Thriller

CADE members: Here is the link to the Thriller dance that you need to practice!!!

Fall of the Soviet Union to Present TEST

We will test this unit on Thursday. These questions will guide you while you study!
STUDY GUIDE QUESTIONS
Fall of the Soviet Union to Present

1. Why is the United States involved in the Middle East?
2. Why did Iraq invade Kuwait?
3. Israel is the state of what religion?
4. Who is the terrorist group who attacked the United States on September 11, 2001? Who was harboring them? Who is their leader? What did the United States do because of these attacks?
5. Who was the dictator in Iraq? What did we suspect they were developing?
6. Why do we involve ourselves in Mexico, Haiti and Cuba?
7. Why do we involve ourselves in Africa?
8. Why do we involve ourselves in the Balkan region of Europe (Serbia and Croatia)?
9. Why are we involved in Asia?
China-
Russia-
Afghanistan-
10. What is a terrorist?
11. How do humans change the physical environment?
natural resources-
expansion of transportation systems-
12. What is global warming?
13. How has technology changed daily life since the early 1990s?
computers-
electronics-
satellites-
mass communication-
14. What is pop culture? Identify examples of cultural exchange between the United States and other countries.
music-
fashion-
food-
movies-
sports-
15. Why does the United States use diplomacy first? What method do we use if diplomacy does not work?
16. What is the main goal of the United States when it politically involves itself with other countries?
17. What resource does the United States rely on heavily? Why is this a concern for our country?
18. What does it mean to be a superpower/world power?
19. What is NAFTA and who does it involve?
20. What are weapons of mass destruction?
21. What is homeland security?
22. Give an example of supply and demand.
23. Explain the United States position on the world stage after each event:
WWI-
WWII-
Fall of the Soviet Union-

**Use your notes, homework, maps, and worksheets to help study for this test!!**
You will need to label the following countries on a world map:
Croatia, Serbia, U.S.A., Canada, Mexico, Cuba, Haiti, Russia, Darfur, Somalia, Israel, Saudi Arabia, Iraq, Iran, Kuwait, Afghanistan, and China

PASS- Reading and Research Standards

READING Standards
Standard 5-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
Students in grade five read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, picture books, folktales, legends, tall tales, and myths. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.

5-1.1 Analyze literary texts to draw conclusions and make inferences.
5-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view.
5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
5-1.4 Analyze literary texts to distinguish between direct and indirect characterization.
5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts.
5-1.6 Analyze the details that support the expression of the main idea in a given literary text.
5-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
5-1.8 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics.
5-1.9 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain).
5-1.10 Predict events in literary texts on the basis of cause-and-effect relationships.
5-1.11 Read independently for extended periods of time for pleasure.

Understanding and Using Informational Texts
Standard 5-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.
Students in grade five read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.
5-2.1 Summarize the central idea and supporting evidence of a given informational text.
5-2.2 Analyze informational texts to draw conclusions and make inferences.
5-2.3 Analyze a given text to detect author bias (for example, unsupported opinions).
5-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).
5-2.5 Use titles, print styles, chapter headings, captions, subheadings, and white space to gain information.
5-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.
5-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes).
5-2.8 Predict events in informational texts on the basis of cause-and-effect relationships.
5-2.9 Read independently for extended periods of time to gain information.

Building Vocabulary
Standard 5-3 The student will use word analysis and vocabulary strategies to read fluently.
5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words.
5-3.2 Use Greek and Latin roots and affixes to determine the meanings of words within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
5-3.4 Spell correctly
• multisyllabic constructions,
• double consonant patterns, and
• irregular vowel patterns in multisyllabic words.

RESEARCHING
Applying the Skills of Inquiry and Oral Communication
Standard 5-6 The student will access and use information from a variety of sources.
5-6.1 Clarify and refine a research topic.
5-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.
5-6.3 Select information appropriate for the research topic.
5-6.4 Paraphrase research information accurately and meaningfully.
5-6.5 Create a list of sources that contains information (including author, title, and full publication details) necessary to properly credit and document the work of others.
5-6.6 Use the Internet as a source of information.
5-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations.
5-6.9 Select appropriate graphics, in print or electronic form, to support written works and oral and visual presentations.

Preparing for PASS- Social Studies Standards

United States Studies: 1865 to Present

Standard 5-1: The student will demonstrate an understanding of Reconstruction and its impact on racial relations in the United States.

5-1.1 Summarize the aims of Reconstruction and explain the effects of Abraham Lincoln’s assassination on the course of Reconstruction. (P, H, E)

5-1.2 Summarize the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution, including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities. (P, E, H)

5-1.3 Explain the effects of Reconstruction on African Americans, including their new rights and restrictions, their motivations to relocate to the North and the West, and the actions of the Freedmen’s Bureau. (P, G, E, H)

5-1.4 Compare the economic and social effects of Reconstruction on different populations, including the move from farms to factories and the change from the plantation system to sharecropping. (E, P)

5-1.5 Explain the purpose and motivations behind the rise of discriminatory laws and groups and their effect on the rights and opportunities of African Americans in different regions of the United States. (P, G, E, H)

Standard 5-2: The student will demonstrate an understanding of the continued westward expansion of the United States.

5-2.1 Explain how aspects of the natural environment—including the principal mountain ranges and rivers, terrain, vegetation, and climate of the region—affected travel to the West and thus the settlement of that region. (G, H)

5-2.2 Illustrate the effects of settlement on the environment of the West, including changes in the physical and human systems. (G)

5-2.3 Summarize how railroads affected development of the West, including their ease and inexpensiveness for travelers and their impact on trade and the natural environment. (G, E, H)

5-2.4 Provide examples of conflict and cooperation between occupational and ethnic groups in the West, including miners, ranchers, and cowboys; Native Americans and Mexican Americans; and European and Asian immigrants. (E, H)

5-2.5 Explain the social and economic effects of the westward expansion on Native Americans, including changes in federal policies, armed conflicts, opposing views concerning land ownership, and Native American displacement. (P, G, E, H)

Standard 5-3: The student will demonstrate an understanding of major domestic and foreign developments that contributed to the United States’ becoming a world power.

5-3.1 Explain how the Industrial Revolution was furthered by new inventions and technologies, including new methods of mass production and transportation and the invention of the light bulb, the telegraph, and the telephone. (E, H)

5-3.2 Identify prominent inventors and scientists of the period and summarize their inventions or discoveries, including Thomas Edison, Alexander Graham Bell, the Wright Brothers, and Albert Einstein. (H)

5-3.3 Explain the effects of immigration and urbanization on the American economy during the Industrial Revolution, including the role of immigrants in the work force and the growth of cities, the shift from an agrarian to an industrial economy, and the rise of big business. (P, G, E, H)

5-3.4 Summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, including the countries from which they came, the opportunities and resistance they faced when they arrived, and the cultural and economic contributions they made to this nation. (P, G, E, H)

5-3.5 Explain how building cities and industries led to progressive reforms, including labor reforms, business reforms, and Prohibition. (P, G, E, H)

5-3.6 Summarize actions by the United States that contributed to the rise of this nation as a world power, including the annexation of new territory following the Spanish-American War and the role played by the United States in the building of the Panama Canal and in World War I. (P, G,

Standard 5-4: The student will demonstrate an understanding of the economic boom-and-bust in America in the 1920s and 1930s, its resultant political instability, and the subsequent worldwide response.

5-4.1 Summarize changes in daily life in the boom period of the 1920s, including the improved standard of living; the popularity of new technology such as automobiles, airplanes, radio, and movies; the Harlem Renaissance and the Great Migration; Prohibition; and racial and ethnic conflict. (P, E, H)

5-4.2 Summarize the stock market crash of 1929 and the Great Depression, including economic weakness, unemployment, failed banks and businesses, and migration from rural areas. (P, G, E, H)

5-4.3 Explain the immediate and lasting effect on American workers caused by innovations of the New Deal, including the Social Security Act, the Federal Deposit Insurance Corporation, and the Civilian Conservation Corps. (P, E, H)

5-4.4 Explain the principal events related to the United States’ involvement in World War II—including the bombing of Pearl Harbor, the invasion in Normandy, Pacific island hopping, the bombing of Hiroshima and Nagasaki—and the role of key figures in this involvement such as Winston Churchill, Franklin D. Roosevelt, Joseph Stalin, and Adolf Hitler. (P, G, H)

5-4.5 Summarize the political and social impact of World War II, including changes in women’s roles, in attitudes toward Japanese Americans, and in nation-state boundaries and governments. (P, E, H)

5-4.6 Summarize key developments in technology, aviation, weaponry, and communication and explain their effect on World War II and the economy of the United States. (P, E, H)

5-4.7 Explain the effects of increasing worldwide economic interdependence following World War II, including how interdependence between and among nations and regions affected economic productivity, politics, and world trade. (P, G, E, H)

Standard 5-5: The student will demonstrate an understanding of the social, economic, and political events that influenced the United States during the Cold War era.

5-5.1 Summarize the impact of cultural developments in the United States following World War II, including the significance of pop culture and mass media and the population shifts to the suburbs. (G, H)

5-5.2 Summarize changes in the United States economy following World War II, including the expanding job market and service industry, consumerism, and new technology. (E, P, H)

5-5.3 Explain the advancement of the civil rights movement in the United States, including key events and people: desegregation of the armed forces, Brown v. Board of Education, Martin Luther King Jr., Rosa Parks, and Malcolm X. (P, G, H)

5-5.4 Explain the course of the Cold War, including differing economic and political philosophies of the Union of Soviet Socialist Republics (USSR) and the United States, the spread of Communism, McCarthyism, the Korean Conflict, the Berlin Wall, the space race, the Cuban missile crisis, and the Vietnam War. (P, G, E, H)

5-5.5 Explain the political alliances and policies that impacted the United States in the latter part of the twentieth century, including the North Atlantic Treaty Organization (NATO), the United Nations, and the Organization of Petroleum Exporting Countries (OPEC). (P, H, E, G)

Standard 5-6: The student will demonstrate an understanding of developments in the United States since the fall of the Soviet Union and its satellite states in 1992.

5-6.1 Use a map to identify the regions of United States political involvement since the fall of the communist states, including places in the Middle East, Central America, the Caribbean, Africa, the Balkans in Europe, and Asia. (P, G, H)

5-6.2 Explain how humans change the physical environment of regions and the consequences of such changes, including use of natural resources and the expansion of transportation systems. (P, G, E)

5-6.3 Explain how technological innovations have changed daily life in the United States since the early 1990s, including changes in the economy and the culture that were brought about by computers, electronics, satellites, and mass communication systems. (E, H)

5-6.4 Identify examples of cultural exchange between the United States and other countries that illustrate the importance of popular culture and the influence of American popular culture in other places in the world, including music, fashion, food, and movies. (G, H)

5-6.5 Summarize the changes that have taken in United States foreign policy since 1992, including the globalization of trade and the war on terrorism. (P, H, G, E)

5-6.6 Compare the position of the United States on the world stage following World War I, World War II, and the collapse of the communist states. (P, H)

LWW vocabulary 5-8

Chapters 5-8
1.Faun- a mythical creature with the body of a man and goat-like ears, tail, horns, and hooves )
2.Enemies- someone you feel hatred for, someone who could cause you harm.
3.Handkerchief- a small piece of fabric made of silk or other fabric that is used for wiping one’s nose (usually square)
4.Beckoned- To signal by motion of the head or hand
5.Disposal- to get rid of or to discard
6.Sightseers- people who go out to see major places or sights
7.Festoons- String or chain of flowers, ribbons, etc. hanging from a curve between two points
8.Premises- a location
9.Prophecy- Something told about what will happen in the future
10.Superior- higher in rank, degree or importance
11.Secret police- a police force that operates with out others knowing.
12.Camphor- an aromatic insect repellent
13.Lamppost-a post, usually of metal, supporting a lamp that lights a street, park, etc.
14.Fraternizing- associating with another or others, when such association has been strictly prohibited
15.Beasts-An animal other than a human, especially a large four-footed mammal that is cruel, coarse and filthy.
16.Consideration-a thought or reflection; an opinion based upon reflection.
17.Earnestly- Sincere; serious
18.Reign- Period of power of a ruler

Help Support West Market

West Market Competing for $250,000 Pepsi Grant

West Market Early Childhood and Education Center is competing with other worthy causes nationwide for a $250,000 grant from the “Pepsi Refresh Project,” a grant program currently underway.

During the month of April, supporters can vote for West Market online at: www.refresheverything.com/bigchangeforyoungchildren. You can vote once a day through the end of the competition on April 30th.

Important to note: Within the District, you should sign in to the website by clicking the small “Join Refresh Everything” link at the bottom left of the computer screen.

There are other ways to sign in offered on the site, but these are blocked by the District’s web filter. On your home computer, you may sign in by any of the ways offered on the site.

The West Market proposal, called “Big Change for Young Children,” would provide support for the center in a time of economic recession and deep state budget cuts. The money would be used for such things as technology and hands-on material used to teach young children and for the salaries of early childhood educators.

This year the Pepsi Refresh Project, sponsored by PepsiCo Beverages Americas, will give away more than $20 million to worthy causes. Each month, Pepsi will award up to $1.3 million in grants to the ideas with the most votes. Pepsi will accept up to 1,000 new ideas every month and the public decides who wins.

To support the project, Pepsi is partnering with three organizations dedicated to making a positive difference in the world: GOOD, a leading platform for thought and action revolving around pushing the world forward; Global Giving, an online marketplace that connects people who have community and world-changing ideas with people who can support them; and Do Something, the largest non-profit teen charity.

The Lion, the Witch and the Wardrobe Vocab 1-4

Click on the picture to make it larger! :) You will have a quiz on Friday on these 22 words. It will either be matching or fill in the blank! STUDY HARD!