breast milk can be stored in the freezer for up to a maximum of 12 months, although it's best to use the milk within 6 months. Here are some important tips for freezing breast milk to ensure it stays safe for baby:
* Consider your container. Like fridge storage, knowing how to freeze breast milk starts with using the right container. For long-term breast milk freezer storage, use a glass or BPA-free plastic container that seals tightly and is freezer-grade. That can include glass jars with screw caps or hard plastic containers with snap tops. Breast milk storage bags can be used for freezer storage but won't keep milk protected for as long as sealed containers. "The bag may leak or spill and can become contaminated more easily than a hard container," Hawkins says. Leave an inch of space at the top, since breast milk expands when frozen.
* Store milk in small batches and label it clearly. Just like any food, once breast milk is thawed, it can't be refrozen. To avoid wasting unused milk, store milk in small batches of 2 to 4 ounces and label with the date. It's easy to heat up more milk if baby is still hungry, but keep in mind that if baby only drinks part of a bottle of thawed milk, you can only store the remaining milk for about an hour or two in the fridge before discarding, and it should never be rewarmed.
* Store where the temperature is most constant. "Be smart about where you place the milk. In the back center of the freezer, temperatures will be the coldest and most constant," Eichenberger says. "Avoid putting milk in the freezer door. Since the door is constantly being opened and closed, the temperature is more likely to be variable."
HOW TO THAW FROZEN BREAST MILK
After freezing breast milk, you've got to reheat it once you're ready to use it. Wondering how to thaw frozen breast milk? We've got you covered.
There are several ways to go about defrosting breast milk, and the microwave isn't one of them. "Doing so can kill all the breast milk's living immune properties and create hot spots that can potentially burn baby's mouth or throat," Hawkins says. The best way to thaw frozen breast milk is to leave it in the refrigerator overnight. "If a rush defrost is needed, place the container of breast milk in a bowl of warm water, making sure the water doesn't rise above the rim of the bottle," Hawkins says. Admittedly, defrosting frozen breast milk can be time consuming, so plan ahead and always keep some breast milk in the fridge to have on hand.
Wondering how to store thawed breast milk? If you're not feeding baby immediately, keep it in the fridge. If you thawed it at room temperature, the milk is good for up to two hours (after that, throw it out); if you thawed it in the fridge, it can be used for up to 24 hours.
HOW TO WARM BREAST MILK
The last thing you want to do when baby is howling to be fed is wait for milk to warm up—but it's quicker than you think! Gently swirl (if it's in a bottle) or massage (if it's in a bag) the milk while you hold it under warm, running water for several minutes. You can also fill a bowl with warm water and let the milk heat up. Just be sure to use warm water, not hot, so the milk doesn't overheat. Another option for how to warm breast milk is to use a bottle warmer. Again, stay away from the microwave—the uneven heating could easily scald a baby or damage the milk, Clark says. Regardless of the method you choose, always make sure the milk is just the right temperature for baby; test a drop on the inside of your forearm—it should feel warm, not hot.
HOW TO TELL WHEN BREAST MILK HAS GONE BAD
As eager as you may be to use up all your pumped breast milk, you also want to be sure the milk you feed baby is fresh and safe to drink. So how can you spot spoiled breast milk? There are a few simple ways.
First, examine its appearance. When chilled, your breast milk will naturally separate into layers, with the fat rising to the top. The milk should easily mix after you swirl it around; if you still see separated clumps, it could be a sign your milk has gone bad. "You'll know if the milk is absolutely bad because it'll appear stringy, mucusy or will look as though there's pus in the milk," Hawkins explains.
You can also give the milk in question a smell. Spoiled milk will have that rancid, foul odor that's hard to mistake, similar to cow's milk that's past its prime. Still not sure? Perhaps the easiest way to detect spoiled breast milk is to taste it, Hawkins adds. Spoiled breast milk will have that unmistakable sour taste.
Lipase in breast milk
Occasionally, mother nature throws us a curveball. Some moms may detect a sour or soapy smell from their breast milk after its been stored in the fridge or freezer—but it doesn't mean the milk has gone bad, Hawkins says. It could simply be a sign that your milk has high levels of lipase, an enzyme that helps baby easily digest the fat in your breast milk and absorb essential fatty acids like DHA.
Having a lot of lipase in breast milk isn't necessarily a problem. "Many babies are unbothered by this," Hawkins says. "They drink the milk without any hesitation and there's nothing to worry about. The milk is still good." But other babies might not appreciate the odor and refuse to drink your milk after its been stored. Take heart! Scalding or heating freshly pumped milk to a high temperature can tamp down on the lipase activity and get rid of that sour or soapy smell.
When scalding breast milk, place it on the stove (never the microwave) and keep a careful eye on it—you don't want the milk to reach a boil, Hawkins cautions. Instead, you're aiming to heat the milk to 144 F for one minute. You can use a food thermometer to know when you've reached the right temp, or simply keep the milk over heat until you spot small bubbles rising along the edges of the pan. Once the milk is ready, take the pan off the stove and sit it in a bowl of ice water to cool down rapidly. You can then store your cooled milk as you would normally.
Updated August 2018
Baby Growth Chart
EVERYTHING YOU NEED TO KNOW ABOUT TRACKING BABY'S GROWTH.
As every cheek-pinching grandmother knows, a growing baby is a healthy baby. But how do you know if your child's growth is on track? Enter the baby growth chart, the major tool your pediatrician uses to plot baby's physical development—including weight, length and head circumference—at every wellness checkup. The baby growth chart may look intimidating, with its dots and curves and height and weight percentiles, but it's easy to decipher with a little background and the help of your doctor. Here's what you really need to know about tracking baby's growth.
In this article:
How does a baby growth chart work? Baby boy growth chart Baby girl growth chart What if baby is above/below standard baby growth chart?
HOW BABY GROWTH CHARTS AND GROWTH CURVE WORK
Those curves you see on a baby growth chart reflect average growth—in weight, length and head circumference—for boys and girls based on their age. At the wellness checkups, the doctor will weigh and measure baby (before age 2, the doctor will stretch baby out on the exam table to measure length), then add a dot to the graph to plot your child's latest gains. The curve is just those dots connected over time.
How often is baby's growth measured?
Doctors will whip out the measuring tape and place baby on a scale at every checkup, which means at birth, after 3 to 5 days and at months 1, 2, 4, 6, 9, 12, 15, 18, 24 and 30, then annually after that. The main thing your doctor is looking for is consistency. "Do I care about the absolute number on the chart? No, I don't," says pediatrician Charles Shubin, MD, director of the Children's Health Center at Mercy FamilyCare in Maryland and associate professor of pediatrics at the University of Maryland and Johns Hopkins University. "What's important is the pattern of growth—how they're progressing."
Should you track baby's growth at home? The short answer: Don't bother. Dr. Shubin had one mother who measured her child every week and was proud to show off the hand-etched lines up and down the doorjamb. But this is entirely unnecessary, Shubin says.
"Children get measured at every checkup, on the same scale, in the same way, so we get the most accurate weight," says Karen E. Breach, MD, assistant specialty medical director of Carolinas HealthCare System in North Carolina. And if the doctors are the least bit concerned? "We'll schedule extra weigh-ins if we're worried," she says. "Seriously, the best way to monitor your child's growth is to come to the well checkups."
What do height and weight percentiles mean?
Baby's height and weight chart percentile reflect how she compares with average babies— lower numbers mean she's on the smaller or lighter side, and higher numbers mean she's on the taller or heavier side. So if there are 100 babies and your child lands in the 40th percentile for height, that means that 39 babies are smaller and 59 babies are bigger. But keep in mind, it's not a contest. "Bigger isn't better and smaller isn't better," Breach says. "When parents ask why their child isn't in the 95th percentile, I remind them that it's not a score on a test." Instead, baby's growth will reflect your own family's stature and how much baby is eating— and it's more about the amount than whether baby is getting breastmilk or formula.
What's a normal growth rate?
That's easy: "What's normal is what's normal for your child," Breach says. "It doesn't matter that your cousin's baby is bigger or that the neighbor's baby is smaller. What matters is if your baby is growing on his chart."
Normal growth means baby's measurements—height, weight and head circumference—are showing gains at every appointment. Whether boy or girl, breastfed or formula-fed, steady development is what's important. "If your baby is 25th percentile in weight and suddenly shoots up to the 95th percentile, I'm going to worry that he's being overfed," Breach says. "If he's been measuring in the 25th percentile and then suddenly he's down to the 3rd percentile, that could also be a problem." If baby is born preterm, doctors will use a gestational age adjustment to plot her numbers.
During the first two to three months, breastfed babies may gain weight more quickly than their formula-fed peers. That's likely because breastfed babies may eat more often—they're probably nursing on demand rather than by a schedule—and moms aren't measuring how much milk they're getting. "There are lots of reasons that breastfeeding is healthier, but there really isn't a big difference in growth rates," Breach says.
BABY GROWTH CHARTS
The American Academy of Pediatrics recommends using the World Health Organization's (WHO) growth chart for babies from birth to 24 months. The WHO chart, officially called The WHO Child Growth Standards, was developed in 2006 based on optimal growth rates for mostly breastfed babies in the US and Europe. "It was initially used for breastfed babies, but it's really for all babies," Breach says.
After baby reaches 24 months, pediatricians may continue to use the WHO growth charts or switch to the baby growth chart developed by the Centers For Disease Control and Prevention (CDC) for ages 2 to 20. According to Breach, they're comparable after age 2.
Baby boy growth chart
The following WHO baby boy growth chart outlines optimal growth measurements, including length, weight and head circumference, for babies 1 to 12 months.
Baby girl growth chart
The WHO baby girl growth chart below describes ideal growth patterns for baby's length, weight and head circumference within the first year of life.
WHAT TO DO IF BABY IS ABOVE OR BELOW CHILD GROWTH STANDARDS
Your doctor is in the best position to track baby's growth, but definitely speak up if you're concerned. Here's how pediatricians are likely to address baby's position on the growth chart relative to the standard curve.
If baby is underweight
"It's not the same as not growing," Shubin says. If baby is measuring on the low side for weight but is still growing well, there's probably no problem, especially if the family tends to be thin. If baby's weight is either significantly below average or baby is not growing well, doctors will look at whether baby is eating enough. "Typically, underweight infants who are otherwise healthy are usually just underfed," Breach says. If they're eating enough but still not gaining weight, doctors will look for an underlying medical condition such as celiac disease, a thyroid problem or cystic fibrosis.
If baby is overweight
This is usually a simple case of overfeeding, especially with babies. Both Shubin and Breach are seeing more and more overweight babies—who are likely to grow into overweight adults. "My goal is never for them to lose weight but to gain weight at a slower pace as they grow," Breach says. "We don't put kids on a diet." Most babies slim down anyway as they get more mobile and start to sit up, pull up, roll, crawl and walk. Very rarely, too-rapid weight gain can be associated with health problems, such as an endocrine disorders. Talk to your doctor if you're concerned.
If baby is growing too quickly
Just being tall isn't a cause for concern, especially if Mom and Dad are tall. "When a child is consistently above the growth curve, I always say, 'What do you think Shaquille O'Neal looked like at that age?'" Breach says. If baby is growing steadily and then makes a sudden jump, you may be referred to an endocrinologist.
If baby is growing too slowly
Again, petite is not a problem (especially if it runs in the family), unless baby is not growing a minimum of one inch per year or if the growth curve is flat or dropping. In those cases doctors will likely test for fixable issues, such as growth hormone deficiencies or problems with absorbing nutrients (like celiac disease).
Ultimately, when it comes to tracking baby's growth, the pediatrician is on it. "I don't think any question is a silly question, but my key take-home message is: Don't try to manage this yourself," Breach says. "Children are models of their family, so big people have big children and small people have small children." Your job, she says, is to offer a healthy diet, and then just relax and enjoy time with baby.
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WT2 – Two-part question essay
Writing TASK 2 – Two-part question essay: Model answer
our lives? Is the established traditional music of a nation more important than the modern, universal music that has become so widespread nowadays?
It is clear that music is immensely popular all around the world, and as a result there are that traditional music should be valued more than the modern, international music that has become so ubiquitous.
Music plays an essential part in our lives for a number of reasons. It can be used as an educational tool to learn language. Young children in particular enjoy listening to music and singing in groups, but they can also learn the alphabet and new words through songs. Another reason why music is so important is because it provides a form of entertainment and helps people to relax. Many people enjoy listening to music with friends, whereas others prefer to unwind on their own while listening to their favourite artist. Lastly, music makes life more colourful and interesting. This is because it encourages diversity, and can be used to create the desired atmosphere in places such as restaurants or nightclubs. In fact, it is hard to imagine a world without music, as it would be very dull.
Although globalised, modern varieties of music might be more popular, particularly with younger generations, my opinion is that the time-honoured music of individual countries should be given greater importance. International music is often catchy, but can have life in the past or remember historical events such as wars or gaining independence, so need to be protected for future generations so that they can have a better understanding of their past history.
In conclusion, music is clearly indispensable in our lives, and I believe that the original music of a nation should be given greater recognition and value than modern music.
Copyright © IELTS Whiz. All rights reserved. Unauthorised reproduction or use of this material without prior consent is prohibited.
Copyright © IELTS ZOOM. All rights reserved. Unauthorised reproduction or use of this material without prior consent is prohibited.
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Bay Area Scientists in Schools Presentation Plan
Lesson Name: Plant Life Cycle
Presenter(s): Adam Steinbrenner, Molly Sharlach, Rose Kantor, Allison Schwartz, Jacob
Brunkard
Grade Level: 2nd GRADEStandards Connection(s): LS: Plants and animals have
predictable life cycles. Flowers and fruits are associated with plant reproduction.
Next Generation Science Standards:
K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Common Core Standards:
ELA/Literacy:
W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS11)
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Mathematics:
MP.2 Reason abstractly and quantitatively.
MP.5
Use appropriate tools strategically.
K.CC Counting and Cardinality (K-ESS3-1)
FOSS Connections:
Grade 1/2 Module: Plants and Animals
Teaser:
We will teach the students about the life cycle of plants, the presence of plants in their lives, and give them an idea of what it means to be a scientist
Objective:
They will be able to plant seeds in soil and understand the germination process
Station 1: Seeds. Students will identify parts of the plant seed in different species.
Station 2: Vegetation. Students will learn the major plant organs (roots, shoots, and leaves) and their role in plant life
Station 4: Fruits. Students will understand what a fruit is and what role it plays in the plant life cycle. Students will be able to distinguish between what is and what is not a fruit. They will make predictions and record their observations.
Station 3: Flowers. Students will identify the different parts of a flower and the role that they play in pollination
Vocabulary/Definitions: 3 – 6 important (new) word Station 1: Seeds
- embryo
- Petal
- seed coat
- germination
Station 2: Seedling/Vegetative
- Development
- Root/Shoot/Leaf/Flower
- Diversity
Station 3: Flowering
Materials:
Station 1: Seeds
Worksheets for all stations
Premoistened soil, small pots, sharpie for labeling, paper towels for wiping hands, overnight soaked lima beans (several pre-dissected), Pictures of coconut (a large seed)
Station 2: Seedling/Vegetative
Plants at various stages of growth Samples/cuttings from a variety of plants Magnifying glasses and paper towels
Station 3: Flowering
Easily dissectible flowers (tulips, or smaller flowers for handing out)
Poster Paper and Markers (I will diagram flower)
Our plant (will pollinate and leave in the classroom for follow up)
Magnifying glass (1 per pair)
- Carpel
- Stamen
- Pollen
Station 4: Fruit
Fruit (scientific definition)
Station 4: Fruit
Different fruits (apples, a stone fruit, a citrus fruit, pomegranate) including items that students may be surprised to find are fruits (tomatoes, cucumber, pumpkin, peanuts) and a few grocery items to use as examples of what a fruit is NOT (carrots, potato)
Classroom Set-up:
Students will be split up into four groups (preferably beforehand, if the teacher already has a grouping system) and will rotate around 4 stations: Seed, Vegetative/Seedlings, Flowering, Fruit. 4 areas (groups of desks, tables, etc.) should be cleared for the stations
Classroom Visit
We are scientists in training and we study plants. Plants are everywhere in your lives, in what you eat, what you wear, the medicine you take, the houses you live in, etc. Can you name some plants? What would the world look like without any plants?
1. Personal Introduction: 5 Minutes
Topic Introduction:
5 Minutes
How do you use plants every day? Have any of you planted a seed before? Watched a plant grow? Describe how a plant starts as a seed ("contains a baby plant"), and invite them to organize pictures of a seed, seedling, flower, fruit. Emphasize the cyclical nature of the process.
2. Learning Experience(s): 40 Minutes
The teacher will split kids into four groups beforehand. They will rotate around four stations. Station 1: Seeds
At this station the students will understand what makes up seeds and how they begin to grow. They will learn vocabulary, which is highlighted in bold. The first three segments have worksheet sections for the students to fill out.
(0 min) We will first ask general questions about seeds, asking for student definitions and examples of seeds they have eaten. We may enjoy eating seeds, but why would a plant want to produce them?
What is a definition of a seed? What are different seed shapes and sizes?
(4 min) We will ask students what conditions are needed for a seed to germinate. This often corrects misconceptions – for example, that light is needed to germinate, rather than just warmth.
(2 min) We will then show examples of seed anatomy using dissected beans, asking students to guess the parts inside. In soaked lima beans, for example, the embryo is easily visible. This can be explained as a "baby plant". The surrounding endosperm ("food supply" for the 2nd graders) gives food for the baby plant as it grows. Finally, the seed coat provides protection until the seed can grow.
(6 min) The students will get to plant their own lima beans in small pots. We will have demonstration plants of different ages after germination, and ask students to guess how long the plants have been growing. Students will fill their own pots with pre-moistened soil, take a few seeds, and cover them to prepare for germination.
(9-10 min) If time permits, we will ask students to compare baby plants and baby animals, with guiding questions if necessary. Can an animal embryo grow outside of its parent? Can it wait to start growing until conditions are right? Does it have a food supply outside of its mother? This short discussion will reinforce seed vocabulary.
Station 2: Seedling/Vegetative Phase
At this station, students will observe plants in various stages of development (i.e. seedling, vegetative growth, flowering) and cuttings of various plant structures from a variety of plants. Students will understand that plants have specialized structures with different functions, and that plants change over time.
Plant Diversity: various samples will be collected so that students can observe the diversity of plant structures. Various types of leaves will be the focus, and flowers will be left for the next stage, but some types of roots may be available, as well as atypical plants like mosses and ferns. Students will be asked to develop guesses as to why some structures may be different than others (i.e. big leaves for lots of light, needles for toughness).
Station 3: Flowering
Petal - I am the prettiest part of the flower. I come in a variety of colors, and people like to pluck me off while chanting, "She/he loves me, she/he loves me not…"
This is lesson was modified from and inspired by part of a lesson entitled "Flower Power," by Rosemarie Young. Students will arrive at the station, and after a brief introduction of who I am, I will pass each pair of students a flower and a magnifying glass. I will then read aloud descriptions of the flower part and have the students find what part I am describing on their flower:
Stamen: I am shaped like a lolli pop and there are a bunch of me. I have two parts a skinny body and a round head.
Pollen: I will instruct the students to use their magnifying glass to see the pollen on the anthers, touch it and rub it in their fingers.
Carpel: My base is large and oval shaped and I have a tube-like structure that is sticky on top. When they identify the carpel I will instruct them to open up the ovary and see the ovules. I will ask them if they know what nectar is and will explain what it is and this is where it is located. As each part is identified I will write the name of the structure on the board/poster diagram of the flower. I will then bring out our plant and show them how insects take pollen from one flower and pollinate another.
Station 4: Fruit
At this station, students will learn to identify fruits in the way that scientists do: as the parts of the plant that contain seeds. Students will make predictions (hypotheses) about whether a common grocery item is or is not a fruit, and then either accept or reject their prediction based on whether or not the item has seeds.
We will start off by asking them what they think a fruit is. We will lead them to the scientific definition of a fruit (the part of the plant containing seeds). We will show the kids an apple as an example of a fruit. We will dissect it and observe the seeds, flesh, and skin.
Next, I will present the students with common grocery items and ask them to predict whether the item is a fruit or not. If they predict that it is a fruit, we will then predict how many seeds it has. On worksheets they will write down the name of the item, their prediction as to whether or not it is a fruit, and the number of seeds they predict it to have if it is indeed a fruit. Then we will dissect it and they will write down their observations and whether or not they accept or reject their prediction. I will encourage the kids to observe how deep the seed it within the fruit, whether it has a hard or soft seed coat, whether the flesh is juicy or dry. It will be a handon experience, kids can touch and taste the fruits.
The students will learn that fruits can come in all shapes, sizes, colors, and flavors. They will learn that some fruits have many seeds, and some have only one.
3. Wrap-up: Sharing Experiences 5 Minutes
4. Connections & Close: 5 Minutes
We will come together again as a large group at the end, and ask for volunteers to say what they learned at the different stations. We will return back to the life cycle diagram, and add some key vocabulary to each stage on the board.
We will ask students to observe plants in their houses or on the street – keep their eyes peeled for plant parts (e.g. vegetables or flowers at the supermarket). We will suggest they grow their own plants from seeds they can easily get their hands on e.g. apple, orange, grapefruit. Tell them that this is what scientists do - observe how things grow and ask how they work.
Differentiated Instruction:
Total 50 – 60 Minutes
English Learners: Repeat directions, if necessary, and physically model how to perform activities at each station. Write vocabulary, e.g. seed, fruit, on the board and read words aloud. Vocabulary words can also be visually demonstrated, e.g. using an illustration, and/or redefined in very simplistic terms. Give familiar examples of vocabulary words.
Advanced Learners: Have students think of and write additional examples (fruit, seed, etc.) at each station.
Follow-up Possibilities
ELA Activity:
-Suggest students write a letter explaining "Today we learned about plant life cycles…"
Reading Connections:
- Plant Life Cycle Series by Linda Tagliaferro
http://www.lindatagliaferro.com/plant_life_cycles_51462.htm
- Fruits by Vijaya Khisty Bodach (Capstone Plant Parts Series) http://www.capstonepub.com/product/9780736896207
- Flowers by Vijaya Khisty Bodach (Capstone Plant Parts Series) http://www.capstonepub.com/product/9780736896191
- Leaves by Vijaya Khisty Bodach (Capstone Plant Parts Series)
- Roots by Vijaya Khisty Bodach (Capstone Plant Parts Series)
http://www.capstonepub.com/product/9780736896214
http://www.capstonepub.com/product/9780736896221
- Stems by Vijaya Khisty Bodach (Capstone Plant Parts Series) http://www.capstonepub.com/product/9780736896245
- Eyewitness: Plant by David Burnie http://www.amazon.com/Eyewitness-Plant-DavidBurnie/dp/0789458128
- Science with Plants (Science Activities) by Mike Unwin http://www.amazon.com/Science-Plants-Activities-Mike-Unwin/dp/0746009763
Mathematics Activity:
-Have students create plant graphs based on different plant parts. For example, students can graph number of pedals, seeds, etc.
Other:
http://www.ehow.com/how_2247288_grow-plants-classroom.html
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THEORY OF CHANGE
Key
Goals
Outcomes
Intermediate Outcomes
Preconditions
Activities
Problem Statement
Expand on the work of Lion Warriors to train Maasai warriors to protect vulnerable species in the bush
Work w/Toyota, Land Rover, and local auto dealers to develop lowimpact safari vehicles
Buy back Maasailand with company profits and give it to the Maasai of East Africa
Restoration of Maasai ancestral homelands, human rights, and cultural and economic self-determination
Preservation of the Maasai pastoralist way of life and cultural heritage
Establishment of the Maasai's essential role in wildlife conservation
Exportable model of empowermentgenerating community based tourism
Create a Black-owned African safari tourism industry in the hands of the indigenous Maasai
Transform tourism in EA by offering socially responsible community based safari tours
Conserve wildlife and
protect the
environment
Make Maasai the predominant beneficiaries of safari tourism in Maasailand
Prevent the cultural extinction of the Maasai's semi-nomadic, pastoralist way of life
Build Maasai cultural centers dedicated to curating Maa language and local knowledge
Build zero-impact co-op lodges on Maasailand to bring tourists and income to Maasai villages
Employ Maasai as expert guides, lodge staff, lodge chefs
Employ Maasai in leadership and management at Adumu Safaris
Scale up safari sales so that Adumu Safaris is competitive w/ foreign companies and builds its reserves
Abide by U.N. standards of ecotourism
organize regional competitors to create socially responsible business plans
Train Maasai in key areas of the industry: management, guiding, hospitality, culinary arts
Support the Maasai economically so they stay in Maasailand and sustain their way of life
Maasai warriors patrol protected wildlife areas to monitor/study vulnerable species and "police" poachers
Prevent further Maasailand purchases/ buy land before foreign co.'s and give to Maasai
Employ guides from the Mara Guides Association (MGA)
Preserve the Maasai's traditional ability to sustainably co-exist with wildlife
Increase the # of communityaccountable Maasai working at other companies
Change industry norms via PR campaigns and company visibility
Set standards for tourism reform and lead by example
Develop and implement ambitious marketing campaign to raise company visibility and safari sales
Work with social impact partners to develop social impact tourism activities
Raise startup/seed funding to build team and open offices in TZ and KE
Design unique social impact itineraries that include AS's own conservation and culture programs
Develop a Maasai guide training program in Tanzania modeled after the Mara Guides Association (MGA)
Form working relationships with and utilize Maasai and socially responsible vendors
Tourism impoverishes the Maasai people and threatens them with cultural extinction
Maasai land rights are being snatched by an unsustainable and socially irresponsible travel industry
Foreign operators are scoring Maasailand for private tours . 75% of land has been lost.
1.5 million Maasai are losing their traditions and ability to sustainably coexist with wildlife
Maasai are objectified as tourist attractions, exploited as servants, not hired as guides tour operators
This case is an analogue for indigenous cultures worldwide
Tourism brings an opportunity to Maasailand
2018
2028
* Tourism is a lucrative industry slated to outpace the economy for at least another 8 years (according to the WTTC)
Assumptions
* Most tourism profits go to foreign companies first with little returning to the Maasai community
* Maasai need land and jobs
* Maasailand is being bought by foreign tour operators and private game hunting companies
* Maasai need hold of the industry that gives them economic and cultural self-determination
* Maasai need environmental conservation to live traditionally • Maasai are positioned well to lead responsible ecotourism in Maasailand due to their proximity to parks and reserves and their knowledge of wildlife and the natural landscape
*
Maasai need the power to portray their image to the world on their own terms
*
Maasai are positioned well to offer responsible cultural tourism in Maasai communities superior knowledge of wildlife areas
*
Maasai are positioned well to police poaching in the bush due to their warrior culture and
Indicators
* Increase in wildlife species populations in Maasailand
* 100 Maasai guides trained by 2021
* 500K jobs created/supported in East Africa by 2028
* 25K safari clients by 2028
* Awards received for sustainable/ responsible tourism by 2021
* $25 million raised in proceeds for Maasai Land Restoration Program by 2028
* 3 cultural centers built by 2023 • 200 Maasai warrior poaching "police" trained/employed by 2026
* 12,000 acres of land recovered for Maasai by 2028
* Yearly positive evaluations from the Institute for Maasai Education, Research & Conservation
* Yearly improvement in target community's sense of wellbeing (measured through surveys)
*
Fleet of all low emissions/hybrid/
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American Indian Tribes
Southwest
Language Groups: Athapaskan, Keres, Kiowa-Tanoan, Uto-Aztecan, Yuman, Zuni
Tribes: Acoma, Apache (including Chiricahua, Jicarilla, and Mescalero), Cochiti, Havasupai, Hopi, Isleta, Jemez, Karankawa, Laguna, Nambe, Navajo, Picuris, Pima, Pojoaque, San Felipe, San Ildefonso, San Juan, Sandia, Santa Ana, Santa Clara, Santo Domingo, Taos, Tesuque, Tohono O'odham, Walapai, Yaqui, Yavapai, Zia, Zuni
The United States Southwest includes Arizona, New Mexico, and southern Utah and Colorado. The area features rugged terrain and an arid landscape in which agriculture provided an unlikely but solid foothold forthe growth of settled populations among the deep canyons and dun-colored mesas. It remains home to many of the most culturally conservative tribes, notably the Navajos and the Pueblo Indians. Southwestern archaeological remains-carefully planned masonry or adobe communities-are major tourist attractions in the region.
Paleo-Indian/Archaic Era
The earliest commonly accepted evidence for humans in the Southwest is from people archaeologists call Paleo-Indians. It dates from the last thirteen thousand years. Widespread habitation probably began about 9000 b.c.e., when highly mobile bands hunted large game animals, gathered wild plants, and killed smaller game as opportunities arose. By 6000 b.c.e., many of the largest game animals were extinct, and early southwesterners shifted to more generalized hunting and gathering. Archaic period Indians probably operated from central base camps in defined territories by 1800 b.c.e. Archaic culture ended with the adoption of maize horticulture, probably around 1500-1000 b.c.e., but the peoplewere cautious about depending on these new ways, continuing to hunt and gather along with caring for the crops.
Hohokam and Mogollon Cultures. The cultures of the Hohokam and Mogollon, known from their archaeological remains, had developed from Archaic populations in southwestern NewMexico and southern Arizona by 200 b.c.e., the Hohokam in the valleys of the Gila and Salt rivers, the Mogollon in the uplands of those drainages. The Hohokam had irrigation technology by 700 c.e. There were 500 kilometers (slightly over 300 miles) of main canals in the Salt Valley alone, watering fields of corn, beans, squash, and cotton.
Raw or woven cotton was probably an important export in trade, aswere elaborate shell ornaments, pottery, turquoise, jet, and obsidian. Copper bells, parrots, and macaws suggest trade ties to ancient Mexico, as do Hohokam ballcourts and platform mounds. Local exchange of goods and services, however, was probably the main cement that bound the culture together; they probably never shared a single government. TheMogollon are known for making the earliest pottery yet found in the Southwest, about 300 b.c.e. They lived in small, egalitarian pit house villages with specialized ceremonial rooms, depending on a combination of agriculture and hunted and gathered resources. By 700 c.e. they were trading regularly with the Hohokam, and the cultures mixed at the Mogollon western edge. The Mogollon began irrigation and water run-off control about that time and, particularly in their eastern and northern areas, began to build aboveground architecture, sometimes with large ceremonial structures. The Mimbres Mogollon variant produced finely painted figurative pottery, ceremonially "killed" for interment with the dead. Both Hohokam and Mogollon cultures disappeared around 1350-1400.
The people of southern Arizona reduced the scale of their agriculture, probably because of depleted desert soils and climate change. The Mogollon population split, some withdrawing into northern Mexico while others faded into their Anasazi neighbors to the north. Anasazi Culture. Most Pueblo Indians are descended from the Anasazi, a Navajo term meaning "ancient others." Anasazi territory included the Little Colorado, San Juan, and northern Rio Grande drainages in New Mexico, Arizona, Colorado, and Utah.
The Anasazi relied on horticulture, hunting, and gathering wild foods. The earliest Anasazi, the Basketmakers, began about 100 b.c.e. as a seminomadic population, ranging out from pit house villages. By 400-700 c.e. they were building separate, large ceremonial structures (kivas) and grew beans, cotton, and maize.
The Anasazi began building their characteristic masonry apartmenthouse- style pueblos about 700 c.e., along with irrigation and soil-control features. The bow and arrow replaced the spear, and the turkey was domesticated.
Between 900 and 1100, the Anasazi built planned communities of up to eight hundred rooms throughout their territory. Probably the largest and best known are in Chaco Canyon, but outlying "great houses" of Chacoan style also dot the remainder of the San Juan basin. Another Anasazi variant of this period is represented at Mesa Verde National Park, Colorado. Both areas were largely abandoned by 1300, when prehistoric Puebloan peoples began concentrating in the areas where modern Pueblo tribes live. The Pueblos. There are twenty different tribes of Pueblo Indians, representing four major language families and six languages. Three Tanoan languages (Tewa, Tiwa, and Towa) join Keresan, Hopi, and Zuni as language groups still actively spoken in their pueblos. A fifth language group, Piro, is now extinct in the Southwest.
The Tanoans and Keresans, called the Eastern Pueblos, live mainly along the northern Rio Grande and its tributaries in northern New Mexico. They include the Tanoan pueblos of Jemez, Taos, Picuris, Isleta, Sandia, San Juan, Santa Clara, San Ildefonso, Nambe, Pojoaque, and Tesuque, as well as the Keresan towns of Zia, Santa Ana, San Felipe, Santo Domingo, and Cochiti. Two other Keresan groups, Acoma and Laguna, are farther west. Zuni and Hopi are the Western Pueblos.
Despite linguistic diversity, the Pueblos share similar architecture and organization of their apartment-house-style villages; horticulture of corn, beans, squash, and sometimes cotton; finely made painted pottery; the beliefs of their ancestor-based kachina religion; and philosophy in which personal aggrandizement is discouraged and group harmony is of paramount importance.
Eastern Pueblo men, women, and children participate in kiva ceremonies. Societies are usually organized by division into moieties (halves), each associated with one kiva. Each moiety has a chief, and power is rotated between moieties semiannually.Moieties also organize community labor for such tasks as caring for the irrigation systems that bring Rio Grande water to the fields. Although many Eastern Pueblo people practice Christianity, indigenous religion also survives in belief and practice, closely guarded and distinct from introduced practices. Many Eastern Pueblo villages are famous for their fine pottery; Keresans are skilled workers in turquoise and shell beads. The two largest Western Pueblo groups, Hopi and Zuni, are organized into matrilineal clans and into kiva societies in the kachina religion. Usually only men participate in kachina ceremonies, dancing for rain and fertility. Both Hopi and Zuni are noted for fine jewelry and pottery.
Navajos
The Navajos, or Diné, as they call themselves, are the largest traditional Indian tribe in the United States and have the largest land holdings.
Navajo oral and religious history accords with archaeological evidence that they came to their present area between six hundred and eight hundred years ago, probably from Canada. They and the Apaches, also Athapaskan speakers, were probably one group then. In 1598 early Spanish colonists in northern New Mexico encountered Apachean raiders and soon began to differentiate between corn-growing "Apaches de Navaju," probably ancestors of the modern Navajo, and those who were mainly hunters and gatherers, still called Apaches.
Differences between these two Athapaskan groups strengthened after the Pueblo Revolt of 1680, in which Pueblo Indians, aided by some Athpaskans, drove the Spanish colonists out of New Mexico for nearly twenty years. Fearing reprisal, many Rio Grande Puebloans fled to live with the Navajos.
Pueblo traits, such as masked dancers, painted pottery, masonry construction, and probably weaving, along with Spanish livestock, entered Navajo culture. In the mideighteenth century, after the Puebloans had returned home, most characteristics now considered a part of traditional Navajo life crystallized,including sheep and goat pastoralism, extended family household units based on the motherchild bond, and the Blessing Way (Chantways) ceremony. The old raiding pattern remained also, and Navajos often came into conflict with their Pueblo, Spanish, and later American neighbors. This situation led eventually to the capture of more than nine thousand Navajos by Kit Carson in 1863; they were then marched 300 miles to internment at Fort Sumner, or Bosque Redondo, on the brutal "Long Walk." After five years of sickness and starvation, they were allowed to return to about 10 percent of their former range. Reservation lands have been increased many times since 1868. Navajos are known for their fine weaving and silversmithing.
Apaches
For the other southern Athapaskans, the Apaches, raiding as an economic strategy became increasingly important in the eighteenth and nineteenth centuries. Although some Apache women planted corn, beans, and squash, the products of the huntwhether wild or domestic animals- were far more integral to Apache life. Conflict between settlers and Apaches led to warfare, and then to the establishment of seven reservations, the Jicarilla and Mescalero in New Mexico and five Western Apache reservations in Arizona. Some of the Chiricahua and Lipan moved onto Mescalero lands; other Chiricahuas, those who had rebelled under Geronimo, were removed to Oklahoma. Most Apaches were settled by 1872.
O'odham
The modern descendants of the Hohokam people are the Akimel O'odham, or River Pima, and the Tohono O'odham, the Desert Pima or Papago, of southern Arizona. In the historic period, they have traditionally lived in rancherias (communities of family homesteads) near streams, irrigation canals, or wells. Homesteads usually consist of an elderly couple and the families of their married sons, who grow maize, beans, and pumpkins. The O'odham had sporadic contact with the Spanish from 1540 on and adopted cattle, wheat, and fruit trees from them in the late seventeenth century. Contacts became increasingly negative, however, through the nineteenth century as ranchers and miners encroached on O'odham land, driving a few to become nomadic, living entirely on wild resources. Two main reservations were established in the late nineteenth and early twentieth centuries.
About four thousand Yaqui, a mainly northwestern Mexico tribe, also live in southern Arizona, having moved into the United States as a result of an early twentieth century sovereignty dispute with the Mexican government. Their traditional way of life was similar to that of the O'odham, though each rancheria belonged to one of eight towns. When Mexico wished to assert dominion over the eight towns in 1825, a rebellion began which has continued sporadically since.
Pai
The Yuman-speaking Pai, including modern groupings called the Walapai (or Hualapai) and the Havasupai, live along the most lowland drainage of the Colorado River and a tributary, the Gila. They are related to the Yuma, Mojave, andMaricopa and were once divided into numerous local groups of up to sixty persons who lived by hunting, gathering, and gardening. These small groups joined into larger units only at certain times of the year around particular resources-good gardening areas in summer or large stands of edible wild plants at ripening. At those times, marriages and friendship renewed connections between the groups. They were informallyand flexibly organized, each local group coalescing around a respected leader who, though influential, was never in a position of command. European and American contact with the Pai was sporadic and limited until the establishment of a gold field in their area in 1865 led to war from 1866 to 1869. They were ultimately placed on two reservations, the western and southern Pai together on theWalapai Reservation, and the northeastern band on designated Havasupai lands.
Linda B. Eaton
Bibliography
Anderson, Gary C. The Indian Southwest, 1580-1830: Ethnogenesis and Reinvention.Norman: University of Oklahoma Press, 1999.
Crown, Patricia L., and W. James Judge. Chaco and Hohokam: Prehistoric Regional Systems in the American Southwest. Santa Fe, N.Mex.: School of American Research, 1991. A collection of articles on the complex archaeological societies of the Southwest.
Dilworth, Leah. Imagining Indians in the Southwest: Persistent Visions of a Primitive Past. Washington, D.C.: Smithsonian Institution Press, 1996.
Erickson, Winston P. Sharing the Desert: The Tohono O'odham in History. Tucson: University of Arizona Press, 1994.
Himmel, Kelly F. The Conquest of the Karankawas and the Tonkawas, 1821-1859. College Station: Texas A&M University Press, 1999.
John, Elizabeth A. H. Storms Brewed in Other Men's Worlds: The Confrontation of the Indians, Spanish, and French in the Southwest, 1540-1795. College Station: Texas A&M University Press, 1975. Outlines the early confrontations between Indians of the Southwest and the Spanish and French.
Kehoe, Alice B. North American Indians: A Comprehensive Account. 2d ed. Englewood Cliffs, N.J.: Prentice Hall, 1992. Kehoe includes an informative overview of Southwest cultures.
Ortiz, Alfonso, ed. Southwest. Vol. 9 in Handbook of North American Indians. Washington, D.C.: Smithsonian Institution Press, 1983. Articles by the currently recognized authorities on aspects of the Navajos, Apaches, Pimas and Papagos, Pais and other non-Puebloan peoples of the Southwest. Well illustrated, excellent bibliography.
Plog, Stephen. Ancient Peoples of the American Southwest. New York: Thames and Hudson, 1997.
Ricklis, Robert A. The Karankawa Indians of Texas: An Ecological Study of Cultural Tradition and Change. Austin: University of Texas Press, 1996.
Tiller, Veronica E. Velarde. The Jicarilla Apache Tribe: A History. Rev. ed. Albuquerque: BowArrow, 2000.
Trimble, Stephen. The People: Indians of the American Southwest. Santa Fe, N. Mex.: School of American Research, 1993.
Warren, Scott S. Desert Dwellers: Native People of the American Southwest. San Francisco: Chronicle Books, 1997. | <urn:uuid:7bc2d7cb-18e2-4ff6-a82c-e13841604c08> | CC-MAIN-2024-10 | https://www.salempress.com/Media/SalemPress/samples/mc_american_indian_tribes_pgs.pdf | 2024-02-27T00:06:45+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00471.warc.gz | 986,050,533 | 3,304 | eng_Latn | eng_Latn | 0.954053 | eng_Latn | 0.993269 | [
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_________________________________________________________________________
Together, curriculum, instruction and assessment form a complementary learning cycle.
The curriculum is organized around learning standards and anticipated student outcomes. It's all about "what" we want the child to understand.
After this, the teacher provides students with instruction to assist them in mastering the learning objectives. This is "how" pupils learn content and develop a long-term grasp of it.
Along with curriculum and instruction, we must also acknowledge the importance of classroom assessment, an important part of the teaching and learning cycle. Students and educators have been critical of assessment over the past few years due to the amount of time it takes to complete it, the amount of stress it causes, and the fact that high-stakes tests are constantly evolving as state curriculum standards change. Despite this, most criticism focuses on high-stakes standardized exams, which we all agree are not the most important.
In a balanced assessment plan, traditional measures like state exams do have a place. The most recent results from the Warwick Valley Central School District indicate that our students have performed exceptionally well in the region when compared to schools with at least fifty test takers.
New York State Assessment Rankings Orange County, New York
* Warwick Valley HS had more physics test takers than the top three highest-scoring districts combined.
In addition to these statewide assessments, there are, of course, classroom assessments that are performed by teachers daily that gauge student learning. In addition to providing feedback to the teacher, these student outcomes from classroom instruction have implications for individual students. Teacher assessments improve instruction during each lesson. They keep educators and students focused on where they're heading, and shift the instructional conversation in schools to student learning results.
If the learning results aren't what the teacher had hoped for, the teacher modifies the lesson plan to get better results. Assessment data may also reveal curricular gaps that need to be addressed.
Here are some highlights from our schools this week:
Park Avenue Elementary School
The Park Avenue Volunteer Club hosted special guest Joany Schmick during one of their morning meetings. As one of the Warwick Humane Society's animal control officers, Ms. Schmick spent her time with our students discussing her role and the mission of the Humane Society. She brought with her two very adorable kittens, which made much of what she spoke about even more real.
The Volunteer Club, which is supervised by Amy Buliung and Theresa Canfield, is made up of fourth-grade students who share a common enthusiasm for community service. Throughout the month of March, club members, the majority of whom are rescue pet owners themselves, will be collecting donations for the Warwick Humane Society. In order to spread the word, students used creative digital skills to make flyers that will be posted around the school and distributed via social media.
Sanfordville Elementary School
The second-grade students at Sanfordville are currently working on learning to write block code using the program Tynker. This program will teach students different commands and the purpose of writing code. Once the students complete the lessons on the basics of block code, they will apply these skills to learning to write code for the Dash Robots using the tablets and the application Blockly. The students will work with their partners to create a maze on chart paper, and then code their robots to escape it.
Sanfordville's PIE 3/4 students are studying world cultures, comparing the United States, Brazil, and Kenya. Currently, they are engaged in petition writing about deforestation in Brazil and the water shortage in Kenya. Ms. Reilly's class has been researching Kenya and its geography, culture, and animals that live there. The class was able to Google Meet with a student's grandfather who grew up in Africa and currently lives in England. He shared experiences such as hiking Mount Kilimanjaro in Kenya and attending boarding school in Zimbabwe. They were able to see pictures he took all around Kenya and other parts of Africa. The student's mom also traveled to Africa and shared pictures from a safari tour and artifacts purchased at local markets in the area. These connections have made studying Kenya even more special!
Warwick Valley Middle School
The Warwick Valley Middle School Drama Club is preparing for their upcoming performance of the Broadway show Newsies. Newsies is a musical based on the New York City newsboy strike of 1899. The cast has been rehearsing for this production since the beginning of the school year and is very excited to perform for the community on April 21 and 22.
The cast recently had the opportunity to spend the afternoon with renowned Broadway actress and singer Donna Vivino. Ms. Vivino is best known for playing Elphaba in Wicked on Broadway and also played the original Young Cosette in Les Miserables on Broadway. She provided the students with insight into auditioning for shows and what to expect if they should get cast. Students asked thoughtful questions and learned a tremendous amount about the field. The students also performed a few numbers from their upcoming performance, receiving insightful feedback and tips and tricks about vocal health and pedagogy. The master class concluded with Ms. Vivino performing "Defying Gravity" from Wicked. We are so grateful to Ms. Vivino for spending time with our students.
Warwick Valley High School
When a student graduates from high school, their diploma documents indicate that they have attained the necessary New York State requirements of coursework and credits over their four years in school. Honorary accolades can also be earned and recognized on the diploma for numerous accomplishments that extend past the graduation measures determined by the state. During the second semester of the year, teachers in the World Language, English, and Social Studies departments meet with students who wish to demonstrate excellence in languages and civic readiness, in order to earn honorary distinctions in these areas upon graduation. Through a review of written and verbal presentations in the content areas, capstone projects, and a portfolio of high levels of demonstrated work, students can qualify to earn the Seal of Biliteracy and the Seal of Civic Readiness.
The Seal of Biliteracy is an award given to students in recognition of attaining proficiency in two or more languages by high school graduation. There are many positive outcomes for students who earn the seal. It encourages students to study languages, certifies attainment of biliteracy skills, recognizes the value of language diversity, provides universities, colleges, and employers with a method of identifying people with language and biliteracy skills, prepares students with skills that will benefit them in the labor market and the global society, and honors multiple cultures and languages in a community.
Currently, 60 students are working toward achieving the seal. These students will meet with English teachers to present a project in which they will demonstrate their knowledge and understanding of the English language to a panel of judges. In June, the students will meet with language teachers in a similar fashion and will present a project that demonstrates their ability to listen, speak, and write in a second language.
This year is the first that the high school will offer the newly developed and distinguished Seal of Civic Readiness to students. This honor is a formal recognition that a student has attained a high level of proficiency in terms of civic knowledge, civic skills, civic mindset, and civic experiences. Students who earn the Seal of Civic Readiness distinction on a high school transcript and diploma will demonstrate their understanding of a commitment to participatory government, civic responsibility, and civic values. It tells universities, colleges, and future employers that the student has completed an action project in civics or social justice. It also recognizes the value of civic engagement and scholarship. There are currently close to 50 students that have shown interest in earning the Seal of Civic Readiness in our first year of implementation of this pathway. | <urn:uuid:3bc7f9c7-8643-4784-9dc7-0354d01ce361> | CC-MAIN-2024-10 | https://warwickvalleyschools.com/wp-content/uploads/2023/03/WVCSD-EdTalk_3.8.2023.pdf | 2024-02-26T23:34:43+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00471.warc.gz | 625,593,867 | 1,550 | eng_Latn | eng_Latn | 0.999068 | eng_Latn | 0.999208 | [
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1-2
IV.
Charleston Madison
(U.S.A.)
A line dance choreographed by Richard Powers.
Music:
4/4 meter
Richard Powers 2011 CD
, Track 5
" Shake That Thing," a 12-bar Charleston, 100 BPM.
Formation: Individuals, beg all facing top of hall. Can also be done in a circle of couples.
Meas
4/4 meter
Pattern
I. BASIC
1 Stamp R to R side with a downward push of the hands (ct 1); hold (ct 2); repeat cts 1-2 (cts 3-4).
2 Step R behind L (ct 1); step L to L (ct 2); step R in front of L (cts 3-4). (Timing: QQS.)
3-4
Repeat meas 1-2 with opp ftwk and direction.
II. TAP CHARLESTON
1-2 Tap R fwd (ct 1); step back R (ct 2); tap L back (ct 3); step L fwd.
3-4 Repeat meas 1-2.
III.
KNOCK THAT DOOR
1 Stamp R twice fwd (ct 1-2); stamp a third time with wt (ct 3-4). (Timing: QQS.)
2
Step back L (ct 1); hold (ct 2); rock back on R (ct 3); replace L fwd (ct 4).
(Timing: SQQ.)
TAILSPIN
Turn 1/4 CCW and step R to R briefly (to 12 on the clock dial) (ct 1); step on L in place (ct &). Repeat cts 1,& making another 1/4 CCW turn (pointing to 9 on the clock dial) (cts 2,&). Repeat twice movements of cts 1, &, 2& (pointing to 6 and 3 on the clock dial) (cts 3,&,4&). This is a 1¼ turn, to repeat the pattern facing the wall that was originally to the left.
Possible styling: hold the arms out to the sides like airplane wings, tilting to the left.
ENDING.
At the very end, finish by spinning CCW (Fig IV) a second time.
Teaching Note: To help dancers remember the pattern, emphasize that the order is "2, 1 and 3." Stamp R two times, tap R one time, stamp R three times.
Formation Note: Martha Awdziewicz's group does this dance in a large circle of everyone facing in, without taking hands. The three benefits of this arrangement are 1) the full-turn Tailspin is easier than the turn-and-a-quarter; 2) everyone sees each other, instead of seeing backs; 3) it closely resembles a common 1920s Charleston arrangement of solo dancers facing into a circle, showing off their Charleston steps. To help remember when it ends, for the double Tailspin, the second-to-last music is a piano solo, then the last time through is full orchestra.
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Feeding Your Baby With Cleft Lip and Palate
Feeding babies is a special experience for parents and newborns. Feeding provides infants with nourishment they need to grow. It also provides time for parents and children to bond. Sucking is a pleasurable experience for infants and it provides exercise infants need to develop the tongue and oral muscles that are important in chewing and speech development.
An infant with a cleft lip usually has few, if any, feeding problems. Feeding a healthy baby with a cleft lip and palate can be more challenging. To suck, a baby must be able to compress a nipple between the tongue and the roof of the mouth. The lips complete the seal, creating negative pressure that allows the infant to draw milk from the nipple. The severity of the cleft lip or palate (or both) affects an infant's ability to suck and obtain enough nourishment for growth and development. With a little help, however, most parents can successfully feed their child.
Your Child's Nutritional Needs
When feeding infants, it helps to understand their nutritional needs.
A full-term, healthy newborn generally needs two or three ounces of breast milk or formula per pound of body weight per day. A newborn infant normally can lose up to 10 percent of birth weight in the first week of life. Following this initial weight loss, the baby will gain approximately three-fourths to one ounce per day, returning to birth weight by two weeks of life. Average weight gain in the first three months of life is four to seven ounces a week.
Once feeding patterns are established, most babies can complete a bottle feeding in 20-30 minutes. Breastfeeding may initially take a little longer, as mom and baby learn which feeding position works best for them. Feedings usually are one and a half to three hours apart for a breastfed baby (8-12 feedings in 24 hours) and two and a half to four hours apart for a formula fed baby. A newborn may occasionally take a single four-hour rest period within a 24-hour period in the first three to four weeks.
A child with a cleft palate or both a cleft lip and palate often takes longer to feed and feedings may be more frequent. If your baby is taking more than 30-40 minutes to feed or feedings are consistently less than two hours apart, your baby may be using too much energy to obtain nourishment and calories for growth.
If your child is excessively sleepy, it can be a warning sign of poor nourishment. Poor urine and stool output and inadequate weight gain signal poor intake of calories. Logging your baby's feedings, along with urine and stool output, is a good way to tell if your infant is getting enough to eat. By the fourth or fifth day of life, a baby should urinate at least 4-5 times in 24 hours and have at least 4 or more stools per day. Infant stools should change to a yellow color by the 4th day of life. If your baby isn't meeting these guidelines, please contact your baby's healthcare provider or the Gillette Craniofacial Team feeding specialist.
Try not to become discouraged when you begin feeding your infant. As your child masters feeding skills, the length of time it takes to feed usually decreases and your child will progress to more of a routine schedule. You should have your child weighed after four or five days of age, again at two weeks of age, and once a week until appropriate weight gain and effective feeding patterns are established. Once this is accomplished, you may decrease to monthly weight checks until your child is three months old. You can have your child weighed by your baby's health-care provider in your baby's clinic or at our center.
Good nutrition is especially important in infants with cleft lip and palate. These children need to build up resistance to infection, to be strong for surgery, and to have the nutrients needed to heal after surgery. For infants with poor weight gain, breast milk can be fortified, or higher calorie formulas can be used to meet nutrition requirements. You can also contact our craniofacial team lactation consultant with questions. A clinic visit will reassure you that your child is receiving enough nourishment. It also will let you ask questions and obtain further support, if needed.
Overcoming Feeding Challenges
Prolonged feedings may be frustrating and tiring for you and your baby, particularly in the first month. This can also lead to poor weight gain. Infants with cleft palate usually can be fed more effectively with proper positioning, a combination of feeding techniques, and specialized feeding equipment.
All babies feed better when they are fairly hungry - but not too hungry or too sleepy. Let the baby cue you. Infants signal hunger with eyelid fluttering, mouth movements, rooting, sucking on fingers and by moving their arms or legs. Crying is considered a late feeding cue in a young infant, especially a premature one.
For several reasons, feeding your child may take a long time and your child may need to eat frequently.
Infants with a cleft palate lack the normal bone and soft tissue separation between the nose and mouth. As a result, the baby may get milk into the nose. This is called nasal regurgitation. Nasal regurgitation can be upsetting, but there's no need to be alarmed if milk slowly runs out of your baby's nose or if your baby sneezes or coughs clearing milk from the nostrils. Have a soft cloth readily available to wipe the baby's nose and mouth and allow the baby to rest a few moments before resuming feeding.
Cleft palate babies feed better when positioned upright (at a 60-80 degree angle) with chin tilted up, so there is less chance of milk getting into the nose. As with all infants, rather than propping your child up, it's best to hold your baby during feedings. Frequent burping (approximately every 5-7 minutes) is important since infants with cleft lip and/ or palate tend to swallow a lot of air. You will know your baby needs to burp when the sucking rhythm slows or your child wiggles and appears uncomfortable.
Many babies with cleft palate cannot create enough suction to successfully draw milk from a breast or ordinary bottle nipple to maintain adequate nourishment. By directing the nipple back and slightly to the more intact part of the palate, you can avoid the cleft and allow the baby to compress the nipple between the remaining palate or upper gum, and the tongue.
Coordination of suck and swallow with breathing can be a problem for a child with a cleft palate and/ or lip, especially those infants with associated neurological disorders. When using a specialized nipple or bottle, you can gently squeeze, allowing your baby to set the pace of sucking and swallowing. You will probably need to adjust the pressure and direction of the nipple as you're learning how your baby best eats. The bottle and nipple system used early on may need to be modified as your baby grows, while allowing for good use and development of the muscles of the face and mouth.
There are several bottle and nipple systems available for infants with cleft lip and palate. They can help make up for your child's inability to create suction needed to draw milk from a bottle and they give your baby ample opportunity to suck. When you choose feeding supplies, make sure you look for the following options:
A soft nipple that allows the milk to flow moder- ately - too fast a flow can overwhelm your baby, too slow a flow may cause exhaustion.
A nipple which is designed specifically for special feeding needs. Simply enlarging the hole in the tip of the nipple is not recommended. This will result in a steady flow of milk that may cause the baby to lose control of sucking, swallowing and breathing, possibly leading to choking and fatigue. It also increases the risk of aspirating part of the nipple as it wears out.
A squeezable, soft-sided bottle or specialized nipple that allows you to gently compress the bottle in rhythm with your baby's sucking, swallowing and breathing cycles.
Some nipples that are too short or too long may make it difficult for a baby with a cleft lip and palate to suck. Short nipples usually are not long enough to make good contact with the baby's hard palate and tongue. Nipples that are too long can gag the baby. As babies grow and increase in strength, nipple requirements may change, so be prepared to adjust the bottle and/ or nipple that you're using, as your baby's needs change.
Three bottle and nipple systems are available from the craniofacial team here at Gillette:
The Mead-Johnson Cleft Palate Nurser has a squeezable bottle and a soft cross cut nipple, which directs the milk flow beyond the cleft. This bottle should be gently squeezed, so the baby can compress the nipple and control the flow of milk.
The Haberman Feeder by Medela has a squeezable nipple with a slit, but the bottle is firm. Straight-line markings of different lengths are visible at the base of the nipple. The mark is "lined up" with the baby's nose. The longer the line, the faster the flow. The nipple may be squeezed gently to allow the baby to compress the nipple and control the flow of milk. The bottle also has a valve, which hinders excessive air from getting into the nipple and subsequently, into the baby's tummy.
The Cleft Palate Nipple (aka, the "Pigeon" nipple) by Children's Medical Ventures. This system has a firm bottle and a bulbous nipple with a Y-cut that is softer on the underside. It also has a one-way flow valve. This works well for infants with good tongue extension and sucking coordination. It can also be used in conjunction with a Playtex Vent-Air bottle (nipple collar is interchangeable).
From left to right: Mini-Haberman, Haberman, Mead-Johnson, Vent-Aire with Pigeon nipple, and Pigeon bottle and nipple.
You may purchase these items from online vendors or HandiMedical Supply, www.handimedical.com, 1-800-5149979.
Our Craniofacial Team here at Gillette would be happy to help you choose and obtain a feeding system that is right for your baby. We can also answer any questions you have after you go home.
Special Tips for Breastfeeding Moms
The American Academy of Pediatrics recommends breast milk as the best form of nutrition for all babies. Children with cleft palate are more susceptible to colds and ear infections. Breast milk, with its anti-infective properties, affords some protection for cleft infants. Breast milk also is easily digested and is associated with fewer tummy problems such as colic and constipation.
A baby with a cleft lip most likely will be able to breastfeed directly at the breast without difficulty. Often the breast tissue will fill the cleft to create a seal. You also may be able to seal the cleft with a finger while breastfeeding. Breastfeeding the infant with cleft palate is more of a challenge. Successful breastfeeding of these infants depends on the size and position of the defect of the hard palate as well as associated lesions. It also depends on the mother's nipple elasticity, size and shape.
If you decide to breastfeed your child with cleft palate, early and frequent breast stimulation is extremely important. Most babies with cleft palate are not able to get enough nourishment at the breast alone. You may need to express additional breast milk or your child may need supplemental feedings. Some mothers pump breast milk and put the milk into one of the special bottles designed for children with cleft palates. You should start double pumping both breasts with a hospital-grade, electric breast pump within 6-8 hours following delivery. Most hospitals have these pumps available for new mothers.
You should pump for 10-15 minutes duration, six to eight times in 24 hours following breastfeeding attempts. If your baby is unable to nurse, pump at least eight or more times in 24 hours, to establish and maintain your milk supply. Most breastfed babies will demand eight to 12 feedings in 24 hours. By pumping after feedings, you stimulate the prolactin (milk making hormone) receptors in the breast during this "early calibration phase" of milk production to ensure a good milk supply. If this important early phase of milk production is missed, it may be difficult to "catch up" in the future.
Beyond taking care of your baby, you need to take care of yourself. Drinking plenty of liquids, eating a wellbalanced diet, and getting adequate rest will help you maintain a good milk supply and ensure you have the energy you need to care for your child. Don't be afraid or embarrassed to ask for help. Let others help you with household chores and meal preparation. Once you feel comfortable feeding your baby, teach other caregivers how to do it, so you can have an occasional break.
A visit with the lactation consultant at the hospital where you delivered your baby will get you off to a good start. The consultant can help you develop a written feeding plan before you go home and help you obtain an electric breast pump if one is needed to establish and maintain your milk supply at home. If you do require a pump at home, it is very important that it is a hospital grade electric pump. Most pumps purchased "over the counter" or at your local drugstore do not provide adequate stimulation to maintain your milk supply. The lactation consultant at the hospital can help you, or you may contact the feeding specialist on our team.
Determining the Feeding Method
Whatever feeding method you decide to use, it should fit with the feeding plan that you developed with your baby's primary care provider or feeding specialist. It must ensure that your baby will gain enough weight to sustain appropriate growth and development. It should also foster development of good feeding skills and be a method that you and your baby can enjoy.
Feeding schedules of infants with cleft lip and palate follow the American Academy of Pediatrics recommendations for all infants. Breast milk and/ or formula alone will provide adequate nutrition for infants up to 6 months of age. From 4 to 6 months of age, you can introduce cereal mixed with breast milk or formula. Strained fruits and vegetables can be added at 5-6 months. You can discuss the normal addition of various foods into your baby's diet with your primary provider. There are basically no restrictions from the normal pattern of introducing solid foods, except around the time of surgery (see below).
Be aware that just as milk may initially come through your baby's nose, the same nasal regurgitation may occur when you introduce strained or soft cooked foods. Calmly pausing and letting your baby clear the nose with a sneeze or cough, than wiping the nose and mouth with a clean, moist cloth allows your baby to resume feeding. Normal saline drops can be utilized to help clear any residual material, as needed.
Feeding Before and After Surgery
Your baby's surgeon or cleft palate team member can advise you about feeding restrictions before and after surgery. Cleft lip repair is normally done at 3 months of age. Most babies can resume breast or bottle-feeding immediately after the initial surgical recovery period in the hospital.
To maximize good speech development and facial growth, cleft palate repair is usually done at 9 to 12 months of age. Introducing your baby to a sippy cup with a soft spout (such as the "Nuby" or "Avent") at six to seven months of age is recommended. If your baby is used to using a cup with feedings, it will be easier after surgery to feed.
Your child will be on a diet of liquids and strained foods without "chunks" for approximately two weeks after surgery. Use of a bottle or sippy cup with a firm spout is not recommended. Either may disrupt your child's cleft palate repair. Also, chunkier foods may become lodged in the repaired cleft and promote infection. This is discussed with more detail in "Preparing Your Child for Cleft Palate Repair".
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Marine Trash Data Is The Basis For New Science Curricula
Rebecca Zeiber
Media Contact: 603-749-1565 NH Sea Grant
Oct. 21, 2009
DURHAM, N.H. –Area students will soon be studying trash — specifically, marine debris — to learn more about science and statistics.
School teachers in New Hampshire and Maine are working closely with the University of New Hampshire and the Blue Ocean Society to incorporate information about marine debris into their lesson plans. Marine debris can include abandoned commercial fishing gear such as nets, trawl material or buoys and may end up floating farther offshore on the ocean surface, littering the bottom or washing up on beaches. Debris also includes human trash, from cigarette butts to plastic bags, that washes out to sea.
A group of 12 teachers from the Seacoast and further inland recently spent time on the UNH research vessel the Gulf Challenger learning how side-scan sonar can help detect marine debris. The boat towed a torpedo-shaped sonar device along the Portsmouth Harbor while the teachers watched the high-resolution visuals of the seabed on the onboard computer screen.
A follow-up workshop allowed those teachers to brainstorm ideas for how they could incorporate information collected about ocean pollution into their lesson plans.
"Using marine debris to help teach basic scientific principles is an effective and engaging way to interest students and help them perform at the level set by the state's educational standards," said Mark Wiley, marine educator for N.H. Sea Grant and UNH Cooperative Extension.
At the workshop, teachers worked in teams to formulate suggestions for science curricula revolving around marine debris. They worked with the web site www.nhmarinedebris.org, which offers tools such as GIS maps and data that allow the user to search by beach or debris type to learn about the type and quantity of pollution near the Seacoast. The web site also features video clips of marine debris taken from their recent nearby sonar tows.
"We want to increase the awareness of resources for marine debris lesson planning," Wiley said. "This subject will lend itself to math and statistics lessons quite well."
For example, teachers could use this program to help their students improve their math and statistics skills. One suggestion was for students to do a beach cleanup and note the amount of each trash type collected, according to Ken La Valley, commercial fisheries specialist for N.H. Sea Grant and UNH Cooperative Extension. Students can then upload the data onto the web site's database and use tools on the site to create maps, charts, and graphs to determine the rate of trash decomposition or percentage of debris that may represent a risk to human or animal wellbeing.
http://www.unh.edu/delete/news/cj_nr/2009/oct/rz21trash.cfm.html[8/24/2016 2:24:07 PM]
Younger students might use the information on the web site to simply make the connection between human activities and impacts on the ocean, Wiley added.
"It's exciting to see what creative curriculum ideas the teachers came up with," Wiley said. The finalized lesson plans will be available on the web site in the upcoming months.
This local effort is part of the Marine Debris to Energy Program, a nationwide program sponsored by the National Oceanic and Atmospheric Administration that takes derelict fishing gear and marine pollution and combusts it into energy. N.H. Sea Grant and UNH Cooperative Extension are collaborating with the non-profit organization the Blue Ocean Society to help facilitate the program's progress.
The program seeks a holistic approach to cleaning up the Gulf of Maine, La Valley explained. It incorporates recycling and waste-to-energy as part of the cleanup effort and has resulted in the collection of more than seven tons of debris thus far.
To learn more about the Marine Debris to Energy program, visit www.nhmarinedebris.org. For more information about the teaching curriculum, contact Mark Wiley at 603-749-1565 or firstname.lastname@example.org.
The University of New Hampshire, founded in 1866, is a world-class public research university with the feel of a New England liberal arts college. A land, sea and space-grant university, UNH is the state's flagship public institution, enrolling 12,200 undergraduate and 2,200 graduate students.
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How Many Numbers Between 1 And 500 Are Divisible By 12
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Count number of 1s between 1 - 145 - Mental ability - Counting tricks - Part 2 S2 Q1 (How many times the digit \"3\" will be used while listing numbers from 1 to 1000 ?) Digits used to print page numbers Mental ability - Tricky problem - Part 1 Rational numbers between 1 and 2 Prime numbers 1-100 REVISION RHINOPLASTY, REVISION CHIN IMPLANT \u0026 LIP RESHAPING | RESULT AFTER 10 DAYS Number Systems: How many numbers between 101 and 1400 are not divisible by 3 or 5? How many odd numbers are between 1 and 100? { MILLION DOLLAR LOTERIA } FULL BOOK TICKETS 001-005 Pt. 1 #texaslottery #mrsamanda #scratchtickets Counting How Many Numbers Between 100 and 400 Have A Digit 2 Fastest method to find Prime numbers from 1 to 100 Find five rational numbers between 1 and 2 1674. Minimum Moves to Make Array Complementary (Leetcode Medium) Prime \u0026 Composite Numbers Trick 20 - Shortcut for Checking Prime or Composite Permutations and Combinations | Counting | Don't Memorise Without memorizing How to Count the Prime numbers Trick 469 - Shortcut to Find PRIME NUMBERS BETWEEN 100 and 200 The Book of Numbers Number System : Finding rational numbers between two numbers Class 9th Mathematics NUMBER SYSTEM Find five rational numbers between 1 and 2 Maths short tricks | Sum of natural numbers The number of numbers that are divisible by 9 between 1 and 1000 JEE Main (MATHS) UNIT-1 How Many Numbers between 1 to 900 are Not Divisible by 2, 3 or 5, ????? ??? Number System PART #4 | 1 ?? 300 ?? 1 ????? ??? ????? | Math Short Tricks in Hindi | RRB SSC IBPS Short Cut | How many numbers between 1 to 900 which are not divisible by 2,3 and 5 | Vikas Singh Q97 | How many numbers from 10 to 50 are exactly divisible by 3. | Number System Find five rational numbers between 1 and 2 Video 40: Finding all the Prime Numbers between 1 to 50 How
Solution :Count the numbers serially from 1 by keeping your finger on 8 1,2,3,4,5,6,7,8, so after 8 there is 9 so in box write 9 and the next number is 10 which is already written so 9 is the correct answer. So we can write it as 8, (9), 10
Many Numbers Between 1
between numbers - ask-math.com
"Relations between the two numbers A and B: What percentage is A from B and vice versa; What percentage is the difference between A and B relative to A and realtive to B; Any other relations between A and B" So I come up with some relations that are calculated by this simple calculator. Where the values are expressed as a decimal (as a result ...
Online calculator: Relation between two numbers
There are 9 numbers that start with a 1; there are 9 numbers that start with a 3; there are …; there are 9 numbers that start with a 9. So we have 9 times 8 numbers altogether. The 8 comes from the fact that there are 8 numbers in the sequence 1, 3, 4, 5, …, 9. That means that there are 72 numbers that don't have a 2 in them.
How many numbers? | NZ Maths
There are infinite rational numbers (numbers that can be expressed as a fraction) and infinite real numbers (any non-imaginary number). This goes for rational / real numbers in general, as well as rational / real numbers between 1 and 2. More interestingly though, there are more real numbers than rational numbers.
How many numbers are there between 1 and 2? - Quora
Let us assume you have the range of numbers in column A starting from A2. Then in B2, write the following function to get the count of number 1. =COUNTIF(A:A,1) This will give you the count of number 1 which is 4 as per your above given range.
Counting the Number of Values between Two Specified Values ...
More generally, the difference between the n th m-gonal number and the n th (m + 1)-gonal number is the (n ? 1) th triangular number. For example, the sixth heptagonal number (81) minus the sixth hexagonal number (66) equals the fifth triangular number, 15. Every other triangular number is a hexagonal number.
Triangular number - Wikipedia a whole number that cannot be made by multiplying other whole numbers (if we can make it by multiplying other whole numbers it is a Composite Number ) And 1 is not prime and also not composite.
Prime Numbers Chart and Calculator - MATH
1. (i) Every number coming after an even number is an odd number 12 + 1 = 13 16+1 = 17 176 + 1 = 177 216 + 1 = 217 (ii) Every number coming after an odd number is an even number 15 + 1 = 16 19 + 1 = 20 205 + 1 = 206 419 + 1 = 420. 2. Every number having 2, 4, 6, 8 and 0 at its one's place is divisible by 2 and hence, an even number.
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Even and Odd Numbers Between 1 and 100 | Even and Odd ...
The odd numbers between 1 and 20 are 1, 3, 5, 7, . . . . , 15, 17, 19 Total Count of Numbers = 10 step 2 Find the sum of odd numbers between 1 and 20. sum = 1 + 3 + 5 + . . . . + 17 + 19 = 100 step 3 Divide the sum by 10 Average = 100/10 = 10 Thus, 10 is an average of odd numbers between 1 and 20.
Average of Odd Numbers between 1 & 20
Consider the units/ones digit to be 2. You'll have 10 combinations 02 to 92 Then consider the tens digit to be 2. You'll have 10 options there too 20–29. So, 10+10 = 20 To carry the same logic to numbers from 0 to 1000 Units digit to be 2. Tens di...
How many times the digit 2 comes between 1 and 100? - Quora
How many numbers are there between 1 and 1000 - Practice questions. Question 1 : To travel from a place A to place B, there are two different bus routes B 1,B 2, two different train routes T 1, T 2 and one air route A1.
How many numbers are there between 1 and 1000
I have a much simpler and faster method: let A be the cardinality of numbers between 1 and 1000 that contain a 3 and let A' be the cardinality of numbers between 1 and 1000 that do not contain a 3. There are 3 digits that can take the form of (0,1,2,3,4,5,6,7,8,9), so 10 possibilities.. To obtain A' cardinality we have 9 possibilities because 3 is excluded so A' = 9^3 = 729.
How many numbers between 1 and 1000 contain a 3? - Glassdoor
The odd numbers between 1 and 1000 are 1, 3, 5, 7, . . . . , 995, 997, 999 Total Count of Numbers = 500 step 2 Find the sum of odd numbers between 1 and 1000. sum = 1 + 3 + 5 + . . . . + 997 + 999 = 250000 step 3 Divide the sum by 500 Average = 250000/500 = 500 Thus, 500 is an average of odd numbers between 1 and 1000.
Average of Odd Numbers between 1 & 1000
How many 9?s are there between 1 and 100. Thank you for visiting our website. Below you will be able to find all How many 9?s are there between 1 and 100. This is an excellent riddle which is tricky at the same time. Lots of people have landed on our website looking for the answer of this riddle.
How many 9?s are there between 1 and 100 - Answers King
Any number between 1 and 999 can be expressed in the form of xyz where 0 < x, y, z < 9. Case 1. The numbers in which 3 occurs only once. This means that 3 is one of the digits and the remaining two digits will be any of the other 9 digits You have 1*9*9 = 81 such numbers. However, 3 could appear as the first or the second or the third digit.
How many times 3 appear in 1 to 1000 ? - The Beat The GMAT ...
In October 2020 the number of people claiming either Jobseeker's Allowance or universal credit because they were "searching for work" was 2.6 million, 1.4 million higher than March, before the ...
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Brain Games Are Not Enough
* Brain games can improve performance on the cognitive tasks that they challenge, but improvements may not transfer to the things we really care about in real life. (Does getting faster at a computerized memory test also make you faster at remembering someone's name?)
* Some studies have suggested these programs might be helpful, there is currently little evidence that computerized cognitive training can delay or forestall dementia. ('get smart quick' schemes," says Walter Boot, a psychologist at Florida State University.)
* Boot co-wrote a 2016 paper (Simons, et al. 2016) that reviewed the evidence on brain training interventions and concluded that there was (1) "extensive evidence" that they improve performance on the trained tasks. There was (2) less evidence that they improve performance on closely related tasks, and (3) little evidence that they enhance performance on distantly related tasks. (4) The researchers also found scant evidence that such training improves everyday cognitive performance.
* It's probably the lifelong things that you do, such as engaging with the world and being social, that matter.
* This means it's important to find a cognitive challenge that you'll stick to. The problem with computerized brain training exercises is that when they work they feel effortful, and so people tend to stop. (trick is to find something mentally difficult that's also engaging and that allows some room to progress like learning a new language or musical instrument or playing a new game like bocce, which requires advanced spatial thinking.)
* Social connection and activities involving interactions with other people seem particularly helpful.
Ok, What Should We Do?
* Conceptually, it's simple: Do "moving brain games," (i.e., physical activity with cognitive challenge)
* Yes, We need more research…but we also don't.
o What are you going to do with someone who comes to you today and expresses concern for brain health and maintaining or improving cognitive function? Tell them to wait (decades) until further research determines definitively, the best way to do that?
o
What we do know:
1. Acrobatic exercise boosts BDNF in rats higher than aerobic exercise does (Greenough, 1978)
2. Higher levels of BDNF help preserve the size of an animal's brain (Raichlen, et al. 2020)
3. The same improvements in brain function with aging were reported by increasing BDNF with exercise in humans (Erickson, et al. 2015)
o Use current science and common sense to…combine physical and cognitive challenges that use the same integrations of physical characteristics (agility, balance, coordination, endurance, strength, power, etc.) with executive functions (memory, attention, problemsolving, spatial awareness, etc.)
* We don't need research to look at history. What got us the big, fancy brains we have today? (Alexander & Raichlen, 2017, 2020)
o Bipedalism
o Hunter-Gatherer Lifestyle
o Agriculture
* We can reasonably assume that if we mix physical and cognitive challenges, thus mimicking the same conditions which created the brains we have today, we will create a significant positive brain health stimulus greater than pursuing physical or cognitive challenges separately.
Ok, But You Haven't Told Us – Specifically – What We Should Do
* During physical activity and exercise, incorporate the following:
1. Physical challenges that heighten the brain's engagement and focus: reactivity, coordination, partner interactivity, friendly competition (With)
2. Cognitive challenges to memory, processing speed, attention.
Can You Show Us Some Examples? I thought you'd never ask!
* Walking: Never Just Walk Again
1. "Hard Way" Walk / "Long-Cut" Walk – take the path of increased resistance: walk while balancing on the curb for a few steps, weave around signs, utility poles, trees or benches.
2. Step on a crack (or don't step on a crack)
3. Coin Flip Directional Movement – flip a coin to determine direction of movement (e.g., tails = right-left axis; heads = front-back axis) flip and move that direction (use any movement: step, lunge, shuffle, jump)
4. Ball Toss – toss a ball to yourself or a partner while walking
- Bounce every third toss in the air
- Toss quickly back and forth between hands or between yourself and a partner
-
Toss increasingly higher until you miss a catch
- Toss over tree branches, off walls, signs, etc.
- "Snowflake" toss – each toss is unique (behind the back, under the legs, around torso, etc.)
5. Numbered Ball Toss (write numbers on tennis ball with dark permanent marker)
- Count up – start at zero, toss and catch, adding the number most visible.
- Count down – start at a predetermined number (e.g., 100) and subtract the number most visible on each catch
6. Object Toss (stick, rubber chicken, reaction ball, etc. variable objects require more attention and focus to catch successfully) – toss to yourself or a partner
- Stick – regular catch or try to flip it end-over-end then catch. Option to add one more flip with each catch (i.e., flip one revolution, two revolutions, three revolutions…once stick is dropped start over)
- Reaction ball – hard rubber ball with bumps on it / also version with numbers on it
- Rubber chicken (or similar fun, random object)
- Foam Dice – toss/catch & add or subtract the numbers
- Whiteboard Dice – make up your own stuff and write it on the dice
* Use the above strategies
1. During aerobic activity (safely, of course)
2. During rest between sets or during longer breaks between circuit repeats, as a warm-up/cool-down, etc.
Exercise Integrations: the tip of a very large iceberg
1. Lunge to Corner
2. Boxing and Squat with Limb Lift
3. Med Ball Slams w/Trigger Word
4. Side Lunge w/Toss & Catch
5. Earthquake Plank
6. Word Spell Relay Race
7. ROX Plank Tap (L-R hand color + switch color)
See the videos for these exercises in this playlist: www.Funtensity.com/BrainGamesVideos
the progression of Alzheimer's Disease – now the 6 th leading cause of death in the US. We have bodies that outlive our brains and it's time we started protecting our brains too.
The course includes:
* Over 11 hours of video
* Nearly 100 exercise videos
* 200+ page manual with expanded information
* Interviews from people whose loved ones died from and are living with the disease as well as people who have used strategies from the course to avoid it.
This course is approved to provide continuing education credits from various education organizations (e.g., ACE, canfitpro, ISSA, NASM, AFAA).
References & Resources
Get the gear you saw during the session here: Funtensity.com/equipment/
Alexander, G.; Raichlen, D. (2017) Trends in Neurosciences, July 2017;40(7):408-421 https://doi.org/10.1016/j.tins.2017.05.001
Alexander, G.; Raichlen, D. (2020). Scientific American. January 2020;322(1):26-31 https://www.scientificamerican.com/article/why-your-brain-needs-exercise/
Erickson, KI; Hillman, CH; Kramer, AF; (2015) Physical activity, brain, and cognition. Current Opinion in Behavioral Sciences, Volume 4, 2015, 27-32. https://doi.org/10.1016/j.cobeha.2015.01.005
Greenough WT, West RW, DeVoogd TJ (1978) Postsynaptic plate perforations: Changes with age and experience in the rat. Science 202:1096–1098 https://pubmed.ncbi.nlm.nih.gov/715459/
Raichlen, D.A., Klimentidis, Y.C., Bharadwaj, P.K. et al. (2020) Differential associations of engagement in physical activity and estimated cardiorespiratory fitness with brain volume in middle-aged to older adults. Brain Imaging and Behavior 14, 1994–2003 (2020). https://doi.org/10.1007/s11682-019-00148-x
Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. L. (2016). Do "Brain-Training" Programs Work? Psychological Science in the Public Interest, 17(3), 103–186. https://doi.org/10.1177/1529100616661983
Presenter Contact:
Jonathan Ross, AionFitness.com, Funtensity.com
Hashtags #Funtensity, #FuntensityChicken
The Funtensity Chicken: Funtensity.com/the-rubber-chicken/
Videos: Aionfitness.com/video-downloads/
Funtensity Workout Video: Funtensity.com/joinus
Abs Revealed Book: AionFitness.com/abs-revealed/
Twitter/Facebook/Instagram/LinkedIn: @JonathanRossFit and @Funtensity
YouTube Channels: Funtensity, (Funtensity-focused) JonathanRossFit (all things fitness)
Facebook Professional Pages: " Funtensity" and "Abs Revealed"
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Safe Cleaning & Disinfecting in the Age of COVID-19
The age of COVID-19 has brought many new challenges when it comes to staying healthy and safe. We have learned that wearing a mask and social distancing will reduce exposure to airborne contaminants and we've gained a heightened appreciation for cleaning, sanitizing and disinfecting surfaces.
When it comes to cleaning and disinfecting, there are important things to consider to maintain a healthy and safe environment. What many people may not know is that some cleaners and disinfectants can have harmful health effects. Fortunately, we can minimize the danger by choosing safer products and following careful cleaning and disinfecting practices.
Why are safer cleaning and disinfecting practices important?
More cleaning and disinfecting with toxic chemicals
More opportunities for exposure to harmful chemicals
=
How do I protect from COVID-19 and harmful chemicals?
Know the difference:
CLEANING:
Washes dirt, germs, and viruses off surfaces
SANITIZING:
Lowers number of germs on surfaces
DISINFECTING:
Kills microorganisms (bacteria and viruses)
How to clean and disinfect safely
Always clean before sanitizing or disinfecting. Microorganisms, like bacteria and viruses, can hide in dirt particles sheltering them from disinfectants and sanitizers.
Don't overuse disinfectants and sanitizers. Cleaning using soap in water is often enough. Save the use of disinfectants for high traffic areas and surfaces that are touched frequently.
Don't use disinfectants on food-contact surfaces, like cutting boards, pots and pans or dishes — they may linger on the surface long after you have cleaned with them and can get into the food.
Wear Personal Protective Equipment (PPE). Gloves, and even a mask and glasses, will help to avoid harmful chemicals from coming in contact with skin and being inhaled.
Open the windows and turn on the fan. Good ventilation is key to avoid inhaling harmful chemicals.
Spray. Wait… Wait some more. Wipe. A chemical needs to be in contact with a microorganism for a specific amount of time to be effective. Read and follow the label carefully.
Never mix chemicals! Certain chemical combinations will result in noxious fumes that can kill! Never mix bleach with anything except water (see next page).
Chemicals to Avoid
Though many disinfecting chemicals can cause respiratory distress, bleach and quats are particularly dangerous for people with existing breathing complications including asthma!
Chlorine Bleach: A commonly used disinfectant, chlorine bleach can cause mild irritation or corrosive injury if exposed to skin or eyes, and when combined with acids or ammonia can cause serious upper respiratory damage or even death.
Never mix bleach with anything except water!
Quaternary Ammonium Compounds (Quats):
Products using these compounds are among the most extensively used. Quats are skin and lung irritants and can contribute to asthma and breathing problems. They may also cause fertility issues.
Bleach + Ammonia = Can be lethal! Bleach + Hydrogen Peroxide = Dangerous Bleach + Acid (in some toilet bowl cleaners) = Can be lethal! Bleach + Isopropyl Alcohol = Dangerous Bleach + Vinegar = Dangerous Hydrogen Peroxide + Vinegar = Dangerous
How to Spot a Quat — Quaternary Ammonium Compounds are often used in disinfecting wipes. Check the active ingredients on the label; quats usually end in "-onium chloride." For example:
onium chloride
Benzalk
, Alkyl dimethyl benzyl amm onium chloride
, Didecyldimethylamm
Choosing safer products to fight COVID
Look for Safer Choice (cleaners only), Design for the Environment (disinfectants only), Ecologo or GreenSeal logos to find safer choices.
You can check for the logo on the bottle or look up products on these online databases:
onium chloride
Safer Choice: https://www.epa.gov/saferchoice/products
Design for the Environment:
https://www.epa.gov/pesticide-labels/dfe-certified-disinfectants
GreenSeal:
https://www.greenseal.org/certified-products-services
For safer cleaners, another place to search is Environmental Working Group Guide to Healthy Cleaning: https://www.ewg.org/guides/cleaners/.
Use Safer Chemical Alternatives. The following chemicals have been approved by EPA's Safer Choice Program as effective disinfecting ingredients:
Isopropanol Ethanol
Hydrogen Peroxide
Citric Acid
L-Lactic Acid
Peracetic acid
Sodium bisulfate Hypochlorous Acid
Not sure if it will kill COVID? The EPA's "List N" Can Help. Search for products by the EPA's registration number, by active ingredient, use site, surface type, or contact time. Use this list to find out if your product is effective against human coronavirus or to find the product that meets your preferences. The EPA expects all the chemicals and associated products on this list to kill COVID 19 when used according to the label directions. It is not, however, an indication that the product is "safe."
The Toxics Use Reduction Institute (TURI): A Wealth of Information. For more information, and other safer alternatives for cleaning and disinfecting, visit the Toxics Use Reduction Institute's website.
To receive a VIRTUAL WORKSHOP on this material and more, please contact Ian Hyp (email@example.com) or Laura Spark (firstname.lastname@example.org). | <urn:uuid:59f24642-60eb-4776-aed2-0532c457fc03> | CC-MAIN-2021-49 | https://www.healthytomorrow.org/wp-content/uploads/2021/06/CWA_FactSheet_Safe_Cleaning-and-Disinfecting.pdf | 2021-12-02T03:24:36+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361064.69/warc/CC-MAIN-20211202024322-20211202054322-00377.warc.gz | 851,962,660 | 1,151 | eng_Latn | eng_Latn | 0.978605 | eng_Latn | 0.987908 | [
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Dear Friends,
It is with great honor and pride that we share the educational Kindness Matters 365 program with you. We are a non-profit organization, working to spread kindness around the globe. We inspire children, teens and adults to positively impact our world and spread the message that "Kindness Matters". Through the KM365 Kindness Curriculum © and our unique programming, we are influencing generations of kind minded people to help take care of the world "one good deed at a time."
Kindness members participate in disaster relief efforts, community drives, fundraisers, presentations and hands-on projects that connect them with those in need. We strive to add value to our schools, communities, families, and beyond.
Each classroom program and club is led by a certified Ambassador. We train, support, and carry insurance for each Ambassador; we provide the KM365 Kindness Curriculum© and online tools and resources for program management, collaboration, lesson plans, continuing education and more.
Pre-school through college, our KM365 programs provide engaging, age-appropriate, educational and inspirational meetings that empower each participant to find their own ways to contribute to their communities.
KM365 clubs partner with representatives from philanthropic and service organizations to share their experiences contributing to: the environment, public service, the hungry, the homeless, animal welfare, child welfare, human rights, anti-bullying, anti-violence, and so much more. Participants engage in donation drives, hands on projects to give back, onsite service projects, weekend give back events and more.
Together, we can inspire and educate all to contribute to the world through acts of gratitude, compassion and kindness.
If you are already supporting this important, educational and inspirational program, we thank you. If you are interested to become more involved or incorporate Kindness Matters 365 into your school, camp, or community group, we welcome you and look forward to hearing how we can support your efforts.
With Gratitude, Laura Reiss firstname.lastname@example.org (562) KIND-101 | <urn:uuid:bcc308d8-f9b6-4249-8877-d41419406822> | CC-MAIN-2021-49 | https://kindnessmatters365.org/download/about_us/Km365-Who-We-Are.pdf | 2021-12-02T03:32:50+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361064.69/warc/CC-MAIN-20211202024322-20211202054322-00379.warc.gz | 413,136,613 | 409 | eng_Latn | eng_Latn | 0.993793 | eng_Latn | 0.993793 | [
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The Improving Mathematics Education in Schools (TIMES) Project
NUMBER AND ALGEBRA Module 17
THE UNITARY METHOD
A guide for teachers - Years 7–8
June 2011
78 YEARS
The Unitary Method
(Number and Algebra : Module 17)
For teachers of Primary and Secondary Mathematics
510
Cover design, Layout design and Typesetting by Claire Ho
The Improving Mathematics Education in Schools (TIMES) Project 2009‑2011 was funded by the Australian Government Department of Education, Employment and Workplace Relations.
The views expressed here are those of the author and do not necessarily represent the views of the Australian Government Department of Education, Employment and Workplace Relations.
© The University of Melbourne on behalf of the International Centre of Excellence for Education in Mathematics (ICE‑EM), the education division of the Australian Mathematical Sciences Institute (AMSI), 2010 (except where otherwise indicated). This work is licensed under the Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. 2011.
http://creativecommons.org/licenses/by-nc-nd/3.0/
The Improving Mathematics Education in Schools (TIMES) Project
THE UNITARY METHOD
A guide for teachers - Years 7–8
Peter Brown Michael Evans David Hunt Janine McIntosh Bill Pender Jacqui Ramagge
NUMBER AND ALGEBRA Module 17
June 2011
78
THE UNITARY METHOD
ASSUMED KNOWLEDGE
The unitary method provides an alternative approach to solving problems in various topics in the Years 7–8 course interrelated by ratio — fractions, percentages, rates, interest, ratio and similarity. Its appeal lies in its transparent logic, which often allows problems to be solved by mental arithmetic.
The assumed knowledge for this module depends on the topic in which the unitary method is being applied.
* Fluency in multiplication and division are always essential.
* HCF (highest common factor) and perhaps LCM (lowest common multiple) are needed once the unit is no longer 1.
* Some elementary work with the unitary method could precede fractions, but the unitary method would normally follow the standard fraction algorithms.
* Percentages and simple percentage problems would normally precede the unitary method approach to them.
* Ratio calculations are an aspect of the unitary method.
MOTIVATION
Ratio is central to arithmetic. Besides explicit work on ratio, school courses teach three standard approaches to ratio — fractions, decimals and percentages. These involve extending the whole number system to the set of rational, or fractional, numbers. The unitary method, in contrast, is able to deal with many ratio problems using only whole numbers. This has two great advantages.
First, the unitary method often allows problems to be solved mentally, in contrast to the standard written algorithms. Thus the unitary method is an important part of learning mental arithmetic, and once grasped, can be used quickly for all sorts of calculations in everyday life and in financial situations.
Secondly, fluency in the unitary method can often lead to a better understanding of the way in which a fraction is made up of two whole numbers, the numerator and the denominator.
In particular, the idea of taking the HCF of two numbers can sometimes seem rather removed from practical applications, but in the unitary method, working with the HCF is instinctive because it makes calculations easier.
CONTENT
THE BASIC UNITARY METHOD
Although the unitary method may eventually become a mental algorithm, it should be taught using carefully written sentences so that its logic is clear. Usually three successive parallel sentences are required. The first sentence restates the problem, and the last states its solution.
EXAMPLE
If 4 mangoes cost $12, how much do 9 mangoes cost?
SOLUTION
4 mangoes cost $12
÷ 4 1 mango costs $3
× 9 9 mangoes cost $27.
This very simple example already demonstrates important aspects of the method.
1 The method relies on a sequence of parallel sentences. Once the method is mastered, the successive sentences in easier examples can merely be spoken or thought.
2 The problem can, of course, be solved in one step by multiplying by 9 4 :
4 mangoes cost $12
These calculations are no longer mental calculations for most people. The fraction multiplication on the second line, however, carries out exactly the same division by 4 followed by multiplication by 9 as in the original solution.
EXERCISE 1
A greengrocer is selling apples at 4 for $6.80, and oranges at 11 for $19.80. Which costs more, 10 apples or 10 oranges, and by how much?
SOLVING PROBLEMS IN BOTH DIRECTIONS BY THE UNITARY METHOD
One of the benefits of the unitary method is that it is just as easy to solve problems posed in both directions as illustrated in the following example.
EXAMPLE
Twenty tiles weigh 5 kg. How much do 7 tiles weigh? If a man wants to carry no more than 12 kg, how many tiles can there be in one load?
SOLUTION
For the first question, we take the unit as '1 tile', and the calculations are determined by the numbers in the first half of the sentence.
20 tiles weigh 5 kg
1 tile weighs 1 4 kg (or 250 g)
× 7
7 tiles weigh 1 3 4 kg (or 1750 g).
For the second question, we take the unit as '1 kg', and the calculations are determined by the numbers in the second half of the sentence.
20 tiles weigh 5 kg
4 tiles weigh 1 kg
48 tiles weigh 12 kg.
So a load is no more than 48 tiles.
SOLVING FRACTION PROBLEMS BY THE UNITARY METHOD
The unitary method is often useful for multiplying and dividing by fractions, because it makes immediate sense, and can be done mentally if the numbers work out well. Because of this, it can be a helpful way to introduce or to justify the standard written algorithms for fractions, particularly division by a fraction.
EXAMPLE
Find 3 7 of $427.
SOLUTION
The whole is $427
÷ 7
1
7
is $61
× 3
3
7
is $183.
EXAMPLE
A tank that is 3 5
full contains 1800 litres. What is its capacity?
SOLUTION
```
3 5 is 1800 litres 1 5 is 600 litres 5 is 3000 litres.
```
```
5 Hence the tank's capacity is 3000 litres.
```
This last calculation is exactly the same as division by 3 5
EXERCISE 2
a If 3 8 of a number is x , use the unitary method to find the number.
b If a b of a number is x , use the unitary method to find the number. Hence produce an alternative justification of the rule, 'To divide by a fraction, multiply by its reciprocal'.
RATES AND THE UNITARY METHOD
Rates problems are well suited to the unitary method because they make sense of the units for rates. The formula V = D T links distance D , time T and speed V , but with reasonably simple numbers, we can understand speed problems better using the unitary method.
.
EXAMPLE
A car is travelling at 40 km/h.
a How long does it take to go 7 km?
b How far does it go in 7 minutes?
c What is the speed of another car that travels 5 km in 7 minutes?
SOLUTION
a
40 km takes 60 minutes (Rewriting the speed as a sentence is the key step.)
b
c
÷ 7
1 km takes 1
1
2
minutes
7 km takes 10 1 2 minutes.
40 km takes 60 minutes (OR 'In 60 minutes the car travels 40 km.')
2 3 km takes 1 minute
4
2
3
km takes 7 minutes.
For the second car, 14 km takes 7 minutes
2 km takes 1 minute
120 km takes 60 minutes.
Hence the average speed is 120 km/h.
Changes of units often seem more straightforward when handled this way. Part b of the following exercise is a notorious problem, but the problem is easily solved by changing the units from 'minutes per bathtub' to 'bathtubs per hour', as required in part a.
EXERCISE 3
The bathtub problem
a A tap can fill a bath in 20 minutes. Express this in units of 'bathtubs per hour'.
b A bath has two taps. One tap takes 20 minutes to fill the bath alone, the other tap takes 40 minutes alone. How long will it take to fill to fill the bath if both taps are running together?
USING THE HCF IN THE UNITARY METHOD
Now consider the following variation of the first problem in this module.
EXAMPLE
If 12 mangoes cost $27, how much do 20 mangoes cost?
SOLUTION
12 mangoes cost $27
÷ 3 4 mangoes cost $9
× 5 20 mangoes cost $45.
1 In the solution presented above, the quantity '4 mangoes' has been chosen as the 'unit' of the unitary method. This is quicker and easier than choosing '1 mango' because the divisors and multiplies are smaller, and in this case it avoids fractions of a dollar.
2 The number 4 is the HCF (highest common factor) of 12 and 20, and taking the HCF is clearly a natural thing to do here. It is good to see the HCF take its proper place in mental arithmetic.
3 It is also possible to solve the problem using the LCM (lowest common multiple) of 12 and 20 instead of their HCF:
12 mangoes cost $27
× 5 60 mangoes cost $135
÷ 3 20 mangoes cost $45.
This is less attractive, however, because it involves larger numbers.
4 It is possible, but a distraction, to use addition and subtraction steps. For example,
12 mangoes cost $27
÷ 3 4 mangoes cost $9
× 2 8 mangoes cost $18.
Adding the first and third lines, 20 mangoes cost $45.
Addition and subtraction steps upset the simplicity of the method, and they also work against developing intuition about the HCF and the LCM.
EXERCISE 4
A 350 gram jar of marmalade costs $10.50 and a 550 gram jar of the same marmalade costs $13.20. Use the unitary method to find how much more jam costs per kilogram when bought in the small jar.
Using the HCF of the two numbers as the 'unit' is helpful when the numbers are larger, and applies just as straightforwardly to problems that seem to be posed in reverse, and to rate problems.
EXAMPLE
Wesley copied out a 6000-word essay in 80 minutes. How many words can he copy out in 6 hours?
SOLUTION
Six hours is 360 minutes, and the HCF of 360 and 80 is 40.
6000 words take 80 minutes
3000 words take 40 minutes
27 000 words take 360 minutes.
Wesley can copy out 27 000 words in 6 hours.
EXAMPLE
If a car takes 24 minutes to cover a 15 km length of road, how long will it take to travel 100 km?
SOLUTION
15 km takes 24 minutes
5 km takes 8 minutes (The HCF of 15 and 100 is 5.)
100 km takes 160 minutes
The car will take 2 hours and 40 minutes to travel 100 km.
EXERCISE 5
Convert 1 metre per second to kilometres per hour, and then to minutes per kilometre.
PERCENTAGE PROBLEMS AND THE UNITARY METHOD
Percentage problems can be done by the unitary method, particularly problems that involve percentage increase and decrease. The method provides a particularly clear approach to solving reverse percentage problems, which traditionally cause confusion.
EXAMPLE
Find 30% of $320.
SOLUTION
100% is $320
÷ 10 10% is $32
× 3 30% is $96.
In the next problem, some people prefer to take the 20% as the unit because 20 is the HCF of 100 and 40, while others prefer to take 10% as the unit because it is easy to go from 10% to 100%.
EXAMPLE
A shirt has been discounted 60% and now costs $70. What did it cost originally?
SOLUTION
40% is $70 (This is the key step!)
÷ 2 20% is $35 OR ÷ 4 10% is $17.50
× 5 100% is $175.
× 10 100% is $175.
Hence the original price was $175.
Problems involving the GST, particularly reverse problems, are well suited to the unitary method.
EXAMPLE
A replacement car motor costs $2860, which includes GST of 10% on the cost price. What was the cost before the GST was added?
SOLUTION
110% of the cost before GST is $2860 (This is the key step!)
10% of the cost before GST is $260
× 10
100% of the cost before GST is $2600.
Note that if the original price is a multiple of $10, the price with GST added will always be a multiple of 11.
EXERCISE 6
Use the unitary method to justify the well-known GST rule: 'If GST has already been added to the price, find the original amount by dividing by 11, then multiplying by 10'.
SIMPLE INTEREST AND THE UNITARY METHOD
The simple interest formula I = PRT should be understood as dealing first with the rate per unit time, then with the number of units of time. The unitary method can help to clarify this.
EXAMPLE
Find the simple interest on $6000 for 4 years at a rate of 8% per annum.
SOLUTION
```
principal = $6000 ÷ 100 interest at 1% pa for 1 year = $60 × 8 interest at 8% pa for 1 year = $480 × 4 interest at 8% pa for 4 years = $1920.
```
Doing exactly these same steps with the pronumerals P, R and T instead of the quantities $6000, 8% and 4 years generates the standard formula I = PRT.
Reverse problems can always be done by substitution into the formula, but an initial approach using the unitary method often allows the problem to be done mentally, as well as giving a better intuitive grasp of the situation.
EXAMPLE
What interest rate will generate simple interest of $24 000 over three years on a principal of $160 000?
SOLUTION
```
interest for 3 years = $24 000 interest for 1 year = $8000 interest rate = 8000 160 000 × 100 1 % = 5%.
```
The passage from simple interest to compound interest involves the understanding that when say 5% interest is added to an amount, the new amount is 105% of the old amount. Applying the unitary method to reverse problems involving the final amount thus prepares the way for compound interest calculations in Years 9–10.
EXAMPLE
What was the principal one year ago, if the final amount is now $4444 after simple interest at 10% per annum has just been added?
SOLUTION
110% of principal = $4444 (Again, this is the key step!)
10% of principal = $404
100% of principal = $4040.
RATIOS AND THE UNITARY METHOD
The methods used in ratio problems are a variation on the same theme — the 'parts' used to solve ratio problems are the 'units' of the unitary method.
EXAMPLE
Divide $840 amongst Alfred, Barnaby and Claude so that Alfred has five times as much as Barnaby and Claude has six times as much as Barnaby.
SOLUTION
Begin by dividing the $840 into 5 + 1 + 6 = 12 parts.
12 parts = $840
1 part = $70
Multiplying this sentence by 5, and by 6, gives
5 parts = $350
and
6 parts = $420.
Hence Alfred receives $350, Barnaby receives $70, and Claude receives $420.
GEOMETRY AND THE UNITARY METHOD
Calculations associated with the enlargement transformation and similarity can be handled by the successive sentences of the unitary method as well as by the more usual approach through the similarity factor.
EXAMPLE
A proposed building will have length 270 metres, and the architect has prepared a scale model of length 2.1 metres. What will the actual dimensions of a room be whose measurements for the model are 70 mm × 105 mm?
SOLUTION
2100 mm corresponds to 270 metres
70 mm corresponds to 9 metres
35 mm corresponds to 4
1
2
metres
× 3 105 mm corresponds to 13 1 2 metres:
Hence the actual room will be 9 metres × 13 1 2 metres.
EXERCISE 7
(This will need written or calculator assistance.) Jupiter is about 45 light-minutes from the Sun, and Proxima Centauri, our closest star, is about 4.3 light-years away. If a model of the Solar System and its environs is built in which Jupiter is 3 metres from the Sun, approximately how far away should Proxima Centauri be?
LINKS FORWARD
The principal purpose of the unitary method is to provide within the Years 7–8 course an alternative way to explain, and to link together, the various topics of ratio arithmetic — fractions, decimals, percentages, rates, simple and compound interest, enlargement and similarity — and to tie these topics in turn to mental arithmetic of the whole numbers and to the HCF.
Ratio ideas continue to be of fundamental importance in later years, when they are essential elements of gradient, of the trigonometric functions, of proportion and variation, and later of the derivative. More systematic algebraic methods are required for these topics, but an idea like gradient 2 5 easily comes to life with a simple observation like
'On a hillside with gradient 2 5 , every time you walk 100 metres on the map, you climb 40 metres in height.'
This would be justified, of course, by the unitary method. Again, sin 30° = 1 2 means that
'On a hillside with an angle of inclination of 30°, if you walk 100 metres upwards along the track, you climb 50 metres in height.'
Later, it will be important to interpret the derivative in terms of rates of various kinds, such as velocity and acceleration. At this stage, constant rates, dealt with by the unitary method and linear functions, need to be contrasted with the variable rates that calculus can deal with.
APPLICATIONS
Proficiency in ratio arithmetic is necessary in some professions. For example, nurses, doctors, veterinarians and dentists routinely administer drugs whose dosages depends on the weight of the patient. A drug is often supplied with one dilution, and they need to dilute it further before administering it. Builders have to deal constantly with the density of their wood, stone or brick as they work out safe loads. They need trigonometry whenever there are angles involved, such as in a roof, and they are usually trained to apply trigonometry using the unitary method rather than the algebraic methods of secondary school. Cooks and bakers and building suppliers usually work out their quantities using proportions.
Wherever ratio and proportions are used, the unitary method provides a clear and straightforward logic to the calculations. Using a calculator is sensible once the methods are mastered, but on the other hand the unitary method allows easy mental estimation of quantities when an exact answer is not needed. For example, exact calculations in finance are carried out on a spreadsheet or using a database, but everyone with any understanding of banking, investment and business generally uses the unitary method to estimate amounts rapidly and with reasonable accuracy.
ANSWERS TO EXERCISES
EXERCISE 1
10 oranges costs $1 more than 10 apples.
EXERCISE 2
a
8
x
3
b
bx
a
EXERCISE 3
a 3 bathtubs per hour
EXERCISE 4
$6 per kg more
EXERCISE 5
3.6 km per hour
16 2 3 minutes per kilometre
EXERCISE 7
150.672 kilometres away
b
40
3
minutes
{17} The Improving Mathematics Education in Schools (TIMES) Project
The aim of the International Centre of Excellence for Education in Mathematics (ICE-EM) is to strengthen education in the mathematical sciences at all levelsfrom school to advanced research and contemporary applications in industry and commerce.
ICE-EM is the education division of the Australian Mathematical Sciences Institute, a consortium of 27 university mathematics departments, CSIRO Mathematical and Information Sciences, the Australian Bureau of Statistics, the Australian Mathematical Society and the Australian Mathematics Trust.
The ICE-EM modules are part of The Improving Mathematics Education in Schools (TIMES) Project.
The modules are organised under the strand titles of the Australian Curriculum:
* Number and Algebra
* Measurement and Geometry
* Statistics and Probability
The modules are written for teachers. Each module contains a discussion of a component of the mathematics curriculum up to the end of Year 10.
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MOTION BY SUPERVISORS JANICE HAHN AND June 15, 2021 HOLLY MITCHELL
Proclaim June 19th as Juneteenth
Juneteenth, a combination of the words "June" and "Nineteenth," commemorates the end to slavery in the United States and is a holiday observed by millions of Americans. Around Los Angeles County (LA County), there are many events planned to honor this historic day, including a picnic at Bruce's Beach, a celebration at Magic Johnson Park and a music festival in downtown Long Beach. There is a growing movement among government and private companies to observe Juneteenth.
Juneteenth commemorates the events of June 19, 1865, when Major General Gordon Granger led Union soldiers into Galveston, Texas, bringing news that the Civil War had ended and that the Emancipation Proclamation had declared all enslaved people free more than two years earlier. The Emancipation Proclamation changed the legal status under federal law of approximately 3.5 million enslaved Black and African Americans. Juneteenth acknowledges the significant lapse of over two years, from 1863 to 1865, when enslaved Blacks and African Americans were unaware of the Emancipation Proclamation. The Thirteenth Amendment, which added the abolishment of slavery to the Constitution, passed Congress in January 1865, and was ratified and adopted in
MOTION
MITCHELL __________________________
KUEHL
__________________________
HAHN
__________________________
BARGER __________________________
SOLIS
__________________________
December 1865.
Since June 19, 1865, Americans have celebrated Juneteenth and it is now recognized by 47 states. In 2003, California's legislature passed a resolution recognizing Juneteenth. For nearly two decades, the National Juneteenth Observance Foundation has been advocating for the date June 19 to be recognized as an annual national observance.
The residents of LA County are encouraged to honor and celebrate Juneteenth by attending an in-person or virtual event. Every year, Juneteenth is an opportunity to gather with family and friends to celebrate freedom and recognize our country's continued commitment to ending racial injustices.
WE, THEREFORE MOVE that the Board of Supervisors proclaim June 19 every year as Juneteenth in Los Angeles County.
# # #
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Facts About the COVID-19 Vaccine
The COVID-19 vaccine, or shot, is an important tool to protect yourself and your family. It will also help to open schools and businesses as soon as possible.
You may have heard some confusing things about the vaccine. Here are the facts.
Although developed quickly, the COVID-19 vaccine meets the same safety standards as other vaccines. It has been tested on tens of thousands of people of different ages and races. There were no serious safety concerns. For most people, the risks from getting COVID-19 far outweigh any minor risks from the vaccine.
The COVID-19 Vaccine is Safe
The Vaccine Protects You from COVID-19
The vaccine works with your body's natural defenses to fight the virus if you are exposed. This is called immunity.
The Vaccine Will NOT Give You COVID-19
None of the vaccines now in use contain the live virus that causes COVID-19.
The Vaccine Does NOT Alter Your DNA
The vaccine never enters the nucleus, or center, of the human cell, where our DNA is kept.
The COVID-19 Does NOT Affect a Woman's Fertility
COVID-19 vaccines have NOT been linked to infertility or miscarriage. However, if you are pregnant or breastfeeding, talk to your healthcare provider before getting the vaccine.
To learn when and where you can be vaccinated, go to www.santacruzhealth.org/coronavirusvaccine
You can also sign up at www.myturn.ca.gov
to be notified when it is your turn.
2/19/2021
Facts About the COVID-19 Vaccine
The Vaccine Does NOT Include Any Sort of Tracking Device
Some of the syringes, or needles, used to give the vaccine have a unique label. This helps medical workers confirm the vaccine origin. No label or other tracking device is injected into the person getting the vaccine.
You Will NOT Be Asked About Your Immigration Status
The vaccine is free, available regardless of immigration status, and you do not need insurance. Your privacy will be protected.
The Vaccine Has Some Side Effects
For most people these are minor, including muscle pain, chills and headache. Although rare, some people can have a severe allergic reaction to vaccine ingredients. Be sure to tell your healthcare provider if you have a history of severe allergic reactions before getting the vaccine.
The vaccine keeps you from getting seriously sick from COVID-19. But we don't know if people who are vaccinated can still carry the virus and transmit it to others. Until we know more everyone should follow safety precautions. These include:
You Will Still Need to Wear A Mask After Getting the Vaccine
Wearing a mask
Washing your hands often
Staying six feet away from people outside your household
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STEP 6- PROTECT NATURAL FLOODPLAIN FUNCTIONS
Floodplains are a natural component of Craven County's environment. Understanding and protecting the natural functions of floodplains helps reduce flood damage and protect resources. When flooding spreads out across the floodplain, its energy is dissipated, which results in lower flood flows downstream, reduced erosion of the stream bank and channel, deposition of sediments and improved groundwater recharge. Floodplains are scenic, valued wildlife habitat. Poorly planned development in floodplains can lead to streambank erosion, loss of valuable property, increased risk of flooding to downstream properties and degradation of water quality. Dumping materials into our waters or drains pollutes those waters and clogs our drainage ways which can lead to flooding in our neighborhoods.
STEP 7-HURRICANE PREPARDNESS
Craven County employs "CodeRed", a reverse 9-1-1 call network, to notify citizens of emergencies including hurricane warnings. To receive these notifications you must register your address and telephone number in which you will receive messages by going online to https://public.coderedweb.com/cne/en-
US/2CF1D4D38DB9. In the event of an emergency, check TV and radio sources for up-to-date information. If you have special needs and would like to be added to the registry, fill out a Special Needs Registry Form. You may do so online at https://www.cravencountync.gov/DocumentCent er/View/775, or by calling (252) 636-4900 ext. 3085.
Please submit completed Special Needs Registry Form by mail to the Craven County Department of Social Services, P.O. Box 12039 New Bern, NC 28561-2039.
STEP 8-GENERAL PREPARDNESS
Inventory and photograph your home's contents and put important papers and insurance policies in a safe place.
Keep emergency supplies including nonperishable food, water, batteries, flashlights, manual can opener, and a battery operated radio.
If possible, place the washer, dryer, furnace and water heater on masonry blocks or concrete at least 24 inches above projected flood elevation, inside a floodwall or moved to a higher floor. All work must conform to state and local building codes.
Do not enter a flooded building until it has been cleared by the County or City building inspector, police or other government official.
Additional information is available online at http://www.readync.org
FURTHER INFORMATION
As a public service Craven County offers the following assistance to residents, property owners, realtors, insurance agents, and lenders:
Assistance in determining if properties are in a special flood hazard area
Special flood protection techniques
Historical flooding patterns
Retrofitting and flood-proofing advice
Flood insurance requirements
Craven County has made available flood information/documents at the public library (New Bern branch) for your review.
CRAVEN COUNTY PLANNING AND INSPECTIONS HUMAN SERVICES ANNEX 2828 NEUSE BLVD. NEW BERN, NC 28562
FLOOD NEWS
ARE YOU PREPARED FOR A FLOOD IN YOUR HOME OR NEIGHBORHOOD?
YOU ARE RECEIVING THIS BROCHURE BECAUSE YOUR PROPERTY IS LOCATED IN OR NEAR A FLOOD PRONE AREA.
Craven County Planning & Inspections
Human Services Annex 2828 Neuse Blvd. New Bern, NC 28562 Planning (252)636-6618 Fax (252) 636-5190 Inspections (252) 636-4987 Fax (252) 636-4984
Floods can occur in Craven County at any time during the year. Storm surge from hurricanes and tropical storms pose the greatest threat for flooding. However, extreme high tides and heavy rains, especially during the rainy season (which extends from June to October), can also cause flooding in neighborhoods and in the streets. Heavy and prolonged rainfall causes the capacity of the drainage system to be exceeded, and can also cause flooding along our rivers and streams, by exceeding their capacity. Because of the flat topography, flooding can occur most anywhere in the County. Being prepared is your best defense against a flood event.
STEPS TO PREPARE FOR A FLOOD
STEP 1 - KNOW YOUR FLOOD HAZARD
Flooding is a major hazard in Craven County and you should know your flood risk at all times. Craven County regulates development within its flood plain which can be found on Flood Insurance Rate Maps (FIRM). FIRM maps are the official maps for a community on which FEMA has delineated both the Special Flood Hazard Areas (SFHA) and the risk premium zones applicable to the community. SFHAs have a 26 percent chance of flooding during the life of a standard 30 year mortgage. FEMA FIRM maps are available for free public viewing at https://msc.fema.gov/portal or http://fris.nc.gov. You can also contact the Craven County Planning Department at 2828 Neuse Blvd. New Bern, NC during normal business hours or call our office at (252) 636-6618 for help determining which flood zone your property may be located in.
STEP 2 - INSURE YOUR PROPERTY
Flooding is not covered by a standard homeowner's policy. Flood Insurance is available to homeowners, condo owners, commercial owners, and all renters. Renters are encouraged to purchase flood insurance for the contents of their home. Homeowners can get up to $250,000 of coverage and businesses can obtain up to $500,000 of coverage.
Note that there is a 30 day waiting period before coverage goes into effect. That means now is the best time to buy flood insurance! Contact your preferred insurance agency for more information. Additional information can be found online at www.floodsmart.gov or by calling 1-888-3799531. Craven County maintains copies of all Elevation Certificates submitted to our office and are available for review. You may view these documents at the Craven County Planning Department at 2828 Neuse Blvd. New Bern, NC.
STEP 3 - PROTECT YOURSELF AND YOUR FAMILY
Craven County and the Craven County Emergency Operations Center (EOC) coordinate with the National Weather Service in issuing public warnings concerning expected floods and storms. Local television and radio stations may announce weather advisories issued by the National Weather Service. These Stations may also provide local weather information.
Tune-in to local radio stations such as 95.1 (WRNS), 106.5 (WRNS), or 101.9 (KISS). And local news channels such as WFXI TV-8, WITN TV-7 or WNCT-TV-9.
All hazard NOAA Weather Radios (NWR) are available for purchase in local electronic retail or department stores and provide access to the NOAA Weather Radio Frequencies 162.550 and 162.450.
If flooding threatens your home, turn off all electricity at the main breaker. If you lose power, turn off all major appliances.
Turn off the gas and be alert for gas leaks. Use a flashlight to inspect damage. Do not smoke or use candles, lanterns or open flames unless you know that the gas has been turned off and the area has been ventilated.
Avoid low-lying areas. Seek shelter in the highest areas possible.
Discuss your family emergency plan. Your family may not be together when disaster strikes, so it is important to know how you will contact one another, how you will get back together, and what you will do in case of emergency.
Never attempt to drive through flooded roadways. Floodwaters can conceal damage underneath. As little as two feet of running water can carry away most vehicles including SUV's. Turn Around, Don't Drown!
STEP 4 - PROTECT YOUR PROPERTY
Various methods may be used to minimize flooding. If the first finished floor elevation of your property is lower than the Base Flood Elevation (BFE) established by FEMA, consider elevating your structure.
If a flood is imminent, protect your property by sandbagging areas vulnerable to the entry of water. Valuables and furniture may also be moved to higher areas of the dwelling to minimize damages. The Craven County Building Inspector will make site visits to provide one-on-one advice to property owners regarding flooding and drainage issues on private property. For more information please contact the Craven County Building Inspections Department at (252) 6364987.
STEP 5 - BUILD RESPONSIBLY
A building permit is issued by the Building Department to build a structure or otherwise develop on a property located within a 100-year floodplain. The National Flood Insurance Program requires that if your structure is damaged or improved to an amount of 50% or more of the structure's market value, it must meet the construction requirements for a new building. Craven County requires a flood development permit for all development within the Special Flood Hazzard Area (SFHA) AE (100-yr. flood) and in most cases of new or substantial improvements it is required for you to meet our 2 foot freeboard requirement as stated in the County's Flood Damage Prevention Ordinance.
Before you build, fill or develop in a floodplain, contact the Building Inspections Department at (252) 636-4987 to discuss County regulations in more detail. Report any development in a floodplain without a permit to the Craven County Building Inspections Department. | <urn:uuid:af474203-334a-4673-9088-ba9ae6e8bea6> | CC-MAIN-2021-49 | https://www.cravencountync.gov/DocumentCenter/View/903/Flooding-News-PDF?bidId= | 2021-12-02T03:35:28+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964361064.69/warc/CC-MAIN-20211202024322-20211202054322-00381.warc.gz | 774,779,441 | 2,017 | eng_Latn | eng_Latn | 0.992593 | eng_Latn | 0.995343 | [
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Maintenance and Light Repair
Workbook Chapter 59
Name: ________________________ __Class ___________________ Date: ___________
Instructor:_____________________________ Textbook Pages 840-856
Answer the questions and identify the page number that the answer was found in the textbook
1. If you suspect a brake is not being fully released, simply loosen the
Page ____
______________
2. Both rear- and forward-mounted calipers have the bleeder valve at the _____
Page ____
3. Many calipers use a hollow "banjo bolt" to retain the _______________ to Page ____ the caliper housing.
4. ________ calipers must be able to slide during normal operation.
Page ____
5. Many disc brake calipers used on the rear wheels require that the piston be_____________ to reseat the pistons.
Page ____
6. After installing replacement disc brake pads or any other brake work, __________ the brake pedal several times before driving the vehicle.
Page ____
7. ____________can best be prevented by careful attention to details whenever Page ____
servicing any disc brake.
8. ____________of moving or sliding components prevents noise from being Page ____
generated as the parts move over each other.
9. Vehicle manufacturers also change brake pad (lining) ___________ and the shape of the pads to help eliminate brake noise.e 849
Page ____
10. It is recommended that the entire brake assembly be washed using a commercially available cleaner to avoid the possibility of allowing brake dust from becoming _____________
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Understanding Trauma and Its Effects on Children
Trauma is an overwhelming, surprising and unpredictable event or experience, which can occur and interrupt a child's most casual moments.
Every child copes with trauma differently. How children react to trauma often depends on their age, developmental level, personality and previous experiences.
Some children have reactions to trauma immediately after an event. Others have reactions weeks or months later.
Some traumatic events are over quickly, but memories of them can last much longer. Certain sights, sounds and smells might trigger thoughts.
Some children are traumatized by a single event. Others are traumatized repeatedly.
Children often think that a traumatic event will happen again; they can find it difficult to believe that it won't be repeated.
Common Reactions
Trauma causes physical and psychological reactions. For instance, children might have:
Trouble sleeping
Loss of appetite
Nausea and vomiting
Jumpiness
Nightmares
Feelings of detachment
Flashbacks
Feelings of insecurity
Sudden fears
Increased breathing rate
Phobias
Increased blood pressure
Helping Children Cope
Here are some things you can do and some things you shouldn't do.
Do:
Listen carefully.
Let them know they're safe.
Allow them to show all kinds of emotions.
Answer their questions honestly.
Spend extra time with them.
Hug, with permission.
Support them, even when they're in a bad mood.
Encourage them to play.
Maintain a consistent routine.
Let them have some private time.
Offer choices, whenever possible.
Remain calm when around them.
Expect some regression (going back) in behavior and skills. (For example, they might have toileting accidents.)
Let them re-tell the traumatic event.
Give them time to heal their physical and emotional wounds.
Remember "firsts" and anniversaries (for example, the first holiday after a trauma).
Take care of yourself.
Don't:
Force children to talk.
Minimize or make light of their feelings.
Make big changes while they're adjusting.
Lie to them.
Expose children to violent images or movies, or reminders of trauma.
Let children hurt themselves or others.
Blame children for causing a traumatic event.
Ignore their concerns or feelings.
Questions?
To learn more about treatment options at Gillette for patients who have experienced trauma, contact Child and Family Services at 651-229-3855.
Understanding Trauma and Its Effects on Children - Somali
Download the PDF
Understanding Trauma and Its Effects on Children - Spanish
Download the PDF
Make An Appointment 651-290-8707 Refer a Patient 651-325-2200
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AP ® Art History 2002 Slide-Based Multiple-Choice and Free-Response Questions
The materials included in these files are intended for use by AP teachers for course and exam preparation in the classroom; permission for any other use must be sought from the Advanced Placement Program ® . Teachers may reproduce them, in whole or in part, in limited quantities, for face-to-face teaching purposes but may not mass distribute the materials, electronically or otherwise. These materials and any copies made of them may not be resold, and the copyright notices must be retained as they appear here. This permission does not apply to any third-party copyrights contained herein.
These materials were produced by Educational Testing Service ® (ETS ® ), which develops and administers the examinations of the Advanced Placement Program for the College Board. The College Board and Educational Testing Service (ETS) are dedicated to the principle of equal opportunity, and their programs, services, and employment policies are guided by that principle.
The College Board is a national nonprofit membership association dedicated to preparing, inspiring, and connecting students to college and opportunity. Founded in 1900, the association is composed of more than 4,200 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 22,000 high schools, and 3,500 colleges, through major programs and services in college admission, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT ® , the PSAT/NMSQT ® , and the Advanced Placement Program ® (AP ® ). The College Board is committed to the principles of equity and excellence, and that commitment is embodied in all of its programs, services, activities, and concerns.
Copyright © 2002 by College Entrance Examination Board. All rights reserved. College Board, Advanced Placement Program, AP, SAT, and the acorn logo are registered trademarks of the College Entrance Examination Board. APIEL is a trademark owned by the College Entrance Examination Board. PSAT/NMSQT is a registered trademark jointly owned by the College Entrance Examination Board and the National Merit Scholarship Corporation. Educational Testing Service and ETS are registered trademarks of Educational Testing Service.
2002 AP ® ART HISTORY SLIDE-BASED MULTIPLE-CHOICE QUESTIONS
SECTION I — Part A
Time —16 minutes
Directions: Questions 1-30 are divided into sets of questions based on slides. In these sets, each of the questions or incomplete statements is followed by four suggested answers or completions. Select the one that is best in each case and then fill in the corresponding oval on the answer sheet. The slide or slides for each set will appear on the screen for four minutes only.
This examination uses the chronological designations B.C.E. (before the common era) and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini), which are used in some art history textbooks.
Questions 1-7-- Slide
2L.
Athanadoros, Hagesandros, and Polydoros of Rhodes, Laocoön and his Sons, early first century C.E. (Scala / Art Resource, NY)
(Note: Students do not see this slide information during the exam administration.)
2R.
Blank
Questions 1-7 are based on the slide that you see on the screen. The slide will be shown for four minutes only.
1. The sculpture is attributed to
5. The process used to produce this sculpture is
(A) Anthemius of Tralles and Isidorus of Miletus
(B) Ergotimos and Kleitias of Athens
(C) Praxiteles of Athens
(D) Hagesandros, Polydoros, and Athanadoros of Rhodes
2. Stylistically, the sculpture is an example of which of the following art historical periods?
(A) Etruscan
(B) Hellenistic
(C) Gothic
(D) Renaissance
3. Which of the following narratives is illustrated by the sculpture?
(A) The punishment of Prometheus
(B) The twelve labors of Hercules
(C) The death of a Trojan priest
(D) The expulsion of snakes from Delphi
4. The sculptor whose work was most influenced by the work shown was
(A) Claus Sluter
(B) Ghiberti
(C) Michelangelo
(D) Donatello
(A) additive
(B) subtractive
(C) assemblage
(D) modeling
6. The sculpture does all of the following EXCEPT
(A) actively engage the surrounding space
(B) exhibit classical repose
(C) utilize negative space
(D) express highly emotional content
7. The emotionalism and drama of the sculpture is most similar to that of which later artistic style?
(A) Baroque
(B) Neoclassical
(C) Rococo
(D) Minimalism
2002 AP ® ART HISTORY SLIDE-BASED MULTIPLE-CHOICE QUESTIONS.
Questions 8-15 -- Slides
3L. Plan of the Pantheon, Rome, Italy, 118-125 C.E.
3R. Plan of San Vitale, Ravenna, Italy, 526-547 C.E
Questions 8-15 are based on the slides that you see on the screen. The slides will be shown for four minutes only.
The plan on the left is of the Pantheon. The plan on the right is of San Vitale.
8. Both San Vitale and the Pantheon have which of the following architectural features?
12. One factor contributing to the difference between these structures is the rise of
(A) Pendentives
(B) A dome
(C) An oculus
(D) An ambulatory
9. Both plans are best characterized as
(A) axial
(B) central
(C) basilican
(D) directional
10. Which of the following art historical periods did NOT influence San Vitale?
(A) Roman
(B) Byzantine
(C) Early Christian
(D) Romanesque
11. The plan of San Vitale differs from that of the Pantheon by the inclusion of a
(A) crypt
(B) narthex
(C) transept
(D) westwork
(A) Islam
(B) paganism
(C) Christianity
(D) Russian Orthodoxy
13. The plan of San Vitale is most similar to which of the following?
(A) Sant'Apollinare in Classe
(B) Old Saint Peter's
(C) Hagia Sophia
(D) The Basilica of Constantine
14. San Vitale is located in
(A) Pisa
(B) Rome
(C) Ravenna
(D) Constantinople
15. Both buildings are closely associated with a
(A) Greek patriarch
(B) Visigoth king
(C) Catholic pope
(D) Roman emperor
2002 AP ® ART HISTORY SLIDE-BASED MULTIPLE-CHOICE QUESTIONS
Questions 16-22 -- Slides
4L. Pierre-Auguste Renoir, Bal du Moulin de la Galette, 1876. (Erich Lessing / Art Resource, NY)
4R. Georges Seurat, French, 1859-1891, A Sunday Afternoon on La Grande Jatte - 1884, 1884-86, oil on canvas, 207.6 x 308 cm, Helen Birch Bartlett Memorial Collection, 1926.224. Photograph © 2001, The Art Institute of Chicago. All Rights Reserved.
Questions 16-22 are based on the slides that you see on the screen. The slides will be shown for four minutes only.
16. The artist of the painting on the left is primarily associated with
(A) Romanticism
(B) Neoclassicism
(C) Post-Impressionism
(D) Impressionism
17. The painting on the left is by
(A) Monet
(B) Degas
(C) Manet
(D) Renoir
18. The painting on the left is most concerned with
(A) atmospheric perspective
(B) transitory light effects
(C) pyramidal composition
(D) the abstraction of the human form
19. The painting on the right is by
(A) Cézanne
(B) Signac
(C) Seurat
(D) Renoir
20. The painting on the right is based on the color theories of
(A) Chevreul
(B) Daumier
(C) Botticelli
(D) Leonardo
21. Both paintings departed from earlier artistic conventions by depicting
(A) allegorical subjects
(B) bourgeois leisure activities
(C) subjects drawn from classical antiquity
(D) politically charged events
22. Both paintings were created around
(A) 1750
(B) 1820
(C) 1880
(D) 1920
2002 AP ® ART HISTORY SLIDE-BASED MULTIPLE-CHOICE QUESTIONS
Questions 23-30 -- Slides
5L. Masaccio, Tribute Money ca. 1427. (Scala/Art Resource, NY)
5R. Perugino, Christ Delivering the Keys of the Kingdom to St. Peter, 1481-1483. (Scala/Art Resource, NY)
Questions 23-30 are based on the slides that you see on the screen. The slides will be shown for four minutes only.
23. The work on the right was painted by
27. Both works have all of the following EXCEPT
(A) Perugino
(B) Masaccio
(C) Bellini
(D) Raphael
24. The figures in both paintings can be characterized as
(A) outlined and flat
(B) active and spontaneous
(C) writhing and elongated
(D) balanced and solid
25. A primary figure found in both works is
(A) Lorenzo de' Medici
(B) St. Peter
(C) Pope Julius II
(D) the artist
26. The architecture most specifically referred to in the painting on the right is that of
(A) Rome
(B) Greece
(C) Persia
(D) France
(A) chiaroscuro to create volume
(B) placement within a larger program or cycle of paintings
(C) the same painting medium
(D) multiple vanishing points
28. The painting on the left tells a story by
(A) concealing the narrative beneath hidden symbols
(B) using continuous narration
(C) combining classical and Biblical textual sources
(D) creating the scene as an otherworldly vision
29. The work on the right was painted to support the authority of
(A) the ruling elite of Florence
(B) a monastic order
(C) a militia company
(D) the popes
30. The work on the right is among the first works to
(A) respond to the concerns of the CounterReformation
(B) use tenebrism to heighten the dramatic expression
(C) mark Rome as an artistic center during the Renaissance
(D) be challenged by the Council of Trent for
impropriety
END OF PART A
Answers - Section I, Part A 1-D, 2-B, 3-C, 4-C, 5-B, 6-B, 7-A, 8-B, 9-B, 10-D, 11-B, 12-C, 13-C, 14-C, 15-D, 16-D, 17-D, 18-B, 19-C, 20-A, 21-B, 22-C, 23-A, 24-D, 25-B, 26-A, 27-D, 28-B, 29-D, 30-C
2002 AP ® ART HISTORY FREE-RESPONSE QUESTIONS
SECTION II—Part A
Time—60 minutes
7 Questions
The questions in this part of the examination are based on slides. Each question is separately timed and each slide or set of slides will be shown only for the length of time indicated after the question. YOU ARE TO ANSWER EACH QUESTION IN THE SPACE PROVIDED.
Note: For those questions involving two slides, when you are not asked specifically to name the artists and/or titles of the works, you may refer to the work on the left as (L) and the work on the right as (R).
This examination uses the chronological designations B.C.E. (before the common era) and C.E. (common era). These labels correspond to B.C. (before Christ) and A.D. (anno Domini), which are used in some art history textbooks.
Question 1 -- Slides
7L. Plan of the ambulatory, abbey church of Saint-Denis, Paris, 1140-1144.
(Note: Students do not see this slide information during the exam administration.)
7R. Ambulatory, abbey church of Saint-Denis, Paris, 1140-1144. (Anthony Scibilia / Art Resource, NY)
1. The following passage was written by Abbot Suger (1081-1151).
Moreover, it was cunningly provided that . . . the old [church] should be equalized, by means of geometrical and arithmetical instruments, with the central nave of the new addition; and, likewise, that the dimensions of the old side aisles should be equalized with the dimensions of the new side aisles, except for that eloquent and praiseworthy extension, [in the form of] a circular string of chapels, by virtue of which the whole [church] would shine with the wonderful and uninterrupted light of most luminous windows, pervading the interior beauty.
The apse of the building Suger is describing is shown in this plan and interior view. What new architectural style does the building introduce? Referring to both the plan and the interior view, explain how the apse reflects Suger's description. (10 minutes)
Question 2 -- Slides
8L. Hugo van der Goes, Adam and Eve Tempted by the Snake. Diptych of the Fall and the Redemption, left wing, ca. 1470. (Erich Lessing / Art Resource, NY)
8R. Michelangelo, Adam and Eve (detail of The Temptation), ceiling of the Sistine Chapel, 1508-12. (Photo Vatican Museums)
2. These two works, painted in different regions of Europe, deal with the same subject matter. The work on the right was created in Italy.
Identify the region in which the work on the left was created. How does each work reflect its respective regional traditions? (10 minutes)
2002 AP ® ART HISTORY FREE-RESPONSE QUESTIONS
Question 3 -- Slide
9L. Marie-Louise-Élisabeth Vigée-Lebrun, Marie Antoinette and Her Children, 1788. (Giraudon/Art Resource, NY)
9R. Blank
3. This is a portrait of the French queen Marie Antoinette.
Identify the art historical period in which the work was painted. Discuss ways in which this image employs the conventions of royal portraiture and ways in which it diverges from those conventions. (10 minutes)
Question 4 -- Slides
10L.
Aerial view of Great Mosque, Qayrawan, Tunisia, ca. 836-875. (© Roger Wood/CORBIS)
10R. Plan of the Great Mosque, Qayrawan, Tunisia, ca. 836-875.
4. The slides show a mosque and its plan.
In what ways does this mosque accommodate the religious requirements of Islam? (5 minutes)
Question 5 -- Slides
11L. Jacob Lawrence,No. 3fromThe Migration of the Negro,
1940 - 1941. (The Phillips Collection, Washington, DC)
11R. Jacob Lawrence, No. 49 from The Migration of the Negro, 1940-1941. (The Phillips Collection, Washington, DC)
5. The American artist Jacob Lawrence painted the two works shown. Discuss the historical and social themes in his work. How does the artist use formal elements to construct
narrative? (10 minutes)
Question 6 -- Slide
12L. Auguste Rodin, Burghers of Calais, 1884-1889. (Hirshhorn Museum and Sculpture Garden, Smithsonian Institution, Gift of Joseph H. Hirshhorn, 1966.)
12R.
Blank
6. The city of Calais commissioned this sculpture to memorialize an event from the city's past. Identify the sculptor. Discuss ways in which the sculptor's conception, which was not acceptable to city officials, broke with traditional notions of heroic sculpture. (10 minutes)
Question 7 -- Slide
13L. Sarcophagus of Junius Bassus, ca. 359. (Archivio Fabbrica di San Pietro in Vaticano)
13R.
Blank
7. The work shown is the Sarcophagus of Junius Bassus.
Which architectural and figural elements tie the work to the classical past? (5 minutes)
END OF PART A SECTION II
2002 AP ® ART HISTORY FREE-RESPONSE QUESTIONS
SECTION II—Part B
Time—60 minutes
2 Questions
Directions: You have 60 minutes to answer the two questions in this part. You may wish to spend a few minutes organizing or outlining your response in the blank space provided above each question. Notes in the blank space will not be graded. Be sure to analyze each question carefully and choose appropriate examples. Identify your examples as fully as possible.
8. Many cultures use architecture to express or reinforce power and authority.
Choose two works of architecture from different cultures, identifying each work as fully as possible. At least one work must come from beyond the European tradition. Discuss how each work conveys power and authority. (30 minutes)
9. Works of art often combine images with text.
Choose and fully identify two specific works made after 500 C.E. that combine images with text. The works must come from different art historical periods. Note: Do not choose works with text consisting only of names, labels, or artists' signatures.
Discuss the relationship between text and image in the two works you have chosen. (30 minutes)
END OF EXAMINATION | <urn:uuid:b2c46e92-31fc-483e-bb3a-2dbadcfde330> | CC-MAIN-2018-05 | http://www.collegeboard.com/prod_downloads/ap/students/arthistory/arthistory_frq_02.pdf | 2018-01-24T05:46:40Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00462.warc.gz | 406,438,479 | 3,798 | eng_Latn | eng_Latn | 0.968319 | eng_Latn | 0.986473 | [
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The Rooney Review
September 8th, 2017
Whew! This has been a busy, short week! First graders are trying their best to learn the new routines. They have been working hard at showing us what they know (through some quick baseline math, writing, and reading assessments), so we can get to the business of learning new things! You may have noticed that they are a bit fatigued from all the brain work and moving they are doing in first grade!
ELA/Reading:
This week
we began
reading stories
in our
Anthology.
Our story
this week
was about Sam and Tam. One was a boy and one was a dog. We looked a picture clues to figure out who Sam was and who Tam was! While the story was very easy to many, we are working on reading in small groups and the remainder of the students are working on independent "word work tubs" in the classroom.
Writing:
Phonics:
Math:
This week first graders wrote an informational story, a narrative story and an opinion story. We will be working with these three genres of writing (in addition to some surprise others…) this school year, and these stories gave me a baseline of where each student is in her/his writing. We will begin information story writing next week.
First graders reviewed the same phonics letter/sound cards they learned in Kindergarten. We are continuing to use those same cards and sounds to reinforce the skills learned last year. We brainstormed words that rhymed with _an, _at, and _am and generated a number of words that followed each spelling pattern. Our sight words we reviewed this week were a, see, green, I .
This week we worked with ways to make 6 and 7. For example, we looked at dominoes and "read" the numbers we saw on each side. Then first graders said that those two numbers equaled ___ in all. Another game we played was with mini animals. We put a number in a row (say 7) and then when the students closed their eyes, I put a few animals in my hand. The students then had to guess how many I was holding in my hand. Each student got a chance to play the game and had the rest of the group guess how many were in his/her hand.
Weather/Calendar: Every day first graders record today's number on their individual calendars. The class meteorologist then tells what the weather and temperature are, and each student records this information on their weather graph.
Social Studies: We completed some classroom rules that all first graders agreed to follow. These have been typed up, illustrated, signed and are posted in our room for all to see. I'm quite impressed. Take a look:
Keep hands, feet and body to yourself.
Be respectful to people.
Use materials correctly and safely.
Take care of the school.
First graders listened to the Steven Kellogg story about Johnny Appleseed, and they watched a quick Brain Pop video about the tall tale character. First graders created their own Johnny Appleseed illustrations, and worked together on creating a Timeline of Johnny Appleseed's life. Stay tuned for more details about timelines (coming next week!)
Responsive Classroom: "Break" room:
Our classroom has a "break" spot for children to use throughout the day. While we call it the break room, it is actually just a designated chair in the classroom. Students can give me a hand signal (sign language for break) if they need to remove themselves from the learning activity. The "expectations" that are posted at the break room are to 1: signal for break, 2: sit on break room chair, 3: take calming breaths to refocus, and 4: return to learning. The focus of this chair is for those that are not ready for learning (wiggly, talking to a peer, missing Mom, daydreaming, etc) .
Taking a break allows students an opportunity to get their minds and bodies ready for learning again. This is not a time-out chair (not used as a negative consequence). It is not a "naughty" chair. This space provides students an opportunity to self regulate and get themselves back on the learning track. I have used the space myself to model for the children what to do when you need a break. Most children have taken advantage of this refocusing "break" room, and have come back to the learning activity ready to go! As always, if you would like to read more about Responsive Classroom, please check their website: www.responsiveclassroom.org., or feel free to reach out and ask questions to myself or Mr. Veneto.
Other News:
✐ Happy Birthday, Drew!
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Field Notes:
The 2012-2013 Winter Season
by kelly J. McKay and steven d. bailey
Illustration of a Spotted Towhee by Frank Bennett.
During the 2012-2013 winter season in Illinois, temperatures fluctuated substantially and periodically, ranging from considerably above to well below normal. The majority of this season experienced warmer than usual temperatures, although not as extreme as the previous season. The state also experienced above normal precipitation.
Temperatures in December ranged from considerably above to slightly below normal, with most of the month being warmer than usual. January temperatures ranged from well above to well below normal with the majority of the month experiencing warmer than usual temperatures. The most active weather month was February with temperatures fluctuating from moderately above to moderately below normal and much of the month experiencing near normal temperatures.
Overall, 25 notable storms traveled across Illinois during the winter of 2012-2013. These frequent storms produced rain, freezing rain, sleet, and/or snow depending on the current temperatures.
Six winter storms moved through the state in December after the winter began late on 9 December with a storm that produced light snow and freezing rain across the northern tier of counties, light to moderate rain in the remaining northern 2/3 of the state, and moderate rain and severe thunderstorms over the southern 1/3. A major storm hit on 20 December producing considerable rainfall (1-2 inches) across the entire state followed by heavy, wet snow which accumulated to 4-10 inches over the northern 1/3 of Illinois, 1-4 inches through the central region, and light snowfall over the southern 1/3 of the state. The backside of this storm was accompanied by 40-60 mph winds, which created blizzard conditions and wind chills of -10 to -15 degrees. The southern portion of Illinois experienced a second major storm on 25-26 December, which produced 3-18 inches of snow.
There were eight winter storms in January, with small to moderate amounts of rain, freezing rain and snow. A storm on 20 January that included 25-35 mph winds resulted in bitterly cold wind chills of -15 to -20 degrees. The month ended with a very slow moving storm on 29-31 January the first half of which produced light to heavy rainfall and scattered thunderstorms statewide, changing to 1-4 inches of snow throughout the state on 31 January. This storm was accompanied by strong winds (20-40 mph), with created wind chills of -10 to -30 degrees.
In February, 11 storms impacted the state, the worst of which traveled through the entire state on 18-19 February producing moderate to heavy rainfalls and some snow to the north. This storm was ushered through by 25-35 mph winds, resulting in wind chills of -5 to -15 degrees.
The avian community observed this winter was diverse with 185 species identified throughout the state (plus four
introduced/or exotic escapees). Most of the expected wintering birds were present as was a noteworthy variety of lingering migrant, semi-hardy species. However, a few uncommon to rare species that are often usually detected during the winter period such as Harlequin Duck, Sora and Virginia Rail, Purple Sandpiper, Indigo Bunting and Dickcissel were not located this winter. Many of the birds typically present only in the southern region of the state were present as usual. A considerable number of uncommon and accidental species were documented throughout the state. As usual, by mid-Feb or sooner, there were signs of early spring migration, including several species of waterfowl, cranes, Killdeer, American Woodcock, blackbirds and other species.
There were 10 exceptional species this winter season (California Gull, Gyrfalcon, Prairie Falcon, Northern Roughwinged Swallow, Bewick's Wren, Mountain Bluebird, Varied Thrush, Bohemian Waxwing, Smith's Longspur and Hoary Redpoll), which require review by the Illinois Ornithological Records Committee (IORC). Several other rare winter visitors were also observed. Among these, were American Avocet, Spotted Sandpiper, Lesser Yellowlegs, Forster's Tern, Barn Owl, Swainson's Thrush, Northern Waterthrush, and Palm Warbler.
Waterfowl to Vultures
Increased numbers of wintering geese continue to grow in Illinois at several statewide locations, with an increasingly large percentage of the birds being composed of Snow, Ross's and Greater White-fronted Geese as opposed to the once much more common Canada Goose. As this seasons counts show, flocks of Snow Geese in the tens of thousands or more and flocks of White-fronted Geese numbering in the hundreds or thousands are not uncommon, with increasing numbers of flocks (instead of single birds) of Ross's Geese no longer the exception. This year, two Barnacle Geese (at least one unbanded) were also sighted, both in with Cackling, Greater White-fronted, and/or Ross's Geese mixed flocks. These species also nest in the far northeastern Canadian provinces where truly wild, native Barnacle Goose nesting populations can be found. How long will it be before one of these birds is considered a legitimate new species on the official list of Illinois birds? With the increase in the re-introduced, north-central U.S. breeding population of Trumpeter Swans, Illinois is becoming a major part of the species' developing migratory flyway. The state also has a substantial number of wintering birds in southern Illinois. All three species of swan were widespread in good numbers statewide. A male Barrow's Goldeneye was encountered/returned for the second consecutive year to the same location at the Skokie Lagoons in Cook County (same bird?). This was also the fifth consecutive
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The Water Show Teacher Information
This program has been developed through a partnership between SA Water and the Department of Education and Children's Services. It has been based on the learning needs of students from R-7. In 2012, The Water Show is being presented by the Department for Water.
Participation in The Water Show provides an opportunity for students to interact with science concepts and gain some insight into water conservation. The program is supportive of the Australian Curriculum Cross curricular priority – Sustainability and the Science and Geography learning areas.
Australian Curriculum Science Descriptors:
Everyday materials can be physically changed in a variety of ways (ACSSU018) yr1
Earth's resources, including water, are used in a variety of ways (ACSSU032)yr2
Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)yr6
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)yr7
Water is an important resource that cycles through the environment (ACSSU222)yr7
NOTE: Science as a Human Endeavour and the Geography Learning Area + Cross curricular priority of Sustainability are important aspects of this learning program.
Key concepts underpinning the program are:
Water is a precious resource and essential for all life to exist
Water resources exist within social and cultural contexts
Water has unique physical and chemical characteristics
Critical thinking and decision making skills
Social responsibility
Water must be considered in a global context (systems interacting)
About The Water Show by Splash Theatre Company
It is 100 years in the future and the world's water supply is in crisis. Two time travellers, Agent Smith and Agent Jones, return to the present to collect as much information as possible about this valuable resource.
Developed by Splash Theatre Company, Revised by Lyn Jefferies, DECS Consulting Teacher, March 2011 and Samantha Cain, Department for Water
E: email@example.com
E: firstname.lastname@example.org
Using the computer in their time-space module, they discover a wide range of information about water, including:
Archimedes Principle
The hydrological process of evaporation, condensation and precipitation
Ocean life
Images of water in popular culture
Water treatment process
Typical water use by suburban families
Many other interesting facts about water
The content is presented through a wide range of engaging and accessible dramatic techniques including physical comedy, mime, character transformation, song, dance and sound.
The Water Show presents an overview of the role of water in our society and as such provides many opportunities for links to specific curriculum outcomes. The Lesson Suggestions outlined in these notes may assist teachers in extending the performance experience into meaningful classroom learning.
SPLASH THEATRE COMPANY www.splashtheatreco.net
Formed in 1997 Splash Theatre Company is an independent, professional touring company based in SA. Each year it stages 4 or 5 productions which tour to schools, arts centres, libraries, museums, festivals and community events. Its shows have toured throughout SA, Victoria, Tasmania, NSW, ACT and Queensland.
It has toured overseas to Russia, New Zealand and Singapore. Its productions include: "The Book Show", "What BIG Teeth You Have!", "The King's New Suit", "Ticklish Allsorts", "Little Wing and Twinkletoes", "The Beginner's Guide To Pirates", "Mr Badger tells the story of The Wind in the Willows", "An Irish Joke", "And Their Ghosts May Be Heard" and "The Water Show".
FACTS ABOUT WATER
The following facts are mentioned in the performance:
Water covers approximately 75% of the Earth's surface
97% of water is too dirty or too salty to drink
2% is in icecaps or glaciers
Only 1% is available for us to drink
Oceans are up to 5 times deeper than the tallest mountain
Your body is made up of about 70% water
Your brain is made up of about 90% water
Water is the only substance present on Earth in it's 3 forms: liquid, solid, gas
Ice is less dense than water, that's why it floats on top of your drink
Developed by Splash Theatre Company, Revised by Lyn Jefferies, DECS Consulting Teacher, March 2011 and Samantha Cain, Department for Water
E: email@example.com
E: firstname.lastname@example.org
ARCHIMEDES PRINCIPLE
The Archimedes Principle refers to the Law of buoyancy, discovered by Archimedes, which states that any object that is completely or partially submerged in a fluid at rest is acted on by an upward, or buoyant, force.
The magnitude of this force is equal to the weight of the fluid displaced by the object. The volume of fluid displaced is equal to the volume of the portion of the object submerged.
Story: Archimedes and the Gold Crown
The King of Syracuse, Hiero, wanted a golden crown. He weighed a lump of gold and ordered a goldsmith to make him a crown with it. The goldsmith returned with a crown that weighed the exactly the same as the lump of gold. The king was happy. After a while, however, the king grew suspicious. The goldsmith might not have put all the gold into the crown. He might have used another metal. The king called Archimedes to help him determine whether any other metal had been mixed into the crown. Archimedes thought and thought, but he couldn't figure out a way to determine whether the goldsmith had melted silver into the crown. One day he went to the baths. As he got into the tub, some water sloshed out. He had solved his problem. Archimedes ran out into the street shouting "Eureka! Eureka!" He was so excited he had forgotten to put his pants on!
He demonstrated his experiment to the King. Archimedes filled a jar with water to the brim then dropped the crown in it and collected the water that overflowed. Then he replaced the water into the jar and dropped in a lump of gold the same weight as the crown. He found that the lump of gold caused less water to overflow than the crown. This meant that the crown occupied more volume, or space, than the lump of gold and proved that it was not all gold and that the King had been cheated.
FAST WATER FACTS
The Department for Water is responsible for leading the management of South Australia's most precious resource – water. We must use water wisely to ensure we have enough for our future.
Reducing your shower time from 7 to 4 minutes can save up to 60 litres every time
A running tap uses about 9 litres of water per minute
Water saving fittings on your kitchen tap can reduce flows from 20 litres per minute to below 9 litres per minute
A low-flow showerhead saves up to 11 litres of water per minute
Water is our most valuable resource. It's fundamental to our health, our way of life and our environment. It underpins growth in population and our economy – and these are critical to South Australia's future prosperity.
The Department for Water has a job which is of great importance to the people of our State. We aim to ensure that there are always sufficient and sustainable
Developed by Splash Theatre Company, Revised by Lyn Jefferies, DECS Consulting Teacher, March 2011 and Samantha Cain, Department for Water
E: email@example.com
E: firstname.lastname@example.org
water resources in South Australia for our health, our economy, our environment and our lifestyle. No so that our State can just get by – but so our communities and economy can thrive in the future.
To find out more about the water sources in our state and how the Department for Water is working to ensure water for the future, visit www.waterforgood.sa.gov.au
E: email@example.com
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FUNGI
By Stephanie Jackson
Here's a question for you. What forms of life are the most nu merous on earth - animals, birds, plants, insects, or something else perhaps? The answer might surprise you, for it's fungi that are the most pro lific organisms to inhabit the planet.
I've been fascinated by fun
gi since my childhood when I was convinced that the sudden appear ance of a ring of toadstools indicat ed that I was in the realm of fairies, or that a magical event was about to occur. Age and a little knowledge of reality have vanquished those youthful fantasies, and although I no
longer anticipate the arrival of mag ical creatures, I'm still convinced, whenever I see fungi, that there's a touch of magic in the air. Fungi, which are believed to have first ap peared on earth some 600 million years ago, come in every colour imaginable and in an astounding diversity of forms, from those with intricate and beautiful designs to the bizarre, and even the revolting. And that's Mother Nature's magic at work.
The microscopic size of many species keeps them well hidden from the naked eye, and the ephem eral nature and fleeting presence of the fungi that are commonly re ferred to as mushrooms and toad stools means that many are rare ly seen. But if you look carefully in woodlands, forests, parks, and gardens, particularly in the early morning when sunlight warms the earth after a damp night, you might find these curiosities of the natu ral world almost under your feet.
Some 13,000 species have been recorded in Australia, but experts believe that the actual number in existence could be a staggering 250,000, and that means that, pro viding the conditions are right, you won't have to look far to find them.
Fungi are not plants, as they don't contain chlorophyll, an essen tial ingredient that enables plants to obtain nutrients via photosynthesis, and their cell walls are not composed of cellulose like those of plants, but of chitin, the substance used to form the tough exoskeletons of insects.
The nutrients fungi require for survival are sourced from the soil or other material in which they grow, and are obtained via a web of fine thread-like filaments called hyphae
that clump together to form an often white mass known as mycelium. Fun gi spread, within their local environ ment, via mycelium, but nature has equipped them with another means of propagation. The above ground parts of mushrooms and toadstools are their fruiting bodies, each of which produces thousands of min ute dust-like spores that are spread, primarily by wind and insects, to new areas that fungi can colonise.
Fungi also provide food for wildlife, with several species in cluded in the diets of bandicoots, wombats, and birds, while some po toroos and wallabies detect and dig up fungi that grow underground.
Life on earth would be unim aginable without fungi, for they are a vital component of every healthy ecosystem and play a variety of es sential roles. Some have a symbiot ic relationship with a specific plant species; others are parasitic and cause the death of their host plants; and some parasitise insects, includ ing spiders. The many species that thrive on the forest floor are the recy cling brigade that cleans up nature's endless supply of waste by convert ing fallen timber, leaf litter, animal dung, and the corpses of wildlife into nutrients that the surrounding plants can utilise for their growth.
It's often said that if the skin on the cap of a mushroom can readily be peeled off, then it's safe to eat, but this is a dangerous misconcep tion as several highly toxic species, including the Death Cap mushroom (Amanita phalloides) that lives up to its grim name, can be peeled in this way. Eating even a minute amount of this species can be fatal.
Fungi have been a popular food for humans for millennia, but for anyone looking for a bit of bush tucker, caution is the key word. Many common fungi have a simi lar appearance to that of the white mushroom (Agaricus bisporus) that's been in commercial culti vation for aeons, but eating them can have disastrous consequences.
Another old wives' tale is that poisonous fungi, if rubbed on any item of silver, will turn it black, and conversely those that have no im pact on the precious metal will be safe to eat. This too is incorrect, as is the assumption that any fungus with a distinctive mushroom smell is edi ble. To be on the safe side, it's best to eat only cultivated species, and when it comes to the weird and wonder ful array of fungi found in the wild, look but don't touch is the best rule.
Recent scientific studies have re vealed that, in the not too distant fu ture, fungi , some of which contain compounds that have antiviral, an tibacterial, anti-inflammatory, and anti-diabetic properties, may play a valuable role in a range of modern medicines. Others, researchers be lieve, might one day be used in the treatment of a range of diseases, including cardiovascular disorders, some forms of cancer, and inflam matory bowel disease, in addition to physiological conditions such as vitamin D deficiency and glaucoma, and might even have the potential to inhibit the growth of tumours.
Many fungi contain compounds with toxic, mind altering, or psy chedelic properties, but it's not all bad news. Tales, from an era when all medications came from natural sources, tell of medicines derived from the woody bracket fungi that thrive on the trunks of forest trees; of pulverised mushrooms being ap plied to wounds to stop bleeding; and of spores from puffball spe cies used as a coagulating agent to stem the flow of blood from nose bleeds and from the severing of the umbilical cord after childbirth.
Fairies dancing in a ring of toadstools are definitely a figment of the imagination, but with the promise of great benefits for man kind, it seems that fungi really are imbued with a dash of magic.
Images:
Page 2 - Boletellus ananas
Page 1- Colus pusillis - Crab pot fun gus
Page 3 - Phallus indusiatus - Stink horn fungus
This article remains the copy right of Stephanie Jackson and cannot be reproduced in part or in its entirety without the writ ten permission of the author.
To read more articles by Stephanie Jackson and to see her www.photographsofaustralia.com
extensive gallery of images, log onto | <urn:uuid:acba63ca-f820-44ed-9f70-2af2501958a2> | CC-MAIN-2018-05 | http://photographsofaustralia.com/articles/Fungi.pdf | 2018-01-24T05:13:49Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00460.warc.gz | 272,941,795 | 1,435 | eng_Latn | eng_Latn | 0.9805 | eng_Latn | 0.997863 | [
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Analytical Geometry; Calculation of the gradient line∗
Umeshree Govender Free High School Science Texts Project
This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License †
1 Analytical Geometry; Calculation of the gradient line
The gradient of a line describes how steep the line is. In the
gure, line PT is the steepest. Line PS is less steep than PT but is steeper than PR, and line PR is steeper than PQ.
∗ Version 1.2: Jul 30, 2011 5:37 am -0500
† http://creativecommons.org/licenses/by/3.0/
The gradient of a line is de
ned as the ratio of the vertical distance to the horizontal distance. This can be understood by looking at the line as the hypotenuse of a right-angled triangle. Then the gradient is the ratio of the length of the vertical side of the triangle to the horizontal side of the triangle. Consider a line between a point A with co-ordinates (x1; y1) and a point B with co-ordinates (x2; y2).
Figure 2
So we obtain the following for the gradient of a line:
We can use the gradient of a line to determine if two lines are parallel or perpendicular. If the lines are parallel (Figure 3a) then they will have the same gradient, i.e. mAB = mCD. If the lines are perpendicular (Figure 3b) than we have: − 1 mAB = m CD
Gradient = y 2 − y 1 x2−x1
For example the gradient of the line between the points P and Q, with co-ordinates (2;1) and (-2;-2) () is:
4
The following video provides a summary of the gradient of a line.
Gradient of a line
This media object is a Flash object. Please view or download it at <http://www.youtube.com/v/R948Tsyq4vA&rel=0>
Figure 4
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Why is Iron Important in My Diet?
What is iron?
Iron is a mineral in the human body. It is one of the parts of hemoglobin, the substance in red blood cells that helps blood carry oxygen throughout the body.
If you do not have enough iron, your body cannot make hemoglobin, and you may get anemia, a health problem that occurs when there is not enough hemoglobin in the blood. When you get anemia, you are said to be "anemic".
What are the signs of anemia?
The major signs of anemia are:
* Feeling tired
* Problems breathing
* Dizziness
* Headache
* Feeling cold
What causes anemia?
A low level of iron is the most common cause of anemia. This is known as irondeficiency anemia, the most common type of anemia. Causes that can reduce the body's iron levels are:
* Blood loss (caused by ulcers, some cancers, and other health problems
* In women, during monthly periods
* An iron-poor diet
* An increase in the body's need for iron (for example, during pregnancy).
A person can develop iron-deficiency anemia. But the following groups have a higher risk:
* Women, because of blood loss during monthly periods and giving birth.
* People over 65, who are more likely to have diets that are low in iron.
* People who are on blood thinners such as aspirin, Plavix®, Coumadin®, or Heparin®.
1
* People who have kidney failure (especially if they are on dialysis), because they have trouble making red blood cells.
* People who have trouble taking in iron.
Can iron-deficiency anemia be treated?
Yes. This type of anemia can be treated and cured. First, your doctor will find out if the anemia is being caused by a poor diet or a more serious health problem. Then, you can be treated for both the anemia and its cause. Irondeficiency anemia is treated with iron supplements taken by mouth, or by eating foods that are high in iron.
What foods are high in iron?
The iron in food comes from two sources: animals and plants. Iron from plants is found in vegetables and in iron-added to foods such as breakfast cereals. Iron from meat is better absorbed by the body than from plants.
However, if you do not wish to eat a lot of animal foods, there are other foods listed that you can try. In particular, plant foods that have a lot of iron are:
Vegetables:
Leafy greens such as broccoli, spinach, kale, turnip greens, and collards, potatoes with the skin, lima beans, green peas, and all other beans (e.g. kidney, black, navy, etc.), and tomato sauce.
Fruits:
Dried apricots, dried figs, raisins, prunes, and prune juice.
Breads, Cereals Rice & Pasta:
Iron fortified whole grain breads, pastas, rice, and cereals. Read food labels and look for breads and cereals that have 20% or more of the Daily Value for iron.
Nuts/Seeds:
Nuts and seeds such as peanuts, cashews, sunflower seeds, walnuts, almonds, etc.
Other:
Blackstrap molasses (try it on hot cereal such as oatmeal Malt O Meal®, or Cream of Wheat®)
Another great way to get more iron into your food is to cook with cast iron pots and pans. Cast iron pots and pans are very heavy. They will rust if not dried after washing. If you cook acidic foods such as tomato sauce in cast iron, you can greatly increase the iron content of these foods.
Also, it might be good for you to take an iron supplement; if you're not already doing so. Talk to your doctor to make sure that there are no reasons you should not take an iron supplement. Iron can also be given as an infusion. Your doctor will decide how to best treat your iron deficiency.
If you do take a supplement, make a note of which type of iron it contains. Some forms of iron are much better absorbed than others. The supplemental forms of iron that are best absorbed are:
* Ferrous sulfate
* Ferrous gluconate
* Ferrous ascorbate
* Ferric ammonium citrate
Iron forms that are NOT well absorbed are:
* Ferrous fumarate
* Ferrous succinate
* Ferric saccharate
If you choose to take and iron supplement, look for one that has ferrous sulfate, ferrous gluconate, ferrous ascorbate, and/or ferric ammonium citrate.
There are other things you can do help your body absorb iron better. Keep these things in mind when you decide how and when to eat foods that are high in iron and/or if you are taking an iron supplement:
* Foods and beverages that are high in vitamin C will increase iron absorption. So, orange juice (without calcium) is a good beverage to use when taking an iron supplement or eating foods that are high in iron.
* Foods that are high in calcium will decrease iron absorption. So, do not take an iron supplement or eat high iron foods with milk. Also, make sure that your orange juice is NOT calcium fortified if you are going to take your iron with orange juice.
* Coffee, tea, and cola will decrease iron absorption. So, do not take an iron supplement or eat high iron foods with coffee, tea, or cola.
* Very high fiber cereals, such as All Bran or Raisin Bran will decrease iron absorption. So, do not take your iron supplement at the same time as eating these high fiber cereals.
* Calcium in supplements will decrease iron absorption. So, do not take an iron supplement or eat high iron foods at the same time as calcium supplements.
You do not need to totally avoid the foods that decrease iron absorption. It is fine to add these foods to your diet. Just make sure that you don't eat them at the same time that you're also taking an iron supplement or eating high iron foods. Leave at least an hour between the foods and beverages that decrease iron absorption and when you take an iron supplement or eat high iron foods.
If you are going to take an iron supplement, the best way to take it is between meals with a glass of juice.
If iron supplements upset your stomach or make it hard for you to have a bowel movement (constipation), try taking a Slow Release form of iron. Look for
an iron supplement that's called "Slow Fe" or "Slow Iron". These often cause less stomach upset and constipation than standard iron supplements.
Disclaimer: This document contains information and/or instructional materials developed by the University of Michigan Health System (UMHS) for the typical patient with your condition. It may include links to online content that was not created by UMHS and for which UMHS does not assume responsibility. It does not replace medical advice from your health care provider because your experience may differ from that of the typical patient. Talk to your health care provider if you have any questions about this document, your condition or your treatment plan.
Author: C. Cole, MD
Document #1488. Last Revised 6/23/14
Patient Education by University of Michigan Health System is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License | <urn:uuid:fb1ff96e-01b0-4476-9a02-d5bee2048e14> | CC-MAIN-2018-05 | http://www.med.umich.edu/cancer/files/why-is-iron-important.pdf | 2018-01-24T05:44:10Z | crawl-data/CC-MAIN-2018-05/segments/1516084893397.98/warc/CC-MAIN-20180124050449-20180124070449-00467.warc.gz | 479,841,282 | 1,528 | eng_Latn | eng_Latn | 0.998188 | eng_Latn | 0.998692 | [
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Use the phone to work out what the text says
Where are you?
The 262966 r246 367e7t
What's the weather like?
H68, 78i25y 263 9e8!
Living in the forest
To learn how people survive in the tropical rainforest
Describe/ Explain… how people survive in the rainforest
Compare the lives of those in the rainforest to that of our own
Basic facts about tribes in the tropical rainforest
* An estimated 400-500 Amazonian tribes exist today in the Amazon Rainforest.
* There are about fifty of these tribes who do not have any contact with the outside world.
* With 20,000 total members, the Yanomani tribe is the largest tribe in the Amazon Rainforest. In contrast, the Kanoe and Akuntsu tribes have no more than 30 members.
* The tribes live off the land and grow different types of fruits and vegetables such as bananas, passion fruit, papayas, corn, manioc and beans and the popular "super fruit", the acai berry.
* There are approximately 180 different languages spoken by these indigenous people.
* Communal houses are common and the structures are made out of bamboo covered in banana or palm leaves and straw.
* Many Amazonian tribes believe in animism, a belief that animal spirits inhabit all animate and inanimate things.
* Because many of these tribes do not have proper medical care, the life span of the Amazonian tribe people is considerably shorter than those living in the countries surrounding them. Many die of malaria, malnutrition and parasites.
The Yanomami tribe
* You will all be given a fact sheet that needs to be filled in about the yanomami tribe.
* The information is hidden around the room.
* Move around the room to fill in your worksheet.
Dear Year 8,
My name is Akra my home is the Amazon Rainforest. I am part of the Yanomami tribe. In the Amazon we have cleared an area of trees to build our homes and plant our crops.
My life is much different to yours. Each day I get up at 5.00 am as the sun rises and go to bed as the sun sets. In my village we grow crops including, Beans, Corn and Bananas. For breakfast I collect the crops for my family to eat.
I do not go to school, I help my family. Each day we hunt for food. We hunt for turtles and fish in the river catching them with arrows. We cook the food over a fire while it is fresh. I usually have fish for my lunch
The rainforest is valuable to tribes as it has many resources we can use to build our homes, light our fires and provide medicines when we are sick. We live in Harmony with the rainforest and only use the resources we need
We don't have electricity to watch T.V or play computer games. For entertainment members of the tribe gather to dance and sometimes sing.
Write back soon, Akra
Use the information that you have just discovered about the Yanomami tribe to write a comparison of their life and yours.
This will be assessed by me – and you will be given a national curriculum level.
Living in the forest
To learn how people survive in the tropical rainforest
Describe/ Explain… how people survive in the rainforest
Compare the lives of those in the rainforest to that of our own
The Yanomami tribe are one of the largest, relatively isolated, tribes in South America. They live in the Rainforests and Mountains of Northern Brazil and Southern Venezuela and have a population of 32,000 people.
The Yanomami live in large, circular houses called Yanos or Shabonos. Some can hold up to 400 people. The central area is used for activities and each family has a hearth where food is prepared and cooked during the day.
They believe strongly in equality among people. Each community is independent from other and they do not recognise 'chiefs'. Decisions are made after long debates, after everyone has had their say.
They use about 500 different plants for food, medicine, house building and other things. They provide for themselves by hunting, gathering, fishing and growing crops. Men hunt for game like Peccary, Tapir, Dear and Monkey and regularly use curare (a plant extract) to poison their prey.
Men and women fish and Timbo (or fish poison) is used in communal fishing trips. They pound up bundles of vines, which are floated on the water. The poison stuns the fish, so they rise to the surface and are scooped up into baskets.
Women and young children search for termite nests and other grubs, which will later be roasted at the family hearths. The women also pursue frogs, and caterpillars in pile of coals.
The women also prepare manioc, shredding the roots and expressing the toxic juice, then roasting the flour to make flat cakes, which they cook over a small pile of coals.
Four hours' work per day is enough to provide them all their natural needs. They consciously limit the time taken by repetitive tasks so as much attention as possible can be given to the leisurely observation of nature and the performance of ceremonies. It is an attitude that has ensured a balanced and restrained use of the forest.
There are
The area they live is …
……………….
They live in houses called
Yanomami people
The Yanomami Tribe
The central area is used for
Decisions are made by
The men the village
The women of the village
They eat …
Manioc is
They only work for ….
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Striper Prey and Salinity (Follow up to Where in the Bay)
By: Liz Duff http://pie-lter.ecosystems.mbl.edu/content/striped-bass-curriculum
firstname.lastname@example.org
Grade Level(s): Grade 6-12
Description: Using an on-line database, students will investigate the salinity levels of species known to be prey of a top predator, striped bass.
Essential Questions: Striped bass are not limited by salinity. Is the distribution of striped bass prey impacted by salinity levels. If yes, will this impact the distribution of striped bass?
Time/Duration: 45 minutes –1 hour + optional follow-up
Subject: Earth Systems, Life Science, Ecology, Marine Biology, Inquiry
Next Generation Science Standards:
Develop a model using an example to describe ways the geosphere, biosphere,
5-ESS2-1. hydrosphere, and/or atmosphere interact.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Correlating Ocean Literacy Standards:
http://www.coexploration.org/oceanliteracy/documents/OceanLitChart.pdf
Ocean Literacy Concepts:
5. The ocean supports a great diversity of life and ecosystems.
d. Ocean biology provides many unique examples of life cycles, adaptations, and important relationships among organisms (symbiosis, predator-prey dynamics, and energy transfer) that do not occur on land.
f. Ocean ecosystems are defined by environmental factors and the community of organisms living there. Ocean life is not evenly distributed through time or space due to differences in abiotic factors such as oxygen, salinity, temperature, pH, light, nutrients, pressure, substrate, and circulation. A few regions of the ocean support the most abundant life on Earth, while most of the ocean does not support much life.
Concepts
Students will understand that:
1. Salinity impacts the distribution of fish in an ecosystem.
2. Different fish species are tolerant of different levels of salinity.
3. Adult fish of some species can tolerate different salinity levels than the eggs of the same species.
Skills:
1. Process skills: Observing, inferring, interpreting data, data-base inquiry,
2. Critical thinking Skills: Analyzing, Applying, Generating ideas,
3. Scientific problem solving: Longing to know, searching for data and its meaning,
Prior Knowledge:
It would be great to start students with the Where in the Bay lesson prior to this lesson.
Establish that students know the following
1. Salinity is a measure of how salty the water is.
2. The saltiness of the water is different in different places, and can change in a single place due to tides, rain, storms, and evaporation.
3. Many marine animals are specialized to live most comfortably in a certain level of saltiness.
4. Some marine animals can swim or crawl, and they may move to stay in the most comfortable conditions.
Technology needed to complete lesson:
Multimedia projector,
PowerPoint slideshow (downloaded in advance) or
Internet linking to
Striper Prey and Salinity
PowerPoint
Computers and internet access to National Centers for Coastal Ocean Science Estuarine Living Marine Resources (ELMR) database: http://www8.nos.noaa.gov/biogeo_public/elmr.aspx
To learn more about the ELMR database and additional activities you can do go to http://pie-lter.ecosystems.mbl.edu/files/3._Exploring_ELMR_Estuary_Data.pdf
Additional Materials:
Striper Prey Salinity Tolerances Student Version (1 per student or team of 2-3 students) for the ELMR data, Maps of Plum Island Sound (1 per team of 2-3 students),
Essential Questions: Striped bass are not limited by salinity. Is the distribution of striped bass prey impacted by salinity levels. If yes, will this impact the distribution of striped bass?
Introduction/Background Information:
Salinity: Salinity is a measure of how salty the water is. It is one of the abiotic (non-living) factors impacting the distribution of life. The saltiness of the water is different in different places, and can change in a single place due to tides, rain, storms, and evaporation. Fresh water is less dense than salt water, and may form a lens floating on top of salt water, in an estuary, where fresh water is flowing to the sea, and salt water flows in with the tide. Thus surface water may have lower salinity than deeper water. Storms not only provide additional fresh water through precipitation, reducing salinity levels, but also can mix surface water with deeper water through the impact of wind and waves. Many marine animals are specialized to live most comfortably in a certain level of saltiness. Some marine animals can swim or crawl, and they may move to stay in the most comfortable conditions.
Why does salinity changes seasonally?
Salinity levels change seasonally because the amount of fresh water brought by the rivers changes seasonally. There tends to be more fresh water transported in the spring because the snow on the land is melting feeding the rivers. This leads to lower salinity levels. As greater evaporation occurs in the summer and fall, the areas with higher salinity expand.
Striped Bass:
Striped bass are a top predator fish with an interesting lifestyle. They spawn in few areas in the Atlantic, primarily in Chesapeake Bay, Delaware Bay and the Hudson River. They are anadromous fish, laying their eggs in fresh water but living in water with a wide range of salinities during their juvenile and adult life. Striped bass migrate in the summer months to points north as far away as the points within the Gulf of Maine. Some take up residence in the Plum Island Sound Estuary in Massachusetts for the summer months, while others pass through, heading to points further North. Scientists are investigating: Why do they travel so far? Striped bass are commercially harvested in some southern states, and are eagerly sought by sport-fishermen in Massachusetts. Populations of striped bass declined markedly in the 1980s and their populations have increased thanks to conservation efforts. Striper Prey and Salinity is the second lesson in the Striper Science curriculum. Using an on-line database, students will investigate the salinity tolerances of a number of species preyed upon by striped bass. Striped bass can tolerate a wide range of salnity levels. Is this true of its prey?
This lesson is a part of the Striper Science curriculum. Striper Science is a set of lesson plans and resources for upper elementary through high school level based on striped bass research conducted in Massachusetts. Resources include PowerPoint presentations, inquiry lessons based on databases, field studies, and online videos. We are proud to present these lesson plans and resources which are connected to Next Generation Learning Standards. Additional lessons in the curriculum focus further specifically on Striped Bass.
This work was conducted by partners involve in the Plum Island Sound Long Term Ecological Research (PIE-LTER). The scientific research was conducted by Massachusetts Cooperative Fish and Wildlife Research Unit, UMass-Amherst (Dr. Martha Mather, Sarah Pautzke and Kristen Ferry) and supported by the Massachusetts Division of Marine Fisheries. Lesson developers and advisors include Liz Duff, Martha Mather, Kristen Ferry, Robert Muth, Jack Finn, Sarah Pautzke, Pat Harcourt and Melissa Sanderson. Striper Science was funded by the National Science Foundation.
Learn about research on striped bass traveling choices and diet done by Kristen Ferry and Martha Mather in Plum Island Sound.
Lesson Plan (PDF) Why Stripers Go, Part 1 (8 minutes)
Why Stripers Go, Part 2 (10 minutes)>
Learn about striped bass behavior in Plum Island Sound based on research done by Martha Mather and Sarah Pautzke.
Bass Habitat Use Lesson Outline (PDF)
Bass Habitat Use Part 1 (9.5 minutes)
Bass Habitat Use Part 2 (7.5 minutes)
Procedure
Preparation : Review slide show and practice using the ELMR database. Take a look to see which regions correspond with where you live.
Look at http://www8.nos.noaa.gov/biogeo_public/elmr.aspx to practice the activity. Optional: Go to:http://pie-lter.ecosystems.mbl.edu/files/3._Exploring_ELMR_Estuary_Data.pdf To learn more about the database.
Engaging Discussion: Discuss how many students like to catch fish, and what their favorite fish are. Explain that striped bass is a fish species Native to the North Atlantic, and is a favorite fish of many people. Although it was overharvested in the past, and populations declined, its populations have made a comeback thanks to conservation efforts across states. Scientists have many questions about what fish are doing, what they are eating, and where they spend their time. On-line databases hold data that allow us to ask questions and answer them without having to be the ones to go out and collect all the data. We are going to learn to use a data base to find out more about striped bass and how salinity impacts the things that striped bass eat.
Database Inquiry via Estuarine Living Marine Resource (ELMR) Data Base
Materials Computer lab. The data base inquiry can be done in the classroom (with teams of students), in a computer lab, or as homework or extra credit, depending on what is available to teachers/students.
Background information for ELMR Database:
Project Summary
In 1985, the National Oceanic and Atmospheric Administration (NOAA) launched the Estuarine Living Marine Resources (ELMR) project to develop a consistent data base on the presence, distribution, relative abundance, and life history characteristics of ecologically and economically important fishes and invertebrates in the nation's estuaries. It has been conducted jointly by NOAA's National Ocean Service (NOS), NOAA's National Marine Fisheries Service (NMFS), and other agencies and institutions. The nationwide data base was completed in 1994, and includes data for 153 species found in 122 estuaries and coastal embayments in five regions. Regional revisions were completed for the Gulf of Mexico and Southeast in 1998.
The database is divided into five study regions and contains the monthly relative abundance of each species' life stage by estuary for three salinity zones (seawater, mixing, and tidal fresh), as identified in NOAA's National Estuarine Inventory (NEI) Data Atlas-Volume I and supplement (NOAA 1985). Regional data summary reports have been published for the North Atlantic (Jury et al. 1994), Mid-Atlantic (Stone et al. 1994), Southeast (Nelson et al. 1991), Gulf of Mexico (Nelson et al. 1992), and West Coast (Monaco et al. 1990). Regional life history summary reports have been published for the West Coast (Emmett et al. 1991) and Gulf of Mexico (Pattillo et al. 1997). A National Overview report was completed in 2000 (Nelson and Monaco 2000). All reports are available for free upon request.
http://www8.nos.noaa.gov/biogeo_public/elmr.aspx
Screen shot from http://www8.nos.noaa.gov/biogeo_public/elmr.aspx
This lesson focuses on striped bass and other species in the Mid Atlantic and North Atlantic.
Instructions:
Go to ELMR Estuarine Living Marine Resources web-site http://www8.nos.noaa.gov/biogeo_public/elmr.aspx
Demonstrate how to use the database. Click on "North Atlantic" and "All Estuaries" and species you want. For the area north of Cape Cod, MA choose "North Atlantic". For Cape Cod south to the Chesapeake, choose "Mid Atlantic". Choose "all estuaries" unless you are very close to one of the estuaries listed. Scroll down the list of species until you get to one on our list. (Demonstrate with "American lobster".) We will assume that the bass are eating adult crabs, shrimp, and lobster. So, in general, choose "Adult" for life stage. Click on the different salinity zones for each species, and record whether that species is present for that salinity range. If it shows numbers other than zeros, it is present. If you see all zeros, it is not present. When you finish that, you can also check to see if "egg" is any different for fish species.
>25 ppt is High Salinity
0-.-0.5 ppt is Fresh water
.5-25 ppt is Low and Medium Salinity
Ocean salinity is 32-35 ppt.
Example: There are zero adult lobsters at 0-0.5 ppt salinity.
In the North Atlantic, Adult lobsters can be found rarely or commonly at .5-25 ppt in the months of April through December. They are common to abundant at > 25 every month of the year.
Instructions:
1. Ask: Will salinity affect the location of their striped bass prey species?
2. Use the Striper Prey and Salinity Slideshow to introduce the questions.
3. Pass out Striper Prey Salinity Tolerances Handout, and Plum Island Sound Maps
4. Have students log onto the ELMR Estuarine Living Marine Resources web-site
http://www8.nos.noaa.gov/biogeo_public/elmr.aspx to see which prey species can tolerate each salinity level.
Ask students to use the database to find the answers to the "Striper Prey Salinity Tolerances" student handout. To focus on Plum Island Sound, choose "North Atlantic" "All estuaries" "Adults" each time for the first table. Choose "North Atlantic" "All estuaries" "Eggs" each time for the second part of the table.
Explain: If you see all zeros in the chart, the species cannot tolerate that salinity level. Write "NO" to indicate it cannot tolerate that level. If you see all 2s, the species is RARELY found there. Write "Yes" next to the levels each species is common or abundant. One has been done for you. Put RARE if it is rarely found.
Be sure to choose "North Atlantic" "All estuaries" "Adults" each time. If you finish early, check to see if eggs have the same results.
5: Highly Abundant
4: Abundant
3: Common
2: Rare
0: Not Present
Discussion:
Most of the prey species are found in a wide range of salinities. These include Alewife, blueback herring, daggerblade grass shrimp, green crab, mummichog, sand shrimp and silverside.
The species that are not found in fresh water as adults include: American Sand Lance, American Lobster, (daggerblad) grass shrimp, Green crab, Atlantic Menhaden, Sevenspine Bay Shrimp and Silversides.
The American Sand Lance is not found in fresh water and is rare at salinities less than 25 ppt. Adults and eggs of these species are not found in fresh water. Lobster and menhaden eggs are not found in the .5> 25 range. Sand Lance are rarely found there (only in the Merrimack River). On the Spring map in the PowerPoint, the red arrow shows the lobster range in the spring. The brown arrow shows the sand lance range in the spring. These ranges increase in the summer and fall as there is less precipitation, and more evaporation going on, increasing the salinity (salt content) levels. If sand lance is a preferred food item for striped bass, this would support the hypothesis that striped bass may increase their ranges within Plum Island Sound in those months. If not, the prey species are not impacting striped bass distribution. New question: What are striped bass eating? Do they prefer sand lance? How do PIE-LTER scientists know? Listen to Why Stripers Go to learn about striped bass preferred diet.
Why Stripers Go, Part 1 (8 minutes) Why Stripers Go, Part 2 (10 minutes)>
Discuss as a class: What besides salinity might impact the location of Striped Bass and Striped Bass prey. (Temperature is one thing. Bigelow and Schroder Fishes of the Gulf of Maine http://www.gma.org/fogm/ has information about temperature listed with fish species).
Extensions:
Investigate temperature ranges for individual species through reading Bigelow and Schroder Fishes of the Gulf of Maine http://www.gma.org/fogm/.
Learn about Striped Bass preferred temperatures in Why Stripers Go, Part 1 (8 minutes)
Investigate additional questions on the ELMR database. Ask students: What other questions can this data base help you answer? In your science journal, or on the back of this paper, list your questions. Choose one and investigate. Write down your question and its answer. Some possible questions: Striped Bass Adults survive at a wide range of salinity levels. Is this true for Bass at all life stages? Investigate. What estuaries can they be found in the egg stage? What species do you see have different salt tolerances at different life stages? You could have each student investigate the life cycle of the prey of striped bass. What stages do they go through? What salinity tolerances do they have? Is there an optimal salinity for their species?
Learn more about PIE-LTER research by listening to their videos.
Learn about striped bass behavior in Plum Island Sound based on research done by Martha Mather and Sarah Pautzke.
Bass Habitat Use Lesson Outline (PDF)
Bass Habitat Use Part 1 (9.5 minutes)
Bass Habitat Use Part 2 (7.5 minutes)
Evidence of Understanding / Assessment(s):
5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Striped bass and their prey are part of the biosphere. They live in they hydrosphere and are impacted by salinity from the geosphere. Based on this lesson and what you know about salinity, draw a diagram and label it to describe ways they interact.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Explain how salinity changes affect fish populations. Be sure to describe what you know seasonally and different life stages.
Based on this lesson- what are three species that can tolerate different salinity levels at different stages of their lives?
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Use the ELMR data base and a mathematical representation to show when striped bass prey are most abundant in a specific estuary.
Striper Prey Salinity Tolerances
Teacher Version
Answer Sheet for Adult Prey
Answers for Eggs
Striper Prey Salinity Tolerances
Student Version
Name(s) _____________________________________ Date: ____________________________
Will salinity affect the location of their prey species? Young striped bass called "schoolies" eat the species listed below. Check ELMR Estuarine Living Marine Resources web-site to see which prey species can tolerate each salinity level. If you see all zeros in the chart, the species cannot tolerate that salinity level. A 2 means it is rare. Write "NO"
http://www8.nos.noaa.gov/biogeo_public/elmr.aspx to indicate it cannot tolerate that level. Or Yes-RARE, if you see all 2s. Write "Yes" next to the levels each species are common or abundant. One has been done for you.
Be sure to choose "North Atlantic" "All estuaries" "Adults" each time.
If you finish early, check to see if eggs have the same results.
Results for Adults
Results for eggs (Be sure to choose "North Atlantic" "All estuaries" "eggs" each time.)
What other questions can this database help you answer? In your science journal, or on the back of this paper, list your questions. Choose one and investigate. Write down your question and its answer.
Name(s) _____________________________________ Date: ____________________________
Discussion:
Most of the prey species are found in a wide range of salinities. These include Alewife, blueback herring, daggerblade grass shrimp, green crab, mummichog, sand shrimp and silverside.
Only three species have a more limited range: American lobster, Atlantic Menhaden, and American Sand Lance. On the Spring map above, the red arrow shows the lobster range in the spring. The brown arrow shows the sand lance range in the spring. These ranges increase in the summer and fall as there is less precipitation, and more evaporation going on, increasing the salinity (salt content) levels. If sand lance is a preferred food item for striped bass, this would support the hypothesis that striped bass may increase their ranges within Plum Island Sound in those months. If not, the prey species are not impacting striped bass distribution. New question: What are striped bass eating? Do they prefer sand lance? How do PIE-LTER scientists know? Listen to Why Stripers Go to learn about striped bass preferred diet.
Why Stripers Go, Part 1 (8 minutes)
Why Stripers Go, Part 2 (10 minutes)> In part 2 around minute 4.54-6.09 they discuss seasonal diet including sand lance. Sand lance are an important part of striped bass diet in Plum Island Sound, in the fall.
References:
Plum Island Ecosystems Long Term Ecological Research web-site http://ecosystems.mbl.edu/pie/over.htm
National Centers for Coastal Ocean Science Estuarine Living Marine Resources (ELMR) http://www8.nos.noaa.gov/biogeo_public/elmr.aspx
Duff, Elizabeth B. and Harcourt, Pat Striper Science Curriculum http://pie-lter.ecosystems.mbl.edu/content/striped-bass-curriculum
Bigelow, Henry B. & Schroeder, William C. Fishes of the Gulf of Maine United States Government Printing Office. Washington: 1953. Print.
Electronic Versionhttp://www.gma.org/fogm/
Glossary:
Anadromous: Migrating up rivers from the sea to breed in fresh water. Used of fish.
Distribution: The arrangement of items over a specified area.
Estuary: The wide part of a river where it nears the sea; fresh and salt water mix.
Fish migration: Movement of fish from one aquatic habitat to another. For example, anadromous fish move from estuarine and marine habitats to freshwater to breed.
Juvenile: Fish from one year of age until sexual maturity.
Predator: An animal that lives by killing and eating other animals.
Prey: An animal hunted or caught for food.
Salinity: The concentration of mineral salts dissolved in water.
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Sight seeing tour - Brussels Art Nouveau Architecture (4 hours)
Brussels is the capital city of Belgium and is also the capital city of the Art Nouveau in the world. A lot of buildings have been built around 1900 in the Art Nouveau style. A style that also began in this town with the Tassel House by Horta in 1893.
Horta and also Hankar are the major architects but a lot of other artists have done very good jobs that are worth seeing: Blérot, Van de Velde, Hamesse, Taelemans, Vizzavona, Cauchie...
In 1900, the Brussels of nowadays was divided in a lot of little surburbs that surrounded the inner city. In the second part of the XIXth century, the city wall was destroyed to make a circling boulevard. The inner city was not much influenced by Art Nouveau because there were not a lot of destruction of older quarters but the surburbs like St Gilles/Sint-Gillis, Ixelles/Elsene, Forest/Vorst and Uccle/Ukkel feature hundreds of Art Nouveau buildings or villas that you still can see nowadays.
Horta houses
Victor Horta's museum.
This is not a museum in the traditional sense: a building where the objects exposed draw all the attention. Here it is the reverse : the building itself is the museum. The Horta Museum was actually the house that Victor Horta built for himself in the late 1890's. It's a true example of the architectural style that made Horta into one of the most acclaimed architects in Belgium.
The Art Nouveau style was popular in Europe, and especially in Brussels, between 1893 and 1918. The characterizations are: the use of industrial materials like steel and iron in the visible parts of houses, new decorations inspired by nature (e.g. the famous whiplash motive, which occurs very often in the Art Nouveau style and especially in the work of Horta), decorative mosaics or sgraffito on the façades of houses, etc... Most of these principles can be seen applied in the Horta Museum itself. This house also shows one of the great innovations of Horta: the rooms are built around a central hall. From the beautiful glass ceiling light falls into the house and thereby creating a much more natural illumination of the building than was the case in the traditional late 19th century houses in Brussels and Belgium. This style has sometimes a different name in certain countries: Jugendstil in the German-speaking countries, Modern Style, Liberty Style in Britain, Estilo Modernista in Spain.
Victor Horta was born in 1861 in Gent, Belgium. After studies in Paris, he settles in Brussels and continued studying at the Académie des Beaux Arts (Beautiful Arts Academy). In 1893 he builds his first true Art Nouveau house, the house of the Tassel family, which can still be seen in the Rue Emile Janson / Emiel Jansonstraat,6.
Other truly magnificent constructions were to follow: 1894 The Solvay House (his masterpiece); 1895 La Maison du Peuple (the meeting house of the Brussels socialists, now sadly demolished) and the Van Eetvelde House; 1898 the Horta house (his private mansion and this museum), 1901 Les Grands Magasins Innovation (destroyed by a fire in 1967 during which over 300 people were killed), 1903 Les Magasins Waucquez (nowadays the Comic Strip Museum of Brussels).
Stoclet Palace,
279-281, avenue de Tervuren, Woluve St Pierre by Hoffmann in 1910-12
The Stoclet Palace is considered sometimes as the first Art Deco work because of its geometrical shape which is not very Belgian although the Belgian Art Nouveau has become more and more geometrical after 1903. It was built by Hoffmann, a viennish architect who created the Wiener Werkstate. This palace was designed until the ultimate detail including the tea spoons, the bathrooms,... The paintings were designed by Klimt himself.
Saintcyr's house, Square Ambiorix by Strauven.
Maybe the most narrow facade of Brussels, it is well known for its circled loggia at the top. Circle shape loggias are typical for the Belgian Art Nouveau. There are still 3 of these in Brussels and Antwerp but this building is the top. The ironwork is very detailled, f.e. the areal sculpture on the roof. The windows are split in numerous curved panes that represent well the Belgian Art Nouveau trend. Strauven's work for colour textures using coloured bricks is enormous. His houses feature always a lot of details which remind somehow baroque art and often use a personal gothic interpretation in its structural designs. The feeling of highness is nearly omnipresent in his works.
Music Museum.
(Ex Old England departement store), 2, rue Montagne de la cour, by Saintenoy in 1899. An all iron and glass building. The iron work is really fine.
Today this is the museum of photography, which can be visited. The treatment of the angle is remarkable: at first view it seems to have an angle tower. The balconies and the bas-relief by Rousseau give a real illusion. The living room has a large window circled with stain glasses. The shape of the facade allows a lot of light enter this bay. Inside decoration and furniture was done by the famous Nancy artists Gallé and Majorelle.
Don't forget to take a look at its neighbour, nr 55, boulevard Brugmann which features owls in the door sgraffito and top sculptures. | <urn:uuid:534e3a52-6714-45e6-871e-167285e85b7d> | CC-MAIN-2019-26 | https://www.bel-air.be/pdf/sightseeing-brussels-art-nouveau.pdf | 2019-06-25T04:16:32Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00278.warc.gz | 670,682,735 | 1,201 | eng_Latn | eng_Latn | 0.997471 | eng_Latn | 0.997473 | [
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Forces -Homework 2 (Our Physical World Part 4)
10
Name: ______________ Parent/Guardian Signature:
Due date: ___________ ____________________
1. Name the three forces that can affect an object without touching it. ____________, ______________, _____________ (3)
2. One end of a bar magnet is called a North pole. What is the other
end called? _____________________ (1)
3. (a) If we bring two bar magnets together with the same poles pointing towards each other what affect will they have on each other?
____________________________________________ (1)
(b) What would happen if two different poles are brought together?
____________________________________________ (1)
4. In the diagram of a bar magnet below draw in the shape of the magnetic field lines.
(2)
5. In an electromagnet how can we:
(a) Make the electromagnet stronger?
______________________________________
(1)
(b) Swap the poles of the electromagnet around?
______________________________________
(1)
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Road Safety Factsheet
April 2019
Single Double British Summertime
In the UK, clocks follow Greenwich Mean Time (GMT) from October to March and British Summer Time (BST), which is GMT + 1 hour from March to October. Most of Europe follows Central European Time, which is one hour ahead of GMT in winter and 2 hours ahead of GMT in summer – always one hour ahead of the UK.
One of the consequences of the UK's system is that more people are killed and injured on the road because of darker evenings in the autumn and winter than would be if we adopted Single/Double British Summertime (SDST).
SDST would mean that we adopted GMT+1 during the winter months, with GMT+2 being applied to the summer period. This would create lighter evenings all year round and result in fewer people being killed and injured in road accidents. It would also bring significant environmental, economic and health benefits, the latter being particularly relevant to public health concerns about obesity. This change would also align the UK with the Central European Time Zone, which would bring additional business benefits.
The Road Safety Problem
During the working week, casualty rates peak at 8am and 10 am and 3pm and 7pm, with the afternoon peak being higher for both. Road casualty rates increase with the arrival of darker evenings and worsening weather conditions. Every autumn when the clocks go back and sunset occurs earlier in the day, road casualties rise. The effects are worse for the most vulnerable road users like children, the elderly, cyclists and motorcyclists.
In 2017, pedestrian deaths rose from 37 in September to 46 in October, 63 in November falling slightly to 50 in December. The casualty rate for all road users increased from 520 per billion vehicle miles in October to 580 per billion vehicle miles in November. 1
The relative peaks are explained by several factors:
- Motorists are more tired after a day's work and concentration levels are lower
- Children tend to go straight to school in the morning but often digress on their way home, increasing their exposure to road dangers
- Adults tend to go shopping or visit friends after work, increasing their journey times and exposure to road dangers
- Social and leisure trips are generally made in the late afternoons and evenings.
These factors explain why a reduction in the evening accident peak produces more significant results than a reduction in the morning accident peak. Moving to SDST would produce significant net benefits – although there would be a slight increase in the morning accident peak, this would be more than offset by the reduction in the higher evening peak.
The Benefits of Changing to Single/Double Summer Time
The most recent research estimates that adopting Single/Double Summer Time would have the net effect of saving around 80 lives and 212 serious injuries a year. ii Although this estimate is now quite old, it did confirm earlier research which showed that the 1968/71 experiment, when British Standard Time (GMT + 1) was employed all year round (the clocks were advanced in March 1968 and not put back until October 1971) saved around 2,500 deaths and serious injuries each year of the trial period. iii
In 2009, the Department for Transport's consultation paper, "A Safer Way: Making Britain's Roads the Safest in the World" iv , confirmed that moving to lighter evenings would prevent about 80 deaths on the road a year. There would be a one-off cost of about £5million to publicise the change but then benefits of around £138million per year, as well as energy savings, business benefits and more opportunities for sport and leisure.
Also in 2009, the National Audit Office published "Improving Road Safety for Pedestrians and Cyclists in Great Britain". v In a section looking at seasonal road casualty patterns from 2000-2007, the report stated that there were 10% more collisions killing or injuring a pedestrian in the four weeks following the clocks going back than in the four weeks before the clocks changed.
The Public Accounts Committee recommended that "The Department [for Transport] should take the lead in re-examining the practice of changing clocks at the end of British Summer Time with other central Government departments." vi
Other benefits
The move to SDST would cost the UK very little in monetary terms, but the benefits would be far-reaching, and would cover a wide range of sectors.
Environment
It has been estimated that a switch to Single Double British Summertime would reduce CO2 pollution by at least 447,000 tonnes each year, the equivalent to more than 50,000 cars driving all the way around the world. vii According to a Cambridge University study, moving to SDST would cut carbon emissions by 450,000 tonnes each year. The energy saved would be equivalent to the annual domestic electricity consumption of 2/3 of Glasgow and 85% of all the power generated by wind, wave and solar renewable energy in England. viii
Business
SDST would align the UK working day with continental Europe's for more effective working, including travelling on the day of meetings leading to fewer overnight stays. At present, the UK market loses an hour of overlap in the morning with Europe and an hour overlap in the evening. Both of these would be removed, increasing overlap by 25% of the working day. Stock market hours would match Europe, and produce a greater overlap with Asia – and although it would mean a reduced overlap with North America, the EU accounts for well over half of the UK's foreign trade (much more than North America).
Health and wellbeing
SDST would bring an average increase of 28% more accessible daylight during waking hours, maximising the beneficial effect of natural light – summer sunlight is our primary source of vitamin D. Because of this, Seasonal Affective Disorder (SAD) and sub-clinical depression, suffered by 500,000 people in the UK, would be reduced by this extra hour of accessible daylight. Extra daylight hours for leisure activity would help fight increasing obesity in UK society, particularly among the young.
Tourism
Changing to SDST would bring a substantial financial boost to Britain's £billion tourism industry. It would extend by two months the part of the tourist season that is dependent upon daylight hours, and enable later closing of tourist facilities – useful as the demand for facilities is greater after lunchtime. A Policy Studies Institute study ix suggests that there would be extensive benefits to tourism because Daylight Saving would:
- Allow an extended tourism season.
- Boost UK inbound tourism by an estimated £1bn per annum.
- Boost overall tourism earnings by an estimated £3bn.
- Increase jobs to cater for increased growth by 60,000 to 80,000.
SDST would increase the attraction of off-peak and short-break holidays, simplify international timetables, and bring benefits to airlines, cross-channel ferry and rail operators.
Leisure
SDST would bring a shift in average sunset time year round from 6.35pm to 7.30pm giving an average gain of 55 minutes of "accessible" evening daylight every day of the year. x
More evening daylight would encourage outdoor activity, making outdoor leisure activities possible in the evening during two more months of the year – people spend about 60% more time watching TV in winter than in summer. In 2009, a YouGov poll xi found that:
- 2 out of 3 people asked would support the change
- A third of those asked believed it would improve their wellbeing
- Almost half would use the extra time on extra leisure and sporting activity
- When asked directly, only 11% expressed any concern for farming
It would stay lighter and warmer later each day, making it possible to enjoy more evening meals and drinks outdoors – and SDST would be welcomed by organisations representing the interests of Britain's 2-3million keen gardeners.
The elderly
The UK's ageing population would benefit from this change. Older people generally do not leave their homes until after the rush hour (10am onwards) and are 'curfewed' by the onset of darkness in the evening. This is determined by several factors including fear of crime, fear of slips, trips and falls and the end of concessionary fare periods. Enabling older people to be out and about later would improve their health and wellbeing, helping to keep them fitter later in life which would reduce their dependence on others, including the state.
Crime
A move to SDST would reduce opportunistic crime facilitated by the cover of darkness – over half of criminal offences take place during the hours of darkness in the late afternoon or evening and, of the small proportion of offences occurring in conditions of semi-darkness, far more occur at dusk than dawn (Home Office British Crime Survey 1988-1992).
As well as reducing crime itself, it also reduces the fear and cost of crime.
Opposition to the Change
Some people are still cautious about accepting SDST. In the past, a move to SDST has been opposed by those industries whose workers rise early and utilise morning light, for example some farmers, those who collect and deliver milk, the building industry and postal workers. There is now increasing evidence that these objections are less relevant. For example, postal workers deliver mail later in the day than when the 1968/71 experiment took place. Modern farming methods have also reduced the impact on farmers, with many now neutral or positive about this proposed change. In Scotland, the National Farmers' Union position is no longer opposed to the change, as it was in the past.
In Scotland, there has been opposition to the change. A 2005 MORI poll suggested that only 40% of Scots were in favour of the change, with the main points raised being:
- 'This is something which would benefit the English, not the Scottish.' This is not true: in all the major dimensions measurable – road safety, environmental benefit and fuel cost, tourism, health and wellbeing – Scotland would benefit disproportionately compared to England and Wales.
- 'There is nothing that can be done – there is only so much available daylight in Scotland.' This is not true: because Scotland has less available daylight in winter, it is more important for Scotland to manage it carefully, because it is a more precious resource. This fine-tuning is required to get the most benefit out of the available daylight north of the border.
- 'It would make sense for England to go one hour ahead and Scotland to remain where it is.' This is not true: apart from the devolution and consistency issues, this is a north-south issue, unaffected by time zones. If it were a significant east-west issue, there might be benefits in different countries in the UK going to different time-zones.
- 'More children will die because of the darker mornings.' This is not true: the effect of SDST is to save children's lives, even more so in Scotland than in England and Wales, because Scotland has longer, darker winter evenings, which is where the principal casualties occur.
Scottish opposition arose from the 1968/71 experiment because certain media reported an increase in child casualties in the morning, omitting to mention that the evening reduction had more than compensated for this increase. As a result, there is a widely-held belief that this would be bad for Scotland, when in fact, the opposite is true.
However, there is evidence that opinions in Scotland are changing. xii
Summary
Since the 1968/71 experiment, it is estimated that more than 5,000 people have died and more than 30,000 received serious injuries in the UK on the roads, for no reasons other than entrenched prejudice and lack of political will.
RoSPA recommends that lighter evenings be introduced on a trial basis for 2 – 3 years (similar to experiment conducted during 1968/71). The decision about continuing permanently would then be based on the consequent effects on road casualties. This would provide objective, up-to-date evidence about the effects of SDST and also enable the public and the various industry and business sectors that would be affected to experience the change for themselves.
The House of Lords have recently discussed the European Commission's proposal to end seasonal clock changes, meaning that the UK could be in British Summertime all year round. RoSPA is calling on the UK government to consider whether the current clock change is still beneficial, or even necessary. Although RoSPA would like to see SDST implemented, a move to British Summer Time (GMT+1) all year round could save an estimated 30 lives by providing an extra hour of daylight during Autumn and Winter. RoSPA are in favour of this proposal, which is realistically achievable in the current climate.
On 26 March 2019, the European Parliament adopted its position on the Commission proposal, supporting a stop to the seasonal clock changes by 2021. Countries will be asked to choose either permanent summer time or winter time. Under the new legislation, governments opting to make summer time permanent would adjust their clocks for the last time on the last Sunday in March 2021. For those choosing permanent standard time, the final clock change would be on the last Sunday of October 2021.
References
1 "Reported Road Casualties Great Britain 2017" (Table RAS30020), Department for Transport, 2018, https://www.gov.uk/government/statistics/reported-road-casualties-great-britain-annual-report-2017
ii "A New Assessment of the Likely Effects on Road Accidents of Adopting SDST", TRL Report TRL368, Broughton, J and Stone, M. 1998
iii "Review of British Standard Time", Home Office, Cmnd 4512: HMSO, 1970
iv "A Safer Way: Making Britain's Roads the Safest in the World", Department for Transport, 2009
v "Improving Road Safety for Pedestrians and Cyclists in Great Britain", National Audit Office, 6 May 2009
vi "Improving Road Safety for Pedestrians and Cyclists in Great Britain", House of Commons Public Accounts Committee, 49th Report of Session 2008–09, 22 October 2009
vii Yu-Foong Chong, Elizabeth Garnsey, Simon Hill and Frederic Desobry "Daylight Saving, Electricity Demand and Emissions; Exploratory Studies from Great Britain", October 2009, www.ifm.eng.cam.ac.uk/people/ewg/091022_dst.pdf
viii "Daylight Saving in GB: Is there evidence in favour of clock time on GMT?", Brendan Cronin and Elizabeth Garnsey, University of Cambridge, 2007
ix "The Likely Impact on Tourist Activity in the UK of the Adoption of DST", Dr Mayer Hillman, Policy Studies Institute, Oct 2008
x Sport England's Active People Survey 2005/6
xi YouGov BALPPA Daylight Saving Survey 2009
xii "Clock change one step closer", The Scottish Farmer, 24 November 2010 and "We're not against moving clocks forward an hour, say Scottish farmers", The Guardian, 29 October 2010 | <urn:uuid:ce358e4a-9897-4547-a751-759c2ae65805> | CC-MAIN-2019-26 | https://www.rospa.com/rospaweb/docs/advice-services/road-safety/british-summertime-factsheet.pdf | 2019-06-25T03:29:59Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00282.warc.gz | 887,339,527 | 3,123 | eng_Latn | eng_Latn | 0.975803 | eng_Latn | 0.998695 | [
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Evening Tball Rules
T-ball
* Learning basics, swing, running bases, how to catch and throw, etc.
* Players hit off a tee. New this year: 2-3 weeks in those who are ready, coaches will attempt to pitch 3 balls to batters and if player doesn't hit the ball after 3 pitches, coaches will place a tee in front of the batter.
* Everyone bats through the lineup and switches
* Everyone on base runs around the bases on the last batter
* Everyone plays defense at a cone
* Everyone needs to switch cones every inning if possible
* No outs or strikeouts
* Helmets are now needed for Tball since we are pitching to the batters. Helmets can be purchased at Rustad Recreation Center, 601 26 th Ave E West Fargo during normal business hours for $15. If you don't purchase one, Parks will provide helmets.
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When the seedlings are large enough to handle, they can be transferred to big pots in the winter. Then, after the last frost in the spring, they can be planted.
When choosing a site to plant Red Mulberry, take into consideration the messy fruits. It often causes staining of sidewalks and driveways. Also, it needs to be planted in a large space, because of its spreading crown.
Pests and Diseases
Red Mulberry is generally free of pests and diseases. Sometimes witches broom will occur. This is caused by a mite and powdery mildew. It does not kill the tree; it just makes the tree unattractive. The main symptom is clusters of abnormally short twigs, which are scattered throughout the tree crown. Pruning out the clusters will help with its appearance. In the Gulf South tent caterpillars will infest Red Mulberry.
USDA-NRCS
For More Information Contact:
Nicholls State University Camls State University Campus P.O. Box 2663 Thibodaux, LA 70310 Phone: 1-800-259-0869
Golden Meadows Plant Materials Center
438 Airport Road
Galliano, LA 70354
Phone: (985) 475-5280
Fax: (985) 475-6545
For more information about other plants, please contact your local NRCS field office or Conservation District, and visit the PLANTS <http://plants.usda.gov> and Plant Materials Program Web sites <http://plant-materials.nrcs.usda.gov>.
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or a part of an individual's income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's TARGET Center at (202) 720-2600 (voice and TDD).
To file a complaint of discrimination write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410 or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer.
WHY RED MULBERRY?
Red Mulberry is a small, fast growing, native tree found throughout Louisiana in a variety of conditions. But it is mostly found in moist soils of hardwood forests. There are two other species of mulberries found in Louisiana (Black Mulberry and White Mulberry), but they are introduced. Red Mulberry is the only native mulberry in Louisiana. It sometimes hybridizes with White Mulberry.
Red Mulberry was first described in 1753. It is a good shade tree that is planted as an ornamental because the most important feature of Red Mulberry is its fruit. The fruits appear from April to June and resemble blackberries. It is a favorite wildlife food, especially songbirds like the chestnutsided warbler, gray cheeked thrush, Swainson's thrush, Tennessee warbler, scarlet tanager, and veery. The fruits are also edible for humans, if there are any leftovers from the birds. They can be used the same way as blackberry-jams, jellies, plain, wines, etc. In the past, it was used to fatten the
hogs and as poultry food.
Jeff Trahan
The leaves and twigs provide browse for whitetailed deer and livestock. Also, the leaves provide larval food for two butterflies- mourning cloak and red admiral.
Dr. Malcolm Vidrine,
LSUE
The wood is light, soft, weak, close-grained, and durable. It had been used for fence posts, farm implements, cooperage, furniture, interior finish, and caskets. Indians used the inner bark to make ropes, thread, and woven cloth.
Description
Red Mulberry is a small to medium-sized deciduous tree that reaches a height of 70 feet and lives up to 125 years. The bark is dark, reddish brown with flat and broad ridges that peel easily in long, narrow flakes. The leaves are alternate, simple, and unlobed, lobed, or mitten-shaped. It is rough hairy
USDA-NRCS
above and soft hairy below. The flowers are small, green, and in clusters. The flowers are of two kinds (male or female), on the same or different trees. The fruits are up to 1 ½ inches long and first appear green, then red (hence rubra), and finally deep purple.
Propagation and Establishment
There are no known cultivars or varieties that are originally from Louisiana available and not many nurseries have Red Mulberry in stock. However, Red Mulberry can easily be propagated by seed or by cuttings.
Fruit production begins when the trees are 4 to 10 years old. They will continue to produce fruit when they are 30 to 85 years old. Good seed crops are produced every 2 to 3 years. Mature fruits can be picked from the trees from April to June. Seeds can be planted immediately without stratification or in the spring after 30 to 90 day stratification in the refrigerator. The seeds should be planted 8 to 12 inches apart. The average germination rate for Red Mulberry is 12 to 50 percent.
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Hatching Stewardship
Through a classroom program that gives students eggs to raise, children uncover a brand new world, explore fascinating aquatic habitats, and hope that when released, their tiny fish will survive.
Photo by Derrell Bridgeman
The third-grade classroom was abuzz that day. Students had been preparing for several weeks with anticipation. They'd studied plants and animals during a fieldtrip to a local creek; created posters using markers, sprinkles, and colorful cutouts on how urban runoff harms wildlife; and memorized the life cycle of trout. In the corner of their classroom they'd helped set up an aquarium that a fly-fishing club had delivered. Each day they'd monitored the water's temperature to ensure it remained within the narrow range necessary for trout eggs to survive.
Story by Ethan Rotman
March - April 2008
When Ken Brunskill walked into the classroom cradling a small ice chest excitement nearly erupted. Brunskil, a volunteer from Mission Peak Fly Anglers, smiled as the students pressed forward as he slid the lid off and removed the small package wrapped in gauze. While they knew what the gauze was protecting, there was almost a collective holding of breath as Brunskil peeled back layer after layer to reveal 30 bright red trout eggs in the palm of his hand.
"They're beautiful!" one student exclaimed. Giggles rang through the room.
OUTDOOR CALIFORNIA 33
Delicately, Brunskil placed the eggs one-by-one into the tank and gently covered them with the tiny gravel. For the next several weeks, the hidden eggs were watched over by the students. Once the first tiny fish appeared in its larval stage the classroom moved to the next step of an already laid out plan that supports the developing fish until they can survive in the wild. Through this classroom experience, the students witness first-hand the value of aquatic environments, and ultimately the balance necessary to preserve California's fisheries and aquatic habitats.
"The Trout-in-the-Classroom program is a great way to integrate life science concepts, such as observation, food webs, habitats, and adaptation, with reading, descriptive and expressive writing, and units of measure," says Judi Burle, a teacher at Jefferson Elementary in San Leandro. "My students were fascinated when the eggs hatched. They even wrote farewell poems to mark the release of the fish into a native stream. The experience gives them a reason to care about watershed conservation."
The scene has played out in more than 2,000 classrooms across the state. Elementary school students strive to create ideal aquarium conditions needed for eggs to hatch and young fish to survive. The process helps them understand larger ecological concepts including habitat elements, how organisms interact, and how human actions can affect local waterways.
California educators know the program under different names. Some have called it Salmon in the Classroom, Steelhead in the Classroom and Salmon and Trout Education Program. By whatever name used in the classroom, the program that links students to hatching fish is one of the Department of Fish and Game's aquatic education modules, the Classroom Aquarium
Photo by John Davis
34 OUTDOOR CALIFORNIA
Education Program (CAEP). CAEP brings Chinook salmon, rainbow, and steelhead trout into classroom aquariums and offers curriculum designed specifically for these species and the area's local environment.
The idea of hatching fish in a classroom as part of an organized study opportunity began in British Columbia in the 1970s. Local non-profit organizations carried the program to California and worked with DFG hatchery staff to establish it here.
Previous page, as part of the Department of Fish and Game's Classroom Aquarium Education Program, students from the Bay Area release their fish into the wild. The event happens six weeks after the eggs hatch in a classroom aquarium pro vided by volunteers from local fly-fishing clubs supporting the program. Above, what the fish look like in the aquarium at the school. Below, the journey to release their fish takes students on a field trip where they experience much of the habitat that they've studied in preparation for the event.
March - April 2008
Elementary school teachers like Burle attend a certification workshop before taking this program into the classroom. The teachers learn about fish and what they need to survive. During the workshop they practice setting up aquariums, participate in aquatic education activities designed to engage the teacher and the student, and then discover how to get the eggs and where to release the fish.
The biggest treat and surprise for Burle was the support of the fly-fishing club. These clubs assist in tank set-up, offer financial and technical assistance, and in many cases deliver the eggs to the teachers. More than 50 California clubs actively support CAEP. Some have done so for more than 25 years.
"This program is an opportunity to connect students with aquatic environments," says Chris Ramsey, the CAEP coordinator for DFG's nine-county North Coast Region, including Del Norte to Modoc to Lassen and Mendocino counties. "It's great to see how excited the students become. Hatching fish in the classroom and then releasing them gives the students a reason to care about their local streams and lakes. They want to protect their fish."
The goal of the program is to create stewards of aquatic systems, Ramsey explains. "This is viewed as an educational program, not a restoration or stocking program. Success is measured by the learning experience of the students—not how many fish are put into the water."
CAEP structures its classroom experience to align with state educational standards so that the curriculum is easily delivered. Through CAEP, DFG asupports California teachers with scientific information in a developed lesson plan that creates a sense of stewardship and ownership in the minds and hearts of their students.
secret wishes. Then collectively they knelt and slowly submerged the cups, gradually filling them with water, and then watched as their fish swam away—darting for the safety of the natural aquatic habitat the students learned about. While the fish are released into the wild, each student holds the memory of the experience and carries the hope that their fish will survive and grow.
For more information on the Classroom Aquarium Education Program, visit www.dfg.ca.gov/caep.
Ethan Rotman is a DFG coordinator for CAEP and the Fishing in the City Program for the San Francisco Bay Area..
In Burle's San Leandro classroom, each day the students rushed in to see their fish. They diligently recorded the conditions of the aquarium's water, and then watched and recorded the changes as the eggs hatched to alevin, a newly-hatched fish in the larval stage, which has not yet emerged from its nesting area. The alevins have a noticeable yolk sac, and the tiny fish need this yolk sac while their digestive systems develop. At this stage, the students know their fish are not prepared to hunt live prey, and are completely dependent on the yolk sacs and the students to maintain an appropriate environment in the aquarium.
Six weeks after the eggs hatched the students stood on the edge of a lake, crowding forward until the water touched the toes of their tennis shoes. Burle sensed their joy mixed with apprehension. Each of them clutched a paper cup that contains "their" fish. Those who wrote poems read from pieces of paper, others whispered
March - April 2008
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Kronkosky Charitable Foundation Roundtable Discussions
Topic:
Physical Disabilities: Children
Date:
March 13, 1998
Prepared by: Mei Tai
PARTICIPANTS
Invited Agency Representatives
Debbie Pieper
Interim Director
Children s Rehabilitation Center
Raynae Cubello
Director of Social Work
Children s Rehabilitation Center
John Delgado
Director of ECI
Center for Health Care Services
Roddy Baker
Program Director
Any Baby Can (ABC)
Sandie Gonzalez
Director of Development
Children Association for Maximum
Potential (CAMP)
Foundation Staffs and Trustees
Palmer Moe
Executive Director
Megan Kromer
Director of Program and Evaluation
Michael Bacon
Grants Manager
Mei Tai
Student Intern
Overview
Any Baby Can (ABC)
They will accommodate most people who come in and will not turn people away for basic social services. When families come in with a crisis, they will help. They will also refer them to other organizations if they cannot help. They do case management. They help their clients find resources that are available to them. One of their program, Tiny Tracks, refers children to ECI programs.
CAMP
Their campsite is near the Guadalupe River. They have weekend programs where parents can drop off their children for the weekend. They can accommodate up to 40 children. On average they serve about 20-30 children each week. Under some circumstances, they will pick up the children. They accept children from foster-parents and families who have adopted a child. There are two staffs assigned to each cabin. Usually, there are 6-10 medical staff. Their camp can accommodate 125 kids. They also have a sibling program. There are a total of 300 beds. Two counselors are usually assigned to a child because most of them need total care. 90% of the staff are volunteers. Parents call CAMP to send their teenagers there to serve as volunteers. They have a lot of volunteers from high schools, colleges, and professional organizations. Volunteers have to go through a training session before they are allowed to work with the children. They charge on a sliding scale basis. They also get funding from United Way, Rotary Club, Officer s Wife Club, and individuals who sponsor a child. They offer a scholarship program for children who can not afford to pay. They are the first camp to be approved for respite funds in Texas.
Children Habilitation Center
They are located at Babcock and Medical, next to the fire station. They serve all disabilities. They have a day care for children with disabilities and it serves 106 kids. They also have a Freedom Center that serves about 20 kids. There is a therapeutic playground and pool that is totally handicapped accessible at their facility. They offer speech therapy and serve about 50 outpatients. Their funding comes from children with insurance, Medicaid, Medicare and fees that are charged on a sliding scale.
PACE — Center for Health Care Services
They serve children from birth to 3 years old. They serve children who are in their cachement area and must be diagnosed. About 50%-60% of the families they serve are Spanish speaking. They help identify the issues, and then provide counseling, referral and service coordination for the children and families. After 3 years old, the children are move into special education. They are serving 433 children this year, 369 was referral. 38% of the referrals came from hospitals and 43% from neighborhoods. They have 47 staff members and 32 of them are intake caseworkers. They just opened a center in Hondo.
General Information
CAMP segregates parents who attend camp with their children so that they will mingle with other parents to share stories and ideas. Hole on the door or door on the wall , a radio talk show that deals with mental disabilities issues and invite speakers to answer questions about different issues, was started by a group of parents who met and exchanged stories at CAMP.
Socialization is very important; Children with mental disability have a better chance of succeeding in the community and life if they are caught before the age of three and enrolled into an ECI program because the brain is still developing.
Autism and speech delays respond very well to ECI programs.
Children, who are taught to volunteer at a young age, will likely continue doing it in their adult life. Often, they become community leaders.
Identifying the disabilities at an early age is important because if ECI can not help, support services like day care and respite can be set up in advance.
Texas is the second highest state for institutionalized people. And that is not in accordance with the ADA law, which states the inclusion of all people and children in natural environment. It is also better for the community to socialize instead of institutionalize because it is ten times cheaper if the children are raised at home.
One weekend a month, the Medical Center holds a program to recycle equipment.
Children who volunteers with organizations like CAMP will help disseminate the general opinion that people with mental disabilities are dangerous and should be institutionalize.
Respite, San Antonio, takes children for up to 30 days but only for children with limited disabilities.
Brighton School serves about 200-230 children and Easter Seals serves 192 children.
Issues
Parents do not know where to look for services because there is not a lot of information or awareness about the providers.
Not only children need services but the families need services too. Ex: respite services
Organizations that get funding from the government are constantly filling out reports.
Government pays for respite but for every child that gets it, six more are on a waiting list. Parents can not afford to pay for respite even if they can find some organizations that offer it.
A survey done a few years ago and it showed that the top need is for respite services
It is getting very difficult to get help, equipment and medication. Ex: a child who has outgrown his wheelchair will have to wait for five years to get another one.
Counseling is a service that is needed by families but nothing will pay for it,
Autism respite is in demand.
Middle class families have the most problems accessing services.
Ideas
Educating parents on how to recognize mental disabilities through videos.
Send videos out to daycare, childcares, physician offices, nurses and receptionists at the physician s office and hospitals.
Technology
-Interactive evaluation of programs
-Internet with web sited for information and services
-Chat rooms for parents to share ideas and information
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THE BLUE SCHOOL - POLICY DOCUMENT
VERSION DATE: 03.17 REVIEW DATE: 03.19
Sex and Relationship Education Policy
Rationale
At The Blue School, we believe that effective Sex and Relationships Education (SRE) is essential if our pupils, as they grow, are to make responsible and well informed decisions about their lives. It contributes to promoting the spiritual, moral, social, cultural, emotional, mental and physical development of our pupils, preparing them for the opportunities, responsibilities and experiences of adult life. We understand that there is a statutory requirement for us to have in place such a policy compiled by the School Governors.
Definition of Sex and Relationship Education
Sex and Relationship Education is lifelong learning about physical, moral and emotional development. It is about respect, love and care and the benefits of making and maintaining a stable marriage or relationship. We recognise that to be human is to experience sexual feelings, seek connections with other people and develop relationships, which may be physical or non-physical. Our teaching of sex and relationship education is applicable to all sexual orientations and will include teaching of sex, sexuality and sexual health.
SRE seeks to enable young people to feel positive about themselves, manage relationships and access the infrastructure of support available.
Aims and Objectives
At The Blue School we aim to provide our pupils with an age appropriate SRE programme that is tailored to their physical and emotional maturity. In doing this, we acknowledge the value of contributing to a spiral curriculum. It should enable them to make positive choices about their sexual and emotional health, both now and in the future. We seek to achieve this aim by having three main elements to our programme as outlined in 'Sex and Relationship Guidance', DfE,
Attitudes and values
- learning the importance of values and individual conscience and moral considerations;
- learning the value of family life, marriage, and stable and loving relationships for the nurture of children;
- learning the value of respect, love and care;
- exploring, considering and understanding moral dilemmas; and
- developing critical thinking as part of decision-making.
Personal and social skills
- learning to manage emotions and relationships confidently and sensitively;
- developing self-respect and empathy for others;
- learning to make choices based on an understanding of difference and with an absence of prejudice;
- developing an appreciation of the consequences of choices made;
- managing conflict; and
- learning how to recognise and avoid exploitation and abuse.
Knowledge and understanding
- learning and understanding physical development at appropriate stages;
- understanding human sexuality, reproduction, sexual health, emotions and relationships;
- learning about contraception and the range of local and national sexual health advice, contraception and support services;
- learning the reasons for delaying sexual activity, and the benefits to be gained from such delay; and the avoidance of unplanned pregnancy.
We believe that SRE will be achieved by providing an environment and atmosphere where pupils feel safe, relaxed, not intimidated, but focussed; and where they have confidence and trust in the knowledge, ability and skills of their teachers.
Moral Framework
Pupils will be taught SRE within a framework which models and encourages the following values:
- Being honest with themselves and others
- Learning to show tolerance, understanding, respect and care for others
- Developing a critical awareness of themselves and others
- Acknowledging the rights, duties and responsibilities involved in sexual relationships
- Having a positive attitude towards the value of stable relationships for the upbringing of children
- Developing an awareness and belief in one's own identity
- Acknowledging and understanding diversity with regard to religion, culture and sexual orientation
- Having self-discipline regarding their sexuality.
Working With Parents
The school is committed to working in close partnership with parents and carers who are the key people in teaching their children about sex and relationships. We encourage parents and carers to create an open home environment where pupils can engage, discuss and continue to learn about matters that have been raised through HSE activities. We ask that they are vigilant and responsive to concerns relating to inappropriate material available or viewed on-line.
A parent or carer, who is concerned about any element of this policy, or is unhappy about their child's participation, should discuss their feelings with the Pastoral Team Leader. Parents have the right to withdraw their children from all or part of those aspects of the SRE programme which are NOT part of the statutory National Curriculum Science Orders. we strongly urge parents to carefully consider their decision before withdrawing their child from this aspect of their education. However, it is acknowledged that the final decision on the issue is for the parent to take.
Content and Organisation
Aspects of SRE are encompassed within the ethos of the school and may be delivered through:
- Core and foundation subjects
- Tutorial periods
- Assembly time
- Collapsed timetable mornings
- Theatre in Education visits
- Project/theme lessons
The SRE programme will be delivered by:
- Class Teachers/Tutors
- The School Nurse (or other specified visitor/s or agency) and other health professionals.
Occasionally, issues about SRE may arise spontaneously in other lessons (eg while studying English Literature) where it is not the main focus of the lesson. This is not considered to be part of the planned SRE programme and parents or carers cannot withdraw pupils in these circumstances.
The overview and co-ordination of the resources is the responsibility of the PSHEC Co-ordinator/Manager in the school. The Senior Management Team will always identify staff who have the appropriate skills, qualities and knowledge to teach the more sensitive and contentious aspects of SRE. Continuous professional development and training will always be provided to ensure a high level of expertise for teachers involved in delivering the SRE programme in the school.
Equal Opportunities
SRE lessons provide a good background for talking openly and freely about the diversity of personal, social and sexual references. Prejudiced views will be challenged and equality promoted. Any bullying that relates to sexual behaviour or perceived sexual orientation will be dealt with swiftly and seriously. This is the case for bullying of any kind and the procedures regarding this are outlined in the anti--bullying policy and the behaviour policy.
Personal Beliefs
The personal beliefs and attitudes of teachers will not influence their teaching of SRE
Language and Ground Rules in Lessons
Pupils will be taught the anatomically correct names for body parts, but slang or everyday terms used in certain social circles may be discussed; this will accompany a discussion about what is and isn't acceptable language to use.
Ground rules in class are essential when discussing sensitive subject matter. Some strategies staff may use to support this might be:
- an anonymous question box; this will enable pupils to feel more comfortable to ask questions without being identified;;
- making the classroom a zone of silence; this means that whatever is discussed in the classroom stays in the classroom and should not be brought up at any other time. We hope this will give pupils the sense that they are in a safe zone to speak freely about sex and relationships.
Students will be involved in the negotiation/setting of these rules. Distancing techniques will also help to avoid the inappropriate disclosure of information. These may include case studies, role play and speaking in the third person.
Dealing with difficult questions
We have a variety of strategies for dealing with difficult questions. For example:
- if a question is too explicit or is inappropriate, the teacher will attend to it later, on an individual basis and a decision will be taken whether or not to inform the child's parents/carers;
- if a child makes a disclosure that causes the teacher concern then they should follow the school's child protection procedures.
Safeguarding and Confidentiality
'Schools must be absolutely clear about the boundaries of their legal and professional roles and responsibilities. A clear and explicit confidentiality policy should ensure good practice throughout the school which both pupils and parents understand. Teachers cannot offer or guarantee absolute confidentiality.'
('Sex and Relationship Education Guidance', DfEE, Ref 0016/2000. p.30)
Whenever a pupil makes a disclosure, they will be advised to talk to their parents or carers. Pupils may feel that they are more comfortable bringing these issues to a teacher they trust, but it is important that children and their parents have open and trusting relationships when it comes to sexual health and the School will encourage this as much as possible.
Information about local advice and support is available to pupils through designated health notice boards, in student toilets, where everyone can see it in private. Support is also offered through the following services at school
i) Counselling Service.
(ii) Drop-in clinic
(iii) School staff.
Staff must follow child protection guidelines. Members of staff who are not health care professionals must not give individual contraceptive advice. It is also appropriate to remind students of information about access to support that is available in the school or has been outlined in lessons. These actions (suggesting that students see specific members of staff or reminding them of information) do not involve a requirement to inform parents/carers unless there is a concern for the young person's safety or vulnerability within the relationship. Similarly, as students under 16 are able to access doctors or clinics for contraceptive advice, where a member of staff advises students to seek medical advice at a GP's surgery or clinic there is not a requirement to inform parents/carers. However, students will always be encouraged to talk to their parent/carer and will be supported in so doing. In each circumstance the best interests of the young person will be seen as paramount.
Advice and treatment
Providing advice on contraception and practising safe sex is a key part of the School's SRE provision. We also encourage parents to engage their child in open discussion about practising safe sex.
Staff who are approached by pupils with a concern about having contracted or possibly contracted a sexually transmitted disease will seek advice from the DSL.
Monitoring and Evaluation
The SRE policy is monitored and evaluated through a review process at least every two years. | <urn:uuid:a6fc966b-a733-421f-a6a9-c419450def97> | CC-MAIN-2019-26 | https://www.theblueschoolwells.co.uk/shopimages/documents/GeneralInfo/LTG_BCO_Policies_Sex_and_Relationship_Ed_Policy_Mar17.pdf | 2019-06-25T04:15:48Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00282.warc.gz | 922,593,598 | 2,029 | eng_Latn | eng_Latn | 0.996492 | eng_Latn | 0.997536 | [
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9 th Grade Honors English Pre-requisite Reading Assignment
As part of the Seneca Valley School District's continuing efforts to strengthen and reinforce curricular objectives, pre-requisite reading and writing assignments are required for students entering Honors English 9. This program has been implemented at the Grade 7 level and will continue through high school as a criterion for Advanced/Honors English placement. Although this is a requirement for Honors English, we hope that you enjoy your summer reading.
Grade 9 Required Novel
To Kill a Mockingbird by Harper Lee
"Harper Lee's coming-of-age tale, To Kill a Mockingbird, is set in the Deep South, and is a searing portrayal of race and prejudice told through the eyes of a little girl. Filled with atmospheric evocations of life in the 1930s and a moral and caring sensibility, To Kill a Mockingbird is both a brilliant rendering of a specific time and place as well as a universal tale of how understanding can triumph over old and evil mindsets. Most of all, To Kill a Mockingbird is a modern-day morality tale of how prejudice must be met, fought and overcome—no matter where it is present or how difficult that task might seem."
- Classic Literature (About.com)
Overall Assignment
Directions: Read the classic To Kill a Mockingbird, a novel that has helped to shape American culture. You will be required to complete a typed reflection journal that documents your efforts to be engaged in the reading of the novel while considering a focus question. This reflection journal will be due on the first day of the 2019-2020 school year. You are expected to do your own original work with this journal. Do NOT work together on this. You will also be creating a turnitin.com account (plagiarism database) the first week of school; the reading log will be submitted to turnitin.com as well. Please make sure you save your journal to your home computer. See specific directions for the assignment on next page.
You may want to complete your reading closer to the beginning of school. The notes you take should help to prepare you for any assessments, helping you to gain the most from the reading of the novel. You may also want to complete the attached reading guide to help you prepare, but completion of this study guide is not mandatory.
Assignment Directions:
Create a typed reflection journal in which you focus on the focus question (see below) for your novel. You will create a table in which you use the essential question as your title and keep this question in focus as you read. Divide your table into two sections. On the left-side type direct quotations that pertain to character development, themes, or conflict that address your essential question, and on the right-hand side record your comments. You should have a total of 12 quotes/responses. Your quote selection should reflect a comprehensive understanding of the novel. Divide the book into thirds and select 4 quotes from each section that focus on character development, themes, and conflict. Try to divide up the devices as evenly as you can when selecting your quotes.
Focus Question: How do experiences (events, decisions, and consequences) determine our individual identity?
When you are pulling your quotes, consider:
* Characterization: How does the author develop the characters? How do any of the characters change and who or what causes them to change? How do the characters advance the plot and the conflicts?
* Theme: Which themes emerge from the book related to identity? Is there an overriding theme? How are these themes developed and how do they aid you in your understanding of the novel?
* Conflict: What are the central conflicts related to identity? How does the author develop these conflicts? Are the conflicts primarily internal or external?
Reflection Journal Example:
Focus Question: How do experiences (events, decisions, and consequences) determine our individual identity?
Chapter 2 Passage
1. "Let's not let our imaginations run away with us, dear," she said. "Now you tell your father not to teach you anymore. It's best to begin reading with a fresh mind. You tell him I'll take over from here and try to undo the damage—" – page 17
Steps to make a table:
1. Go to the Insert tab.
2. Click on Table.
3. Click on Insert Table (don't just highlight the squares to create a table).
4. Set up the Table size as indicated to the right (2 columns and start with your chosen # of rows).
5. Click ok.
Theme – Education can be embraced and fostered outside of the classroom. Scout knows that her father is her greatest teacher. She benefits each and every night from her father reading to her. Scout's teacher is wrong, and Scout's intelligence and spirit gives her the courage to question these views. I feel that becoming an individual is achieved through the lessons we learn both in and out of school.
To insert extra rows in your table for your journal:
1. Right click within the table.
2. Hover on insert
3. Click on insert row below.
4. Continue doing this as you need additional rows for the reading log.
* On the right side, write a thoughtful response to the quotation that (1) provides focused discussion on characterization, theme, or conflict in relation to the Focus Question and (2) incorporates personal connections (your own ideas, opinions, and experiences) to the quoted material. Do not just restate the quote in your own words. Instead, create meaningful discussion on the essential question, the specific literary device, and your own personal connections.
* As shown in the example table above, copy a meaningful excerpt for each entry – such as a piece of dialogue, a description, or thoughts from a character on the left side. In addition, number each entry and identify the chapter number and the page number.
* Each response should consist of 3-5 sentences.
* Remember to select quotes that are relevant to the focus question.
Literary Devices to Consider:
CHARACTERIZATION – the process of revealing the personality of a character.
CONFLICT – the struggle or clash between opposing characters or opposing forces.
* By contrast, an internal conflict takes place entirely within a character's own mind. An internal conflict is a struggle between opposing needs or desires or emotions within a single person.
* In an external conflict, the character struggles against an outside force. This outside force might be another character, or society as a whole, or something in nature.
THEME – the central idea of a work of literature. A theme is the idea the writer wishes to reveal about the subject (subject may be love, childhood, death, etc.); however, you must be able to distinguish the theme from the subject.
For example—
"Love" is the subject, not a theme. Teenage love is intense and short-lived is a THEME.
"War" is the subject. Old men glorify wars that young men have to fight is a THEME. The theme is usually not stated directly in a work of literature. Most often, the reader has to think about all the elements of the work and use them to make an inference, or educated guess, about what the theme is.
A good formula to use when creating a theme statement is:
Thematic subject + insight = THEME
Consider the following thematic subjects when creating your theme statements for To Kill a Mockingbird: | <urn:uuid:b6d5bb44-c84c-4ae8-9581-e2508a85f29d> | CC-MAIN-2019-26 | https://www.svsd.net/cms/lib/PA01001234/Centricity/Domain/1434/Honors%20Summer%20Reading%202019%202020%20CO.pdf | 2019-06-25T04:02:00Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00282.warc.gz | 915,232,016 | 1,536 | eng_Latn | eng_Latn | 0.998575 | eng_Latn | 0.998713 | [
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Electricity - Homework 4
1. (a) Draw the circuit symbol for a variable resistor. (1)
(b) Name two every day uses for a variable resistor.
_________________ __________________
(1)
2. (a)Two pupils set up the circuit below to investigate what happens to the current through a resistor as the voltage across it changes. They recorded their results in the table below.
Use these results to plot a line graph of voltage against current on the graph paper given to you. (4)
(b) Use the equation R =V/I to work out the size of thr resistor. (2)
3. (a) Draw the circuit symbol for a thermistor. (1)
(b) If the temperature of a thermistor is increased what will happen to its resistance? (1) | <urn:uuid:3d9547ee-49da-4537-a787-8d9ceabfe799> | CC-MAIN-2019-26 | https://cpb-eu-w2.wpmucdn.com/edublog.mgfl.net/dist/a/14/files/2015/03/HW-4-1v0vr4t.pdf | 2019-06-25T04:39:05Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00284.warc.gz | 395,724,203 | 163 | eng_Latn | eng_Latn | 0.996667 | eng_Latn | 0.996667 | [
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Module Specification
Module Summary Information
5 Module Overview
The module combines environmental science, materials science, and principles of construction management, in order to provide the students with an awareness of the properties, behaviour, and use of construction materials and the application of scientific principles to the design and use of buildings.
It encourages students to consider how these properties affect the design and use of buildings, both from a professional's and a user's perspective.
The module commences with introducing the key scientific methods, based on mathematics and physics, which underpin the design of buildings. It proceeds with a coverage of the environmental performance of buildings, with an emphasis on the aspects that affect user comfort, such as heat, light, and sound. The structural performance of buildings is addressed via key aspects of materials science, including the design of a building component. The module concludes with a coverage of contemporary issues on materials-related aspects, such as sustainability, health and safety, and design management regulations.
The module employs a range of approaches and learning materials, reflecting the varied nature of the content. Directed learning exercises are employed so the students produce a portfolio of work at the end of the semester, exploring the issues covered in class. Design exercises are combined with experimental work in order to assess the environmental and structural performance of building components. A group exercise covers the design management and sustainability aspects, encouraging students to collaborate. Besides the subject knowledge, the module also provides an excellent opportunity for students to develop their written, verbal, analytical, teamwork, and other employability skills.
6 Indicative Content
1. Identify and explain common terminology relating to environmental and materials science
- Notation and concepts in environmental and materials science.
- Principles of mathematics.
- Units & measurements.
2. Evaluate the environmental performance of building components, with respect to human comfort and sustainability aspects, including experimental data.
- Heat Transfer and Thermal Comfort Control.
- Physics of Light and Lighting Design.
- Ventilation and Humidity control.
- Physics of Sound and Acoustic Design.
- Physics of Water and Hydraulic Design.
3. Evaluate the structural performance of building components and how they affect material choices, including experimental data.
- Structural analysis of members.
- Design in concrete, steel, timber, and masonry.
- Mechanics of materials.
- Quality control of materials.
4. Demonstrate effective group working and communication skills relating to sustainability, health and safety, and design management regulations
- Sustainability of materials
- Health and Safety in the construction site.
- Energy Demand and Renewable Energy.
- Design Management Regulations. | <urn:uuid:137cbfa4-bc71-4d23-8671-e9a7b34f0f33> | CC-MAIN-2019-26 | https://bcucomms.blob.core.windows.net/docs/module-specifications/cebe/ug/bnv4112-science-and-materials.pdf | 2019-06-25T04:23:23Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00285.warc.gz | 350,235,808 | 510 | eng_Latn | eng_Latn | 0.975186 | eng_Latn | 0.986522 | [
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Name: _________________________________Date:__________________ Period: ____________
Red Scare Essay
"Was the Red Scare of 1919-1920 a response to real dangers facing the nation, or was it based entirely on prejudice and irrational fear?
For this essay, you will be required to complete a series of steps working towards the final product of a Historical Essay. Please take note of the deadlines below.
Essay Writing Checklist
Introduction
- Does your introduction have background information, so the reader knows what you're talking about?
- Do you have a reasonable counterclaim?
- Do you have a one sentence thesis…
- … at the end of your intro paragraph…
- … that has 3 appropriate subclaims?
Body Paragraphs
- Do you start each paragraph with a topic sentence that explains what the paragraph is about?
- Does your topic sentence include a transition to help the reader from one topic to the next?
- Do you have a supporting paragraph for each subclaim?
Evidence
- Did you properly cite all of your evidence (even if it's not a direct quote)?
- Do you have evidence supporting each of your subclaims?
- Do you provide your own explanation for why the evidence relates to your claims?
Conclusion
- Does your conclusion restate the main arguments and explanations of your essay without going into new details?
Name: ____________________________________ Date: _______________ Period: _______
On Time Stamp:
Red ScarE ESSAY
DUE:
"Was the Red Scare of 1919-1920 a response to real dangers facing the nation, or was it based entirely on prejudice and irrational fear?
A Day – Dec 7 th
B Day – Dec 8 th
Separating Evidence
As you read ALL the materials, jot down quotes, evidence, etc that will support either of the views below. Be sure to include which document you got your information from so it's easy to refer back to that quote later!!
Visual #1 – "Railroad dealt harshly who bought or settled on the land"
* Led to violence
* The owner (octopus) grips farmers, government and other businesses
* They have control of them.
The Red Scare was a response to real dangers facing the nation…
The Red Scare was a movement based on prejudice and irrational fears…
Use the back as necessary!
The Red Scare was a response to real dangers facing the nation…
The Red Scare was a movement based on prejudice and irrational fears…
On Time Stamp:
DUE:
A Day – Dec 13 th
B Day – Dec 14 th
Red Scare Essay
Outline
Here are my REASONS why I think that: (SUBCLAIMS)
EVIDENCE to back up my subclaims: (refer back to your t-chart of evidence and list the documents here, these will become your body paragraphs)
CLAIM/THESIS: | <urn:uuid:3075f58f-df6f-4469-befc-1345816cbfb2> | CC-MAIN-2019-26 | http://afhsmorris.weebly.com/uploads/1/2/5/3/12535614/red_scare_essay_handouts.pdf | 2019-06-25T03:41:09Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00286.warc.gz | 5,917,889 | 587 | eng_Latn | eng_Latn | 0.997217 | eng_Latn | 0.999035 | [
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Cambridge Kung Fu
Octopus vs Shark – Octopus Colouring Sheet
Did You Know?
– An Octopus has 3 hearts, 9 brains and blue blood.
– Octopuses can regrow arms if they lose one to a predator. | <urn:uuid:12f58b21-b9c8-440f-9bb5-668e93d4c3ec> | CC-MAIN-2019-26 | http://cambridgekungfu.com/files/dmfile/OctopusColouringSheet.pdf | 2019-06-25T04:02:35Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00285.warc.gz | 28,255,910 | 53 | eng_Latn | eng_Latn | 0.996664 | eng_Latn | 0.996664 | [
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Topic:
Smart Start
Date:
April 2, 1998
Attended by: Andrea Hodgeboon
Prepared by: Liz Ostendorf
Participants
Invited Representatives
Nancy L Hard
Associate Director
Family Service Association
Natalie Peterson
Executive Director
Family Service Association
Peggy Walker
President
Smart Start
Tracy Wolff
Co-founder
Smart Start
Foundation Representatives
Palmer Moe
Megan Kromer
Andrea Hodgeboon
Executive Director
Director of Program and Evaluation
Student Intern
Child Development
* The Carnegie Foundation found that an individual s capacity to learn, acquire language skills, and develop emotionally and socially form before age five. Without stimulation, these characteristics will not develop fully and the children will suffer long lasting effects. These findings are the basis for the Smart Start program.
Childcare Issues
* There are long waiting lists for children to enter appropriate, affordable childcare. Grandparents, older siblings, and neighbors are now caring for children on the waiting list. In some cases, the wait is as long as five years.
* There are service gaps for childcare; many people work at night when traditional childcare is not available.
Kronkosky Charitable Foundation Roundtable Discussion
* Government programs only provide car for a few hours a day during the summer and school holidays. In most cases, this is not adequate for families in need of full time care.
* Childcare is an important component in the success of the welfare-to-work program. Currently, there is a cycle in the working poor population. Without subsidies, they cannot afford childcare and without childcare they cannot work, hence they return to welfare.
* School systems are not involved in childcare for a variety of reasons.
1. traditional school structure still exists from pre-World War II when mothers were at home with the children
2. School districts do not have funding for childcare
3. Schools lack direct contact with parents on a day to day basis.
* Schools could help with childcare and children in general because:
1. Organization and accreditation possible through school system
2. Could aid with resources and referral of parents and children to additional services, alert parents to health and safety issues, or report abuse and/or neglect.
* The childcare industry is not well organized; it is a cottage industry with an uneven income stream. Many providers lack the management and leadership skills to effectively run the business side.
* Childcare workers are paid minimally, it is a high stress job, and requires long hours.
* Currently, there is a significant amount of abuse in childcare centers because of the high stress, lack of proper training and increased needs of the children. Some suspect that if welfare recipients work in childcare centers this rate would increase for the same reasons.
* Training will reduce the stress level for childcare workers because they will be equipped with better skills to deal with situations and rises. Further, with training, the pay will increase. Smart Start will often help subsidize a raise for trained childcare workers.
Smart Start
* Smart Start focuses on children age 0 to 3 years because of the critical brain development, which takes place during this period.
* Ways to reach parents to encourage the Smart Start program and quality childcare:
1. TV, videos in hospital rooms
2. mobile units
3. caregivers
4. churches
* The majority of callers to Smart Start seek advice on parenting. They want to know about child development, potential abuse, and specific problems with their children.
* Smart Start is funded by corporations with the idea that providing appropriate care for children will lead to a more productive, effective work force later.
San Antonio s Efforts and Issues
* CCMS serves 5% of the eligible children in Bexar County, 80% of the working poor are eligible but are on a five-year waiting list. With recent and upcoming welfare reform, the working poor may no longer be eligible.
* In San Antonio, the San Antonio Association of Licensed Day Cares of Young Children manages the accreditation program. Currently, only 28 day care centers, and 17 home care sites are accredited.
* SAC has a credentialing program, which costs $375.00 for certification. Many in San Antonio cannot afford this, though.
* San Antonio has unique problems because of the pervasive poverty levels and the dependence of the city on tourism. Service jobs often have untraditional hours and require shifting schedules. Consequently, childcare is unavailable or unreliable for a large portion of the population in need.
Other Communities Efforts
* In North Carolina, Smart Start focuses on the infrastructure of the childcare industry including training of providers and higher compensation. A portion of the state lottery, as well as public and private funding is used.
* In Seattle, a half-cent sales tax benefits childcare. Politically this is hard to sell, because many legislators are of the generations whose children stayed home.
Attachments
Smart Start Corporate Child Care Collaborative
Smart Start Time Line of Accomplishments.
Fact Sheet on Child Care in San Antonio.
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Page 1
Author: Andrew Williams
MFL
CURRICULUM 2018-19
KEY STAGE 3
The study of Modern Foreign Languages at Shuttleworth College is split between two languages; French and Spanish.
In Year 7, students will study four topics in French: Self, Family & Friends; Likes & Dislikes; All About School; and Freetime & Hobbies. This is followed by three topics of Spanish in Year 8: Holidays (past, Present, & Future); Likes & Dislikes; and Food & Shopping. Students will be assessed at the end of each top via an End of Module Assessment. Additionally, class and homework will include key assessed tasks to track progress throughout the module. They will be assessed in Listening, Speaking, Reading and Writing, and also in translation from English to the relevant language and vice versa. To supplement their in-class learning, students should build their vocabulary. Learning little and often will allow them to understand the words/structures and be able to write and speak them from memory. Students should take every opportunity to practise their language in the lessons as this is one of the places you will get to improve. This is especially important when improving their speaking and listening skills. Students should apply the grammar rules they have learned and try to use a range of different tenses, change the subject of the verbs, add intensifiers and connectives, and take care with spellings and accents.
KEY STAGE 4
Over the course of Year 9, 10 & 11, students will study a variety of modules contained within three broader themes.
Theme 1: Identity & Culture
-Me, My Family & Friends
-Relationships with Family & Friends
-Marriage/Partnership
-Technology in Everyday Life
-Social Media
-Mobile Technology
-Free Time Cctivities
Page 2
Author: Andrew Williams
MFL
CURRICULUM 2018-19
-Sport
-Customs & Festivals in Spanish-speaking Countries & Communities
Theme 2: Local, National, International, & Global
-Social Issues
-Charity / Voluntary Work
-Healthy / Unhealthy Living
-Global Issues
-Environment
-Poverty / Homelessness
Theme 3: Current & Future Study & Employment
-My Studies
-Life at School/College
-Education Post-16
-Jobs, Career Choices, & Ambitions
In both the French & Spanish GCSEs, the qualification is split into four papers, each worth 25% of the final grade. This is true whether students take the Foundation tier exams (which can gain them a grade of 1-5) or the Higher tier exams which could gain them a grade of 1-9).
Paper 1: Listening involves a written exam and a set of questions. The written exam is 45 minutes long and worth 40 marks for Foundation students, whilst Higher students have a 1 hour exam worth 50 marks. Each exam includes 5 minutes reading time before the listening stimulus is played. This is followed by a set of questions in two sections. Section A is questions in English to be answered in English or non-verbally, whilst Section B consists of questions in French/Spanish, to be answered in French/Spanish or non-verbally. This structure is the same for both Foundation & Higher tier students.
Paper 2: Speaking involves a non-exam assessment and another set of questions. The non-exam assessment is worth 60 marks for both Foundation and Higher tier students, however Foundation students complete it in 7-9 minutes plus preparation time, compared to Higher's 10-12 minutes plus preparation time. The questions are split into three distinct sections. The first, role-play, is worth 15
Page 3
Author: Andrew Williams
MFL
CURRICULUM 2018-19
marks and lasts for 2 minutes at both tiers. Photo card, the second, is also worth 15 marks but whilst Foundation tier students will complete it in 2 minutes, those taking the Higher tier exams take 3. There is also general conversation, the third section, which is worth 30 marks and lasts 3-5 minutes for Foundation tier students and 5-7 minutes for Higher.
Paper 3: Reading involves a 60 mark written exam that lasts 45 minutes for Foundation students and 1 hour for Higher, and a set of questions split into three sections. Section A are questions in English, to be answered in English or non-verbally; Section B are questions in French/Spanish, to be answered in French/Spanish or non-verbally; and Section C is a translation from French/Spanish into English (a minimum of 35 words for Foundation and 50 words for Higher).
Paper 4: Reading consists of a written exam. In the Higher tier, the paper lasts 1 hour 15 minutes and is worth 60 marks over three questions. The first question is a structured writing task with a choice of 2 prompts, each with 4 compulsory detailed bullet points. Students should write around 90 words in total to earn up to 16 marks. The second question is an open-ended writing task again with a choice of 2 prompts, each with 2 bullet points. Students should produce around 150 words to earn up to 32 marks. Question 3 is a translation from English to French or Spanish, respectively, in a minimum of 50 words to earn up to 12 marks. The Foundation tier students are given a different paper, this lasting 1 hour and being worth 50 marks. It consists of 4 questions. In the first question students will produce 4 sentences in response to a photo (8 marks) whilst the second question requires an approx. 40 words piece of continuous prose in response to 4 brief bullet points (16 marks). Question 3 is a translation from English into French/Spanish in a minimum 35 words and is worth 10 marks. The final question is a structured writing task with a choice of 2 prompts, each with 4 compulsory detailed bullet points. Students should write around 90 words in total to earn up to 16 marks. | <urn:uuid:ac80773d-b62a-44ab-a073-77025b0db026> | CC-MAIN-2019-26 | https://www.shuttleworthcollege.org/wp-content/uploads/MFL-syllabus.pdf | 2019-06-25T03:51:07Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00284.warc.gz | 884,856,062 | 1,285 | eng_Latn | eng_Latn | 0.996121 | eng_Latn | 0.997189 | [
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EAST KOOTEN AY E M E R G E N C Y M A N A G E M E N T P R O G R A M
If a major emergency (such as a forest fire, flood, hazardous materials spill) occurs, the RDEK's East Kootenay Emergency Management Program (EKEMP) kicks into gear and, in a large-scale event, an Emergency Operations Centre (EOC) will be activated.
The most important thing to understand about the Emergency Management Program is that it supports the agencies, local authorities, municipalities and First Nations that are responding to an emergency.
For example, in a forest fire situation, the BC Wildfire Service responds to the fire. The EKEMP provides additional support to the BC Wildfire Service. In addition, we coordinate evacuation alerts, orders or rescinds; provide Emergency Social Services; and, provide information to the public and evacuees.
STAY INFORMED IN THE EVENT OF AN EMERGENCY LOCAL MEDIA
RDEK FACEBOOK www.facebook.com/eastkootenay RDEK EMAIL GROUP to join, visit: www.rdek.bc.ca RDEK WEBSITE www.rdek.bc.ca
EAST KOOTEN AY E M E R G E N C Y M A N A G E M E N T P R O G R A M PA R T N E R S :
GET PREPARED steps to
in an emergency
ARE YOU PREPARED TO TAKE CARE OF YOURSELF AND YOUR LOVED ONES FOR UPTO 72 HOURS?
If an emergency should happen in your community, it could take emergency workers some time to get to you. By simply planning ahead, you will be better prepared to face a range of emergencies whenever and wherever they may arise.
It is vital to know and understand the risks that are present in our region. In the East Kootenay our top three risks are wildfire, flood and hazardous materials incidents such as industrial or transportation accidents. We also have other natural events like landslides, wind storms and ice storms.
It is imperative for every household to have a unique emergency plan that helps each member of the home know what to do in case of an emergency. Make sure to discuss what steps you would take in different situations, as you may not all be together when an emergency occurs.
TO CREATE AN EMERGENCY PLAN KEEP THE FOLLOWING IN MIND:
Safe exits from home and neighbourhood
Contact persons close-by and out-of-town
Meeting places to reunite with members of your household
Designated person to pick up children should you be unavailable
Special health needs
Plans for taking care of pets
Risks in your area
Location of your fire extinguisher, water valve, electrical box, gas valve, and floor drain
Keep this document in a place you will not forget (e.g. your emergency kit). Keep a copy of your plan in your vehicle and at your workplace.
important numbers:
FLOODING
1-800-663-3456
FOREST
or
WILDLAND FIRES
cell
*5555
or
1-800-663-5555
OTHER
(spills, airplane crashes, landslides, avalanche)
1-800-663-3456
_
There are some basic supplies that you will need in order to be selfsufficient through 72 hours. It is important that your kit is easy to carry and its location is known by all members of the household. Keep the kit in a backpack, duffel bag or roller suitcase stored in an easy to reach location near one of your home's exits.
BASIC EMERGENCY KIT ITEMS:
WATER– a minimum of two litres per person per day, store in small/easy to carry bottles
FOOD– healthy, shelf stable food (make sure to replace annually)
CAN OPENER
FLASHLIGHT– wind-up or battery-powered (extra batteries)
FIRST AID KIT
EXTRA KEYS– for house, car, etc.
CASH– small bills and change
EMERGENCY PLAN
CONTACT INFO– for people close-by and out-of-town
RADIO– wind-up or batterypowered (extra batteries)
SPECIAL ITEMS– medication, infant formula, medical equipment, food for pets, etc.
PERSONALIZE YOUR KIT ACCORDING TO YOUR NEEDS
ADDITIONAL ITEMS:
WATER– an additional two litres per person per day for cooking/ cleaning
CANDLES– along with matches or a quality lighter
CLOTHING– change of clothing and footwear for each person
TOILETRIES
HAND SANITIZER
EATING UTENSILS
TOILET PAPER
A WHISTLE
SLEEPING BAG/BLANKET– for each person
WATER PURIFICATION– water filter or purification tabs
BASIC TOOLS– hammer, pliers, wrench, scredriver, gloves, dust mask, knife, etc.
CAMP STOVE– along with a supply of the proper fuel
GARBAGE BAGS
DUCT TAPE
CHARGERS/BATTERY PACKS
CHECK YOUR KIT ANNUALLY.
Make sure contents are up to date and still functional. RE-STOCK AS NEEDED.
1-888-478-7335 | www.rdek.bc.ca | <urn:uuid:bc397b8b-e7bc-4e27-bf58-420c54cb830d> | CC-MAIN-2019-26 | http://radiumhotsprings.ca/sites/default/files/Emergency_preparedness_brochure_2019_PRESS.pdf | 2019-06-25T04:32:00Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00286.warc.gz | 141,676,241 | 1,154 | eng_Latn | eng_Latn | 0.932763 | eng_Latn | 0.988938 | [
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Water Purity Experiment
Fill several numbered glasses with clear liquids. Some suggestions are as follows:
clear water flat lemon-lime pop salt water sugar water vinegar water water with citrus juice added water with baking soda added flavoured carbonated waters
Steps:
Provide the girls with cotton swabs (e.g. like Q-tips).
Have them dip a fresh swab into each solution and taste the swab (then they are not cross contaminating the solutions or passing germs to each other).
Have the girls write down what they think is in the solution and check against your master list to see how they did.
Follow this up with a discussion about how water can look clean and pure but really not be.
This can be used for a discussion on water pollution or on why we must used properly purified water when at camp.
Phone: 780.424.5510
Fax: 780.426.1715
email@example.com | <urn:uuid:d9900168-84c9-4264-9ca6-0f2675be6731> | CC-MAIN-2019-26 | https://www.girlguides.ca/WEB/Documents/AB/BrightIdeas/AB-BrightIdeas-WaterPurityExperiment.pdf | 2019-06-25T03:53:05Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00286.warc.gz | 768,054,729 | 196 | eng_Latn | eng_Latn | 0.998222 | eng_Latn | 0.998222 | [
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S3 CORE PE
In core PE we focus on students Social Wellbeing. Pupils will be grouped according to social preferences; this ensures a more productive, safe and welcoming environment for participation. Students will complete units of work from the following categories:
Team Invasion, Central Net, Mechanics in Motion, Striking & Fielding, Aesthetics, Aquatics, Health & Exercise.
Students will also work towards completing their Wellbeing Award at SCQF level 4. Here students will complete their 'Improving Wellbeing' unit through Core PE.
S3 ELECTIVE PE
Elective PE provides the preparation for students who wish to choose PE at National or Higher level.
"Sports do not build character. They reveal it." John Wooden
Students will participate in a range of activities to further develop their understanding of how physical, mental, emotional and social factors can impact their performance in sport. Pupils will get the opportunity to analyse and develop their own performance through gathering information about their own strengths and weaknesses and using this data to design training programmes.
Students will be asked to demonstrate a mature attitude towards enhancing their fitness and competing in challenging contexts.
Team invasion, central net sports, fitness, gymnastics and pool games will feature on this course.
An enthusiastic and co-operative attitude will be required to be successful.
S3 SPORT AND RECREATION
This is a fun and active course which will give students the opportunity to be creative and learn how to lead other people successfully. Key skills including working with other people, leadership and communication will be developed throughout the year. This is a mainly practical course and so pupils will actively take part in range of physical activities throughout the year. The course will be made up of 3 units which include:
- Game design
- Team building & problem solving
- Planning a sports festival
Throughout the year, students will work through these course units in order to develop their leadership skills. This will culminate in students running a sports festival for younger children.
Students must have a genuine interest in coaching. Students with experience in sport outside of PE will adapt well to the course demands. Students should select this course, if interested in achieving their National 5 in SPR.
S3 DANCE
This course offers pupils the opportunity to develop their technical and choreographic skills, through dance. The course consists of 2 units in total. Technical skills will be developed through 3 styles. Jazz, Contemporary and Commercial. Group Choreography tasks will enable pupils to develop their use of self-expression and creative problem solving.
Pupils will be given many opportunities throughout the year to work with outside agencies such as Rambert and Y Dance. Pupils may also get the opportunity to gain their Dance Leaders Qualification through funding from Midlothian Council.
This is a mainly practical course and students will be expected to bring appropriate dance wear to fully participate. A mature and co-operative attitude is required to succeed. Students interested in taking National 5 or Higher dance in the future should select this course. | <urn:uuid:e8ccecab-fd76-4304-b59b-c779a8be9b09> | CC-MAIN-2019-26 | https://cpb-eu-w2.wpmucdn.com/edublog.mgfl.net/dist/a/14/files/2014/09/S3-1iuvafu.pdf | 2019-06-25T04:03:40Z | crawl-data/CC-MAIN-2019-26/segments/1560627999787.0/warc/CC-MAIN-20190625031825-20190625053825-00287.warc.gz | 401,923,826 | 619 | eng_Latn | eng_Latn | 0.997489 | eng_Latn | 0.9979 | [
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Puzzling finding raises new questions about atmospheric physics of giant planets
22 January 2018
Artist's concept shows the gaseous exoplanet CoRoT-2b with a westward hot spot in orbit around its host star. Credit: NASA/JPL-Caltech/T. Pyle (IPAC)
The hottest point on a gaseous planet near a distant star isn't where astrophysicists expected it to be - a discovery that challenges scientists' understanding of the many planets of this type found in solar systems outside our own.
Unlike our familiar planet Jupiter, so-called hot Jupiters circle astonishingly close to their host star —so close that it typically takes fewer than three days to complete an orbit. And one hemisphere of these planets always faces its host star, while the other faces permanently out into the dark.
Not surprisingly, the "day" side of the planets gets vastly hotter than the night side, and the hottest point of all tends to be the spot closest to the star. Astrophysicists theorize and observe that these planets also experience strong winds blowing eastward near their equators, which can sometimes displace the hot spot toward the east.
In the mysterious case of exoplanet CoRoT-2b, however, the hot spot turns out to lie in the opposite direction: west of center. A research team led by astronomers at McGill University's McGill
Space Institute (MSI) and the Institute for research on exoplanets (iREx) in Montreal made the discovery using NASA's Spitzer Space Telescope. Their findings are reported Jan. 22 in the journal Nature Astronomy.
Wrong-way wind
"We've previously studied nine other hot Jupiter, giant planets orbiting super close to their star. In every case, they have had winds blowing to the east, as theory would predict," says McGill astronomer Nicolas Cowan, a co-author on the study and researcher at MSI and iREx. "But now, nature has thrown us a curveball. On this planet, the wind blows the wrong way. Since it's often the exceptions that prove the rule, we are hoping that studying this planet will help us understand what makes hot Jupiters tick."
CoRoT-2b, discovered a decade ago by a Frenchled space observatory mission, is 930 light years from Earth. While many other hot Jupiters have been detected in recent years, CoRoT-2b has continued to intrigue astronomers because of two factors: its inflated size and the puzzling spectrum of light emissions from its surface.
"Both of these factors suggest there is something unusual happening in the atmosphere of this hot Jupiter," says Lisa Dang, a McGill PhD student and lead author of the new study. By using Spitzer's Infrared Array Camera to observe the planet while it completed an orbit around its host star, the researchers were able to map the planet's surface brightness for the first time, revealing the westward hot spot.
New questions
The researchers offer three possible explanations for the unexpected discovery - each of which raises new questions:
1 / 2
Powered by TCPDF (www.tcpdf.org)
The planet could be spinning so slowly that one rotation takes longer than a full orbit of its star; this could create winds blowing toward the west rather than the east - but it would also undercut theories about planetstar gravitational interaction in such tight orbits.
Large clouds covering the eastern side of the planet could make it appear darker than it would otherwise - but this would undercut current models of atmospheric circulation on such planets.
The planet's atmosphere could be interacting with the planet's magnetic field to modify its wind pattern; this could provide a rare opportunity to study an exoplanet's magnetic field.
"We'll need better data to shed light on the questions raised by our finding," Dang says. "Fortunately, the James Webb Space Telescope, scheduled to launch next year, should be capable of tackling this problem. Armed with a mirror that has 100 times the collecting power of Spitzer's, it should provide us with exquisite data like never before."
More information: Lisa Dang et al, Detection of a westward hotspot offset in the atmosphere of hot gas giant CoRoT-2b, Nature Astronomy (2018). DOI: 10.1038/s41550-017-0351-6
Provided by McGill University
APA citation: Puzzling finding raises new questions about atmospheric physics of giant planets (2018, January 22) retrieved 25 June 2019 from https://phys.org/news/2018-01-puzzling-atmospheric-physicsgiant-planets.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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TALE 2019
Honing Your Inner Skeptic: Strategies for Critical Literacy on Social Media
Gwynne Ellen Ash, Ph.D. email@example.com firstname.lastname@example.org Texas State University In The Muddle® Consulting
The New London Group (1996) envisioned a critical literacy pedagogy that ensured "all students benefit from learning in ways that allow them to participate fully in public, community, and economic life" (p. 60).
Four Reader Roles
Adapted from Freebody & Luke, 1990 and Ash, 2002, 2005
CODE BREAKER: Good Readers decode the words in the text and their meanings
* Use many strategies to read unknown words and to find the meanings of unknown words
* Understand how print works
* Clarify the meaning of difficult words and phrases
*
Use varied strategies to make sense of difficult ideas and concepts
MEANING MAKER: Good Readers interact with the text to make meaning
* Make predictions and revise them as they read
* Use personal and background knowledge to make text connections (to themselves, other texts, and the world)
* Read "between the lines" and make inferences
* Summarize the text and synthesize ideas/info within it with other ideas/information
* Ask questions while they read
* Monitor comprehension and repair it when it goes awry
TEXT USER: Good Readers decide how they can use the text and the meaning they made with the text
* Create or identify a method of expressing what they have learned, interpreted, or constructed while reading
* Set a clear purpose for reading (to find information, to evaluate arguments, to be entertained, etc.)
* Understand that different kinds of reading and expression are called for in different reading situations
TEXT ANALYST: Good Readers analyze the text with a "critical eye"
* Identify the author's point of view toward the story/topic
* Identify the author's purpose — Why did he/she write the work?
* Identify other possible points of view toward the story/topic
* Accept or resist the author's implied message or the author's expectations for the reader's beliefs/viewpoints
* Infer if the author expects the reader to hold certain beliefs/viewpoints about the story/topic or the world at large
http://factitious.augamestudio.com/#/
Headline Game
adapted from activities from The Newseum and EAVI: Media Literacy for Citizenship
Why a Canadian Town's Water Supply Turned Pink The Conversation
Big Hospital Finally Telling the Truth About Cancer The Liberty Beacon
Slain Gorilla to be Stuffed and Returned to Zoo Enclosure After Massive Public Outcry The Lapine
London Sewer Overwhelmed by Giant Fatberg The Huffington Post
Dark Chocolate Accelerates Weight Loss: Research Claims It Lowers Cholesterol and Aids Sleep Express
UVA to Repay 1921 Pledge from KKK to "Heal the Wounds" Newsmax
Reports Find That Immigrants Commit Less Crime Than US-born Citizens The Hill
Malala Addresses Dysfunctional Foreign Legislature Where Only 26% of Representatives Are Women The Beaverton
Resources Online
https://eavi.eu/beyond-headlines-online-news-verification-game/
https://eavi.eu/beyond-fake-news-10-types-misleading-info/
https://newseumed.org/activity/e-s-c-a-p-e-junk-news/
https://www.nytimes.com/interactive/2017/06/07/world/europe/anatomy-of-fake-news-russianpropaganda.html http://www.journalism.org/2018/06/18/distinguishing-between-factual-and-opinion-statements-inthe-news/
https://www.nytimes.com/interactive/2018/09/04/technology/facebook-influence-campaignsquiz.html?smid=fb-nytimes&smtyp=cur
H
O
A
X
Harbor Skepticism
Are they believable?
What claims are made?
Who will the claims benefit?
If it seems too good to be true or too bad to be possible, then it probably is….
Opt for Validation
How are the claims supported?
Are the claims supported?
Did you validate the support?
Did you seek out original sources?
Authenticate the Author
What are the author's credentials and/or affiliations?
Who or what is the author?
What might be the author's biases?
Why is the author sharing the information?
[e]Xamine Resources
What experts could you consult?
Who else might have examined the claims?
Did this appear in other publications/on other sites?
What fact-checking resources can you consult?
Adapted from Ash & Saunders (2015)
How could bringing materials like this into your classroom (with prompting questions) help you and your students learn together how to evaluate the news (see Saunders, Ash, Salazar, et al., 2017)?
https://www.getbadnews.com/#intro
References
Ash, G. E. (2005, October). What did Abigail mean? Literal, inferential, and critical comprehension instruction for adolescent readers. Educational Leadership, 63 (2), 36-41.
Ash, G. E. (2002, March). Teaching readers who struggle: A pragmatic middle school framework. Reading Online: The Online Journal of the International Reading Association, 5 (7). Available: http://www.readingonline.org/articles/art_index.asp?HREF=ash/index.html.
Ash, G. E., & Saunders, J. M. (2015, July). It's a Hoax! Social Networking Savvy for You and Your Students. Session presented at the annual meeting of the International Reading Association/ International Literacy Association, St. Louis, MO.
Kellner, D., & Share, J. (2005). Toward critical media literacy: Core concepts, debates, organizations and policy. Discourse: Studies in the Cultural Politics of Education, 26 (3), 369-386.
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: Australian Journal of TESOL, 5 (7): 7-16.
New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66 (1), 60-93.
Saunders, J. M., Ash, G. E., & Salazar, I., with Pruitt, R., Wallach, D., Breed, E., Saldana, S., & Szachacz, A. (2017). "We're already somebody": High school students practicing critical medial literacy IRL [in real life]. Journal of Adolescent and Adult Literacy, 60 (5), 515-526. | <urn:uuid:8c1403b5-85e0-452c-bc70-b9e99c775c15> | CC-MAIN-2019-09 | http://gwynne.wp.txstate.edu/files/2018/11/Honing-HO-TALE-19.pdf | 2019-02-16T02:12:34Z | crawl-data/CC-MAIN-2019-09/segments/1550247479729.27/warc/CC-MAIN-20190216004609-20190216030609-00212.warc.gz | 115,721,229 | 1,418 | eng_Latn | eng_Latn | 0.962321 | eng_Latn | 0.981678 | [
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Design & Layout Principles
Media Type: Hybrid (Video Segment and Microsoft ® PowerPoint ® Presentation)
Duration: 29 minutes/88 slides
Goal: To explore the design and layout principles necessary for developing effective digital media projects.
Description: The presentation begins by explaining the principles of design which dictate clean and effective digital media projects. Then the presentation explains effective layout, color theory, and typography, and provides examples from real world designers to explain how they make their design decisions and use design principles in their work.
Objectives:
1. To compare and contrast printing and digital communications.
2. To identify and apply design principles.
3. To identify and apply concepts of typography, color theory and layout.
Horizontal Alignment
Design & Layout Principles
Class 6:
Student and Teacher Notes are available to print in outline format. You can access these documents under the "Printable Resources" section. If student licenses have been purchased, an interactive version of the Student Notes is available in the "Interactive Activities" section. If printing the full PowerPoint® is desired, you may download the file and print the handouts as needed.
Hand out or have students access the Action Plan. The Action Plan provides a list of tasks for students to perform to complete the lesson.
Class 1:
Slides
Begin class by passing out the Design & Layout Principles Vocabulary Handout for students to reference during the presentation. Show the Design Principles PowerPoint ® segment and administer the corresponding Assessment. Assign the Design Principle Examples Project and instruct students to complete as homework.
1-32
Class 2:
Remind students to continue using the Vocabulary Handout. Show students the Layout Choices video segment and administer the corresponding Assessment. Have students begin the Comparing & Contrasting Types of Media Activity.
Class 3:
Allow students to complete the Comparing & Contrasting Types of Media Activity. Remind students to continue using the Vocabulary Handout. Show the Layout PowerPoint ® segment and administer the corresponding Assessment. Assign the Recognizing Quality Activity as homework.
Class 4:
Remind students to continue using the Vocabulary Handout. Show the Color Choices video segment and administer the corresponding Assessment. Have students begin the Color Scheme Inspiration Activity.
Class 5:
Show students the Color Theory PowerPoint ® segment and administer the corresponding Assessment. Have students complete the Color Scheme Inspiration Activity.
Show the Typography Choices video segment and administer the corresponding Assessment. Have students begin the Typeface Combination Inspiration Activity.
Class 7:
Slides
Show the Typography PowerPoint ® segment and administer the corresponding Assessment. Have students continue working on their Activities.
61-88
Class 8: Creating a Campaign
Have students begin the Social Media Marketing Project.
Class 9: Students should continue working on their Projects.
Class 10: Lead the class discussion so students can share their Recognizing Quality Activity with the class. Have students continue working on their Projects.
Class 11: Students should complete the Design Principle Examples Project.
Class 12: Lead the class discussion so students can share their Typeface Combination Inspiration Activity with the class. Students should continue working on their Projects.
Class 13: Divide the class into groups of three or four for students to share and review their Creating a Social Media Marketing Campaign Projects.
Class 14: Distribute the Design & Layout Principles Final Assessment and allow time for students to complete it. Students should turn in their completed Projects before the end of class.
Design & Layout Principles
Business Professionals of America
- Digital Design & Promotion
- Graphic Design Promotion Future Business Leaders of America
Skills USA
Technology Student Association
- Advertising Design
- Promotional Graphics
American Institute of Graphic Arts
- www.99designs.com/blog
- www.aiga.org 99designs Blog
Canva
- www.canva.com
Comparing & Contrasting Types of Media
Students will be comparing materials from a single marketing campaign to assess how design principles are applied differently across different media.
Directions:
Recognizing Quality
Students will find three examples of design work they like and describe how the designers utilized design principles and elements in the design process.
Directions:
Color Scheme Inspiration
Students will create color schemes from images and designs they like, to use as inspiration.
Directions:
Typeface Combination Inspiration
Students will be creating a collection of typeface combinations they like, to use as inspiration.
Directions:
Creating A Social Media Marketing Campaign
Students will be creating social media marketing campaign materials for a product or service. They will be creating a logo, a 10-second video for social media and an image to be promoted to advertise their assigned product or service. Students will also practice reviewing each other's design work. See the Teacher Instruction Sheet for more information.
Directions:
Design Principle Examples
Students will be creating examples of design principles, then will share and discuss their examples in groups.
Directions:
Using the Career Connections Activity, allow students to explore the various careers associated with this lesson. See the Activity for more details. If student licenses have been purchased: Students will select the interviews to watch based on your directions. If only a teacher license is purchased: Show students all the career interviews and instruct them to only complete the interview form for the required number of interviews.
- iCEV50331, Daniel Hutchinson, Graphic Designer, International Justice Mission
- iCEV517073, Amy Gardner, In-House Designer, Las Vegas Hilton
- iCEV50408, Mirhee Kim, Graphic Designer, Converse Marketing
L
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Schedule of National History Day
Aug. 30/31:
Lesson: Project Explanation/How a Wise Topic Selection affects your Success in Project Assignment: Topic Selection Sheet/Partners Chosen by Sept. 6/7
Sept. 6/7:
Due: Topic/Partners
Lesson: Explain research Process and Digital Notes. Hand out citation information and
discuss. Primary/Secondary Source difference.
Assignment: Encyclopedia Article and Reference Work Digital Notes Due Sept. 20/21
Sept. 20/21:
Due: Digital Notes on Encyclopedia and reference work.
Lesson: Searching Pella Public Library, Central College, and Comcat/ILL. Review Primary/Secondary source difference.
Assignment: Digital notes on three books/videos due Oct. 3/4
Oct. 3/4:
Due: Digital notes on three books.
Lesson: Ebscohost/SIRS search and how to cite.
Assignment: Digital notes on three magazine articles from Ebsco or SIRS due Oct. 18/19.
Oct. 18/19:
Due: Digital notes on three magazine articles.
Lesson: Show AP multimedia database for those doing exhibits or documentaries.
Assignment: Digital notes on three visuals due Oct. 31/Nov. 1.
Oct. 31/Nov. 1:
Due: Digital notes on three visuals.
Lesson: Website Evaluation/Annotated Bibliography/Project Plan
Assignment: Create a document labeled Annotated Bibliography with a section for Primary and a section for Secondary. Enter the citations from your digital notes and annotate each entry. Project Plan diagram. Due Nov. 15/16.
Nov. 15/16
Due: Digital notes on websites, Annotated Bibliography/Project Plan.
Lesson: Catchup/Answer questions.
Assignment: Begin work on project/finish anything not yet completed
Nov. 29/30:
Due: Nothing
Lesson: Process Paper, Title Page, Final Project/Research Appointments with Librarian
to check on problems/progress.
Assignment: Finish project.
Wed. Dec. 12: Project, Process Paper, Annotated Bibliography DUE!
Topic Selection
To understand the historical importance of their topics students need to ask questions about time, place and context; cause and effect; change over time; and impact and significance. Students must consider not only when and where events happened, but also why they occurred and what factors contributed to their development. Description of the topic must also include an analysis of information and conclusions about how the topic influenced and was influenced by people, ideas or events war.
The theme is a broad one, so topics should be carefully selected and developed in ways that best use student's talents and abilities. Whether a topic is a well-known event of world history or focuses on a little-known individual from a small community, students should be careful to place their topics into historical perspective, examine the significance of their topics in history, and show development over time. Studies should include an investigation into available primary and secondary research, an analysis of the materials, and a clear explanation of the relationship of the topic to the theme, Conflict & Compromise in History. Students should pay special attention to the possibilities of triumph and tragedy within the same subject. Then, students may develop papers, performances, documentaries, and exhibits for entry into National History Day competitions.
Stories of individuals in history are compelling but pose a challenge for a National History Day project. While working with a theme, students must move beyond biographies and description of specific people or events and demonstrate how that person's actions affected history.
The challenge for students engaged in a National History Day project with the theme of Conflict & Compromise in History is to capture that specific moment in time in which change occurred that changed the course of events and forever altered history.
Students should keep in mind that many excellent research topics can be found by investigating their own local history.
The general rule of thumb is don't choose a topic less than twenty-five years or until one generation has passed. Time gives historical perspective.
Religious Conflict & Compromise
* Oliver Cromwell v. Charles II
* For the Sake of Divorce: Henry VIII v. Rome
* No Compromise: Galileo v. the Vatican
* Here I Stand: Martin Luther and the Indulgences
* Jan Hus and the Czech Protestants
* The Crusades: No Compromise for Faith
* Muslims and Hindus in India
* Conflict in the Middle East: Palestine and Israel
* Conflict in India: Sikhs v. Hindus
* Reverend Moon v. Conventional Religion
* Darwin v. Creationism: The Scopes Trial of 1926
* John Humphrey Noyes and the Oneida Community
* Holy Roman Emperor Frederick II: The Reluctant Crusader
* Islam of West (Islamic Spain)&Alliances w/ Christianity of East (Byzantium)
* One Step Ahead of the Inquisition: The "New" Christians Who Followed the Conquistadors to Mexico
Military/Wartime Conflict & Compromise
* General Sherman's War on Civilians
* Vietnam Military Policy and Civilian Protest
* Military and Political Conflict: The Use of Chemical Weapons
* Social Conflict During War: Japanese Interment
* Segregation of Troops: Conflicting Loyalty
* Women in the Military
* To Drop or Not to Drop: Truman and the Atomic Bomb
* After the War: Should Rosie Return to the Home?
Political Conflict & Compromise
* Reconstruction: Conflict and Compromise in the South
* Munich Compromise: Conflict of Chamberlain
* Compromise of 1850 or 1877
* Treaty of Versailles: Prelude to the Second World War
* Eleanor Roosevelt and the Universal Declaration of Human Rights
* United Nations Peace-Keeping Missions: Conflict Interventions or Security Council
* Conflict Among Supporters: National v. American Women's Suffrage Associations
* The Battle over the Air Waves: The FCC v. Private Radio Industry
* The Big Three: Conflict and Compromise at Yalta
* Conflict and Compromise: FDR and the Lend-Lease Policy
* Conflict over Representation: The Boston Tea Party
* Afghan Resistance: Precipitating the Crumbling of the Soviet Union
* The Rule of Adbar: "The Great Mughal" Over India
* King Henry IV and the Edict of Nantes
* The Establishment of the Manchu Dynasty in China
* The Peace of Utrecht
Social and Cultural Conflict & Compromise
* Ku Klux Klan, Southern Politics and Civil Rights
* Indian Removal Act of 1830
* New York City Draft Riot of 1863: Irish v. Blacks
* Changing Divorce Laws
* Brown v. Board of Education of Topeka
Possible Topics
* Bakke v. University of California-Davis
* Conflict at Home and at Work: The Modern American Women's Movement
* Burlingame Treaty and the Chinese Exclusion
* National Origins Act of 1924: Ethnic Conflict and Compromise
* To the Back of the Bus No More: Rosa Parks and the Montgomery Bus Boycott
* Conflict in Salem: The Witchcraft Trials
* Racial Conflict and the Right to Vote: Southern Voting Rights
* Conflict From Within: Martin Luther King v. Malcolm X
* Muslim Women in Anti-Colonialist Movements
Economic Conflict & Compromise
* Selling Souls for Sugar: Slavery and the Sugar Islands
* Labor v. Management: The Homestead Strike
* UAW v. General Motors: Sit Down for Compromise
* The Molly Maguires: Ethnic and Labor Conflict
* The National War Labor Board: Compromise for the Cause
* Conflict Underground: Mary Harris Jones and the United Mine Workers
International Cooperation and Conflict Management
* The Hague Conferences of 1899 and 1907
* Arbitration Treaties: President Taft, William Jennings Bryan
* Working for World Health: The Rockefeller Foundation
* The 1919-1920 League of Nations and the U.S. Senate
* The World Court: Its Creation and Decisions
* The Kellogg-Briand Pact (1928)
* The Nuremberg War Crime Trails and Principles
* UN-Resolved Conflict: Iran (1946), Indonesia (1947), Suez (1956), Cyprus (1968)
* UN Role in the Gulf War, Somalia, and former Yugoslavia
Disarmament and Arms Control
* Alliances and Arms Race as Causes of World War I
* Washington Naval Conference, 1921-1922
* Collective Security and the Cold War Containment
* The Partial Test Ban Treaty of 1963
* SALT I and II (1972 and 1979) and START (1980s)
* Problems of Verification: Iraq and North Korea
* Economic Reconversion at the End of the Cold War
Individual Values and Social Conflicts
* Non-Violent Action: Labor and Civil Rights Sit-ins
* World War I: John Dewey v. Randolph Bourne
* Applications of William James's "Moral Equivalent of War"
* Thoreau's "On Civil Disobedience" and the Impact
* Quakers Confront the Civil War: Cyrus Pringle
* COs in World War I: Evan Thomas and Ernest Meyer
* COs in World War II: Civilian Public Service Camps
Peace Movements
* Opposing the War of 1812: The Hartford Convention
* Senator Charles Sumner: Opposition to the Mexican War
* The Arbitration Movement and Latin America
* Women for Peace in Wartime: The 1915 Hague Congress
* Civil Disobedience and Nuclear Testing in the 1950s
* "Ban the Bomb" Campaigns: United States and Europe
* Challenging War in the 1968 Presidential Campaign
* Nuclear Freeze: Citizen Peace Activism of the 1980s
NATIONAL HISTORY DAY TOPIC SELECTION FORM
Name of individual(s) involved in this entry:
____________________________
_____________________________
____________________________
_____________________________
This year's NHD theme:
______________________________________________________________________
Preliminary topic idea:
_______________________________________________________________________ ________________________________________________________________________ ______________________________________________________________________
What I/we already know about this topic:
________________________________________________________________________ ______________________________________________________________________
How does this topic relate to the theme of Conflict and Compromise?
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ____________________________________________________________________
What project do you THINK you would like to do?
Exhibit
Documentary
Presentation
Paper
_______ I have checked with Mrs. Haveman regarding resources for this topic.
_______ I have checked with Mr. Vermeer regarding historical/theme appropriateness of this topic.
Process Paper:
1. Title Page:
a. Include your title,
b. group names,
c. chosen project/division.
d. No graphics or borders or extra information.
2. 500 word description
a. Explain how you chose your topic.
b. Describe your research:
1. Where was it done?
2. Who helped you?
3. What resources were used?
4. What exciting contacts did you make?
c. Explain how you selected your presentation category and created your project.
d. Explain how your project relates to the NHD theme.
Process Paper
Annotated Bibliography
1. Write Annotated Bibliography at the top of the page.
2. Have one section for Primary Sources and another for Primary Sources.
3. You should list only those sources that contributed to the development of your entry. Sources of visual materials and oral interviews must be included.
4. Begin an entry at the margin; indent the remaining lines five spaces.
5. Put all entries in alphabetical order! Easy to do, but many forget this step!
6. Write entries in proper form (follow the bibliography examples in handout).
7. Punctuate properly.
8. Write an annotation (paragraph summary) below each entry. Use complete sentences. Include:
a. What kind of reference is it?
b. How did the source help you in researching and preparing your entry?
c. How did this reference help you in understanding the topic? (relates to the person or there, not much help at all, very helpful because it showed. . . ., related to the theme, etc.)
9. Other thoughts:
a. An annotation normally should be about 1-3 sentences long. You might be tempted to create page-long annotations to impress people. Don't do it! Lengthy annotations are usually unnecessary and inappropriate.
b. The Contest Rule Book states that the annotations "must explain how the source was used and how it helped you understand your topic." Do not recount what the source said.
10. You must include a variety of sources: textbook, encyclopedias, specific books/articles, collections/documents, Internet, Letterwriting/interviewing Example:
Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.
Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first-hand account was very important to my paper because it made me more aware of the feelings of the people involved.
How to Cite Sources:
Encyclopedia:
"Article Title." Encyclopedia name. Ed. Vol. City: Publisher, Copyright Date: page numbers.
Book (one author):
Author Last Name, First Name. Title in Italics. City of Publishing: Publisher, Copyright. Pyles, Thomas. The Development of the English Language. New York: Harcourt Brace Jovanovich, Inc., 2002.
Book with editors:
Editor Last Name, First Name, and First Name Last Name. eds. Title in Italics. City of Publishing: Publisher, Copyright.
Bryant, Jennings, and Daniel R. Anderson, eds.
Children's Understanding Television:
Research on Comprehension
. New York: Academic Publishing Co., 1999.
Magazine/Newspaper Article (two authors):
Author Last Name, First Name. "Title of Article in Quotes"
Title of
Magazine/Newspaper in Italics
Date: pages.
Segal, Julius, and Zedia Segal. "As They Grow: Helping Children Deal with the News."
Parents Magazine
Nov. 1987
: 265.
Newspaper/Magazine Article (no author):
"Title of Article in Quotes" Title of Magazine/Newspaper in Italics Date: pages. "Scholars Ponder How to Teach English to Students of a Television Generation." Des Moines Register 1 July 1987: 9-11
Web Document (with author):
Author Last Name, First Name. "Title of article in quotes." Source in Italics. Date. Retrieved date <url>.
Fallows, James. "The Age of Murdoch." Atlantic Online Sept. 2003. 10 Oct. 2003 <http://www.theatlantic.com/issues/200309/fallows.htm>.
Web Document (no author):
"Title of article in quotes." Source in Italics. Date. Retrieved date <url>. "Workplace Wellness. Women Connetc. 2001. Retrieved 14 Jan. 2003 <http:/womenconnect.com>
Web Document (online database):
Author's name. "Title of the Article." Original Source of Article Date of original source: page numbers. Name of the Database Used. Name of the Service. Date of access <URL >.
Frick, Robert. "Investing in Medical Miracles." Kiplinger's Personal Finance Feb. 1999: 80-87. SIRS Researcher. ProQuest Information and Learning. 25 Feb. 2004 <http://www.sirs.com>.
Image (from a database):
"AP ELN_IOWA_CAUCUS.PDF." AccuNet/AP Multimedia Archive. 16 Jan. 2004. AccuWeather, Inc. 12 Oct. 2005 <http://ap.accuweather.com/>.
Image (from google, etc.):
"Description or title of image."
Title of Source if possible
. url, Date.
"Islamic State of Afghanistan: Political Map."
Atlapedia Online
<http://www.atlapedia.com/online/maps/
. 7 June 2003
political/Afghan_etc.htm>.
Email:
Last Name, First Name, position, location if known. "Subject in quotes." Date. Tetslaff, Melissa. author. "Pre-Columbian Art." 17 Sept. 2006.
DVD or Video:
Title. Dir. First Name, Last Name. DVD. Publisher, Copyright. Macbeth. Dir. Roman Polanski. DVD. Columbia, 2002. Jane Austen's Emma. Videocassette. Meridian Broadcasting. New York: New Video
Group, 1996.
Television Program:
Author Last Name, First. "Title of Episode." Title of Show. Network. Date. Dias, Arnold. "Safe Shopping Online." 20/20 ABC News. 11 Nov. 2002.
Interview:
Fry, Hayden, college football coach. Personal Interview. 23 November 2003.
Bible:
The New International Version. The Bible. Minneapolis: World-Wide, 166.
Personal Letter:
Williams, John F. Personal Letter. Albany, NY, 15 March 2002.
Email:
Last Name, First Name, position, location if known. "Subject in quotes." Date. Tetslaff, Melissa. author. "Pre-Columbian Art." 17 Sept. 2006.
Research Checklist
Have You . . .
_____ Read about your topic in an encyclopedia or reference work?
_____ Checked your topic on Ebscohost and SIRS? (Library, Online Databases, 2pellachristian, aea11)
_____Checked your topic on AP Multimeida (images)? (Library, Online Databases, 2pellachristian, aea11)
_____Checked your topic on Comcat for websites? (Library, Read, Comcat, project in keyword, switch format to websites)
_____ Found three books on your topic? (Library, Read, Pella Public Library)
_____Could you watch a video on your topic? (Library, Read, Comcat)
_____Could you find a tv or news program that talked about your topic? (Ebscohost)
_____Is there anyone you could interview about your topic?
_____Have you planned your project?
_____Do you have primary sources for your topic?
_____Have you started an Annotated Bibliography?
Possibilities:
1. Paper:
* May have appendices of photographs, charts, graphs, but limited
* 1,500 – 2,500 words
* Can be creative writing – poems, diaries, etc.
* 1 inch margins, double-spaced, 10-12 point type.
* Citations are required
* No illustrations on title page
* Stapled in top left corner, not enclosed in binder or cover
2. Exhibit:
* You may use a media device for mo more than 3 minutes.
* Size = no larger than 40 inches wide, 30 inches deep and 6 feet high.
* 500 word limit for all text created by the student – including titles, subtitles, captions, graphs, timelines, etc.
3. Documentary:
* Five minutes for setup and five minutes for removal of equipment.
* May not exceed 10 minutes.
* Announce the title of your entry and the participants as introduction and only that information. Live narration is prohibited.
* You should provide a general list of acknowledgments and credits for sources used.
* You must operate all equipment.
4. Performance:
* Five minutes for setup and five minutes for removal of props
* May not exceed 10 minutes.
* Announce the title of your entry and the participants as introduction and only that information.
* You may use slides, recorders, computers, lighting or sound effects, but you must control them.
*
Your Turn:
Which project do you plan to do? ______________________
What is your outline/focus for your project? (please put on back side of paper)
* Storyboard for Documentary:
* Thesis/Outline for Paper:
* Drawing/details of Exhibit:
Name/s________________________
________________________
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Northwester School Corporation Visual Art Curriculum Course Outline
Painting
Activities involving various types of paint including but not limited to:
A. Color Mixing
B. Color relationships/Color Theory
C. Shading Techniques
1. Gradation/Blending
2. Crosshatching
3. Pointillism
D. Observational Painting
E. Nature Studies
F. Landscapes
G. Cityscapes
H. Study of different styles and techniques
I. Lessons learned in this class should involve the four essential parts of a discipline based art education.
1. History: Students engage in research and inquiry into the historical, social and cultural contexts of art. Through inquiry into art history, students investigate works of art to determine their origins, histories, and meaning, thus acquiring a sense of world civilizations.
2. Criticism: Students understand and engage in critical inquiry in order to determine meaning in their work and the works of others. Through critical inquiry students increase their understanding and appreciation of art and its role in society. They develop the visual sensitivity and critical judgment needed to participate in a visually dominant society and to objectively evaluate persuasive visual images.
3. Aesthetics: Students raise and discuss questions concerning the nature, meaning, and value of art. Through aesthetic inquiry students practice the intrapersonal skills of reflection, reasoning, and logic.
4. Production: Students respond to observations, feelings, ideas, and other experiences by creating works of art through skillful, thoughtful, and imaginative application of media, tools, techniques, and processes. Through studio activities students discover, experiment, and use problem solving skills to express their values and feelings.
J. Integration of Related Areas
1. Careers & Community: Students identify methods for connecting artistic concepts, processes and skills to careers in art. Students learn to recognize the role of art in society and begin to identify their responsibility for supporting the artistic heritage of their community.
2. Integrated Studies: Students make connections between art and other disciplines. They create integrated works utilizing the symbol systems (or sign systems) of different disciplines, and thereby enhance communication. By studying a theme through multiple disciplines, students realize the impact of art upon other disciplines and how the sign systems of various disciplines provide a unique understanding of the world. | <urn:uuid:dbccf6c0-7a1b-419d-9ebc-0e1e5e823345> | CC-MAIN-2019-09 | https://www.nwsc.k12.in.us/document-library-list/curriculum-resources/high-school-curriculum/fine-arts/visual-arts/885-painting-course-outline/file | 2019-02-16T01:45:18Z | crawl-data/CC-MAIN-2019-09/segments/1550247479729.27/warc/CC-MAIN-20190216004609-20190216030609-00215.warc.gz | 929,463,164 | 458 | eng_Latn | eng_Latn | 0.995006 | eng_Latn | 0.995103 | [
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Genitivo sassone 50.1
Make sentences using the possessive case
Bob's grandparents are in France
es Bob / grandparents / are/ in France
2 Steve / schoolmates / are /friendly
3 Zoe, Martin and Ann / drama teachers / great / are
4 Janet / Zoe / grandmother / is /sixty-five years old
5 Paul / Mary / scooters / are/in the garden
6 Martin and Janet / parents / live/in London
Soluzioni:
(1) Bob's grandparents are in France (2) Steve's schoolmates are friendly (3) Zoe's, Martin's and Ann's drama teachers are great (4) Janet and Zoe's grandmother is sixty-five years old (5) Paul's and Mary's scooters are in the garden (6) Martin and Janet's parents live in London esercizio di inglese by http://www.esercizinglese.com [CC BY-NC-SA 3.0 ] | <urn:uuid:e29f13c6-8eb6-48da-8a81-424d79487f5b> | CC-MAIN-2019-09 | https://www.esercizinglese.com/pdf/esercizi/50_1-Genitivo-sassone.pdf | 2019-02-16T01:51:21Z | crawl-data/CC-MAIN-2019-09/segments/1550247479729.27/warc/CC-MAIN-20190216004609-20190216030609-00213.warc.gz | 820,719,464 | 204 | eng_Latn | eng_Latn | 0.969502 | eng_Latn | 0.969502 | [
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Northwestern School Corporation
Technology Education
Construction Processes
Assessments
A variety of assessment techniques are utilized by each grade level to specifically address the needs of those students. Below is a list of the methods that can be utilized by teachers.
Techniques used, but not limited to, the following:
* In class projects
* Tests
* Laboratory activities
* Quizzes
* Self and Peer assessments
* Presentations
* Reports
* Cooperative learning projects
* Rubrics
* True False answers
* Fill in the blank
* Multiple choice
* Short answer
* Written assignments
* Matching items
* Group assessments
* Contracts
* Individual assessments | <urn:uuid:d70246fb-46f0-411e-a008-9c947d6dfd7b> | CC-MAIN-2019-09 | https://www.nwsc.k12.in.us/document-library-list/curriculum-resources/high-school-curriculum/industrial-technology/846-construction-processes-assessments/file | 2019-02-16T01:48:05Z | crawl-data/CC-MAIN-2019-09/segments/1550247479729.27/warc/CC-MAIN-20190216004609-20190216030609-00213.warc.gz | 918,884,186 | 137 | eng_Latn | eng_Latn | 0.924186 | eng_Latn | 0.924186 | [
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Westfield Nursery School 'Play Ideas' for Parents
Top Tips
[x] Be a good role model
[x] Pay attention to your children when they are talking to you
[x] Praise good speech and vocabulary
[x] Help with new words by repeating them
[x] Add onto phrases or words and boost vocabulary (For example – Your child says, "My ball," you say, "Yes, red ball.")
[x] Correct gently by repeating the sentence correctly
[x] Talk about what you are doing as you go about your daily chores
[x] Use TV and screens sparingly
Communicates with adults and children (Communication and Language)
Talking
[x] Speak confidently using the right words. Set an example by talking in complete sentences in your first language
[x] Use clear, simple directions for tasks and behaviours
[x] Take turns to speak
[x] When you have asked a question, allow the children time to think about the answer, before you give it yourself
[x] Help your child to use more words e.g. if your child says 'Dog', say 'Yes, it's a brown dog'
[x] Remember the four C's. Be calm, consistent, confident and clear
[x] Talk about things as they happen, e.g. unpacking the shopping or having a bath
[x] Turn off the television, laptops and other devices
[x] Have a family meal together as often as possible
[x] Play games together like I-spy
Sensory Play
Choose things with different textures and sizes. Mix them up for sorting experiences. Look for things like rice, buttons, pebbles, pasta and blocks
[x] Talk about textures, shapes, feelings
[x] Talk about what you are doing (squash, sprinkle, pull etc.)
[x] Talk about the marks you make
*
*
*
*
*
Communicates their feelings, wants and needs (Personal, Social and Emotional Development)
Emotions
[x] Read a book about feelings
[x] Look in a mirror and make different faces (happy, sad, angry, scared)
[x] When your child follows directions, show you notice: praise them for listening to you
Looks after their health, safety and self-care needs (Physical Development)
Toileting
[x] Toilet train
[x] Wash and dry hands
Dressing
[x] Put on and take off coats, socks and shoes
Eating
[x] Drink from an open top cup
Develops a friendship (Personal, Social and Emotional Development)
[x] Make a play date
[x] Go to a toddler group, stay and play session
Moves with confidence in a range of ways (Physical Development)
Using Big Muscles
[x] Go to the park
[x] Learn to ride a bike
[x] Play football
Uses simple tools (Physical Development)
Playdough
[x] Make play dough with
Half cup salt
1 cup plain flour
1 cup water with colouring
3 teaspoons cream of tartar
1 tablespoon oil
Mix well and cook gently over a low heat until it forms a ball.
Squish it, squash it, roll it and cut it!
Make shapes, snakes and cakes. HAVE FUN!
(Store in an airtight container in the fridge, should keep for a few weeks.)
Threading
[x] Use food colouring on dry pasta tubes. Thread the uncooked dry pasta on to shoelace to make a necklace. Try and make repeating patterns.
You can also thread with beads, buttons, card tubes, pieces of paper or card...
Cooking
[x] Use knives to make a sandwich/ spread on toast
[x] Use measuring equipment & spoons to make fairy cakes
Listens to and tells a story (Literacy Development) Books & Print
[x] Share a book (fiction, non-fiction and poetry) everyday, especially at bedtime
[x] Visit and join the local library
[x] Share print in the environment e.g. food packets, street signs, car registrations, buses
[x] Retell familiar stories and have fun making up new ones
Uses mark making tools (Literacy Development)
[x] Provide different kinds of materials which make marks e.g. tooth brushes, pegs with different things in them, glue spreaders, chunky crayons, chalks, paint brushes, felt pens, etc
[x] Provide different kinds of materials in different sizes and shapes for children to make marks on e.g. wallpaper, newspaper, leaves, material, plain paper, paper with lines and squares, textured paper, card
[x] Seasonal mark making with natural materials e.g. leaves, seed pods, fir cones, dried flowers. Do leaf rubbings, flower pressing and collages. Try using flowers and twigs as mark-making tools and brushes
[x] Messy mark making e.g. with sand, salt, jelly, shaving foam, cornflour and water
Understands and uses numbers (Maths Development) Number
[x] Play with a collection of objects e.g. leaves, stones, feathers, flowers, bricks and make different arrangements. Talk about what children notice
[x] Read a number story or sing a number song
[x] Play a Maths game such as snakes and ladders
Knows and uses numerical patterns (Maths Development) Patterns
[x] Complete a pattern hunt around your house. Discuss the colours, sizes and shapes. Describe the pattern (spots, stripes, zigzags).
[x] Find a group of objects which will make a repeating pattern e.g.
buttons, cutlery, beads, bricks, shapes. Make a pattern for your child to copy e.g. red, blue, red, blue, red, blue or big, small, big, small, big, small or fork, spoon, fork, spoon, fork, spoon or circle, square, circle, square, circle, square etc. Can your child make a pattern? Challenge- Can your child correct a pattern if it goes wrong?
Shows care for communities, the environment and living things (Understanding the World)
Family Photos
[x]
Look at family photograph album. Discuss family members and events
Nature Walk
[x] Go on a nature walk and discuss what you can see, hear, smell and touch.
[x] Plant and care for something (inside or outside)
[x] Help look after a pet (yours/ a friends)
Creates a piece of art/model (Expressive Arts and Design) Painting and Printing
[x] Use any type of paint and marker to explore. Try mixing colours
[x]
Look at famous paintings and talk about what your child notices
Building with blocks or construction sets
[x] Talk about shapes, size, colours and repeating patterns. Talk about what fits & doesn't fit, talk about what works & doesn't work
Building with Recycled Materials
[x] Plan and build using boxes and tubes from the recycling bin. Discuss best ways to join e.g. glue, sellotape
Performs a dance/song or rhyme and uses imagination (Expressive Arts and Design) Songs and rhymes
[x] Sing nursery rhymes, finger plays and songs
[x] Sing a range of songs from counting songs to pop songs
[x] Listen to and dance to a range of different types of music
Imaginative Play
[x] Dress up
[x] Make and play with a puppet
[x] Make a den
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Women's Leadership and Political Participation
IN BRIEF
Photo © UN Photo/Martine Perret.
What's the Issue?
From the local to the global level, women's leadership and political participation are restricted. Women are underrepresented as voters, as well as in leading positions, whether in elected offices, the civil service, the private sector or academia. This occurs despite their proven abilities as leaders and agents of change, and their right to participate equally in democratic governance.
Women face several obstacles to participating in political life. Structural barriers through discriminatory laws and institutions still limit women's options to run for office. Capacity gaps mean women are less likely than men to have the education, contacts and resources needed to become effective leaders.
As the 2011 UN General Assembly resolution on women's political participation notes, "Women in every part of the world continue to be largely marginalized from the political sphere, often as a result of discriminatory laws, practices, attitudes and gender stereotypes, low levels of education, lack of access to health care and the disproportionate effect of poverty on women."
Individual women have overcome these obstacles with great acclaim, and often to the benefit of society at large. But for women as a whole, the playing field needs to be level, opening opportunities for all.
Our Solutions
UN Women's programmes on leadership and participation are guided by a history of international commitments to women's representation. The Convention on the Elimination of All Forms of Discrimination against Women upholds women's right to participate in public life, while the Beijing Platform for Action calls for removing barriers to equal participation. The Millennium Development Goals measure progress towards gender equality in part by the proportion of women in parliamentary seats.
Towards these ends, we provide training for women political candidates to help build their capacities, and offer civic education abd sensitization campaigns on gender equality. We back gender equality advocates in calling on political parties, governments and others to do their part in empowering women. Other initiatives encourage young men and women to engage in advocacy around making gender equality measures central to public policymaking.
UN Women advocates for legislative and constitutional reforms to ensure women's fair access to political spheres— as voters, candidates, elected officials and civil service members. We collaborate with UN country teams and work with civil society on programmes so that elections uphold women's rights, including to vote and campaign free from electoral violence.
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Tel: 646-781-4400
How We Make a Difference
Recent results from around the world:
Kenya: In the 2013 elections, the number of women legislators rose to more than 20 per cent, more than double compared to the previous elections. UN Women contributed to this result by providing training to nearly 900 female candidates in all 47 counties and running a Campaign for Women in Leadership to encourage voters to vote for women.
Pakistan: In 2012 UN Women supported women's voter registration. The National Database and Registration Authority registered more than 40 million women, representing 86 per cent of the female population, increasing from 44 per cent four years earlier. For the first time, the Election Commission, supported by UN Women and UNDP, has a system to collect voter turnout data by sex, which will aid in pinpointing obstacles to women's civic rights.
Timor-Leste: After the 2012 elections, Timor-Leste had the highest proportion of women legislators in Asia. At 38 percent, it exceeded the one-third quota mandated by law. UN Women in partnership with UNDP has been instrumental in supporting an active women's parliamentary caucus, civil society groups and the national gender unit to promote women candidates.
Zimbabwe: A new constitution that is strong on women's rights was signed into law in Zimbabwe, which resulted in women gaining 35 per cent of the seats in the 2013 July elections, compared to a previous 17 per cent in 2008. Behind the breakthrough was the Group of 20, a constitutional gender equality lobbying group comprising activists, politicians and scholars supported by UN Women.
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FACTs and Figures - Leadership and Participation Women in parliaments:
* • As of July 2013, 8 women served as Head of State and 13 served as Head of Government.
* • Only 20.9 per cent of national parliamentarians were female as of 1 July 2013, a slow increase from 11.6 per cent in 1995.
* • Rwanda has the highest number of women parliamentarians worldwide. Women there have won 63.8 per cent of seats in the lower house.
* • Globally, there are 37 States in which women account for less than 10 per cent of parliamentarians in single or lower houses, as of July 2013.
Other domains of government:
* • Women's representation in local governments has made a difference. Research on panchayats (local councils) in India discovered that the number of drinking water projects in areas with female-led councils was 62 per cent higher than in those with male-led councils.
* • As of January 2012, only 17 per cent of government ministers were women, with the majority overseeing social sectors, such as education and health.
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