Holy Name 6B

Family Tree

2011-12-14T11:06:00.000-08:00

Family Tree Project

You will create a family tree that includes you, your parents, and your grandparents. Include full names (maiden names for mom and grandmothers), birth years, and countries of birth.

You do not need to follow the same layout as the example below, but it should give you an idea of what you need to do.

Can I put more people? (Aunts, Uncles, Brothers, Sisters, Stepparents, G. Grandparents)

Yes.

Can I put pictures?

Yes.

Can I do it on the computer?

Yes. But it has to be your work. Not the work of a website.

Does the direction of the Family Tree matter?

No.

Do we need to put all the information for any extra people?

No. As long as you have it for the 7 core people, you’re good.

What if I don’t know about my Mom or Dad’s side?

Fill in your 7 core people with areas of your family history you do know about.

Summer Reading

2011-08-29T14:10:00.000-07:00

Summer Reading Reflections

Choose any book you read during the summer or in the past few weeks.

Reflect on any two chapters from the book. Reflections are not reports. Things to focus on for a reflection are your thoughts, feelings, and reactions to what you are reading. Personal connections and questions that you may have are also very good. If there is a particular quote that strikes you, write about your reaction. Review the page from your Literature book that talks about active reading.

Even though you read the book already, I advise you to read over the chapters again. Keep notes while you read. You may type your notes for your reflection.

Since this is not a report, do not worry about the Setting and Characters. However, the title of the book should be clearly stated, and underlined. Also include the author’s name.

The minimum word count for each chapter’s reflection is 75.

This assignment is due September 13^th.

In the dumps

2011-04-17T21:23:00.001-07:00

Last Thursday the 6th grade took a field trip to the San Francisco Dump. Thanks to Miss Rivieccio for setting up the field trip.

The trip started with a bus ride that featured reclining seats, foot rests and a less than user friendly DVD player. The field trip started with a classroom demonstration on the different ways to dispose of household refuse. The students learned the difference between the black, blue and green bins.

The classroom had several beakers full of ground up recyclable material.

The dump features an Artist in Residence program where local artists used "previously owned" materials to create one of a kind art. The art is then displayed at an art show.

Anything put in a black bin arrives at the transfer station in the garbage trucks you see driving the streets. The transfer station smells really, really bad. But we learned that it smells so bad because a third of all the refuse brought to the transfer station is compostable food. Another third of it could be recycled. Having three different bins really can make a difference. The pit in the transfer station is as big as a football field and fifteen feet deep. Everyday the equivalence of 210 garbage trucks worth of garbage is sent to landfill from the transfer station.

Household dumping also takes place at the dump. This is wear people can drive up and dump off their household trash. The trash is sorted and anything that can't be recycled is sent to landfill. It is hard to believe that the mound of trash in the picture below is all brought by individuals. The last picture in this set is bricks of ground up an pressed styrofoam.

We then took the bus to Pier 96 where all of our recycling is brought. We couldn't take pictures inside the facility, but the dump had these bails to show what our recycled materials looked like after going through the facility. Each bail weighs one ton. Some of the bails are then loaded on the ship and sent to other markets, mostly on Asia where the materials can be put to use.

After lunch at a nearby park it was back to school.

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Outsiders

2011-03-15T09:15:00.001-07:00

Pick one of the following quotes:

“You can’t win.” – Randy

“Things are rough all over.” – Cherry

“Stay gold.” – Johnny

“The only thing that keeps Darry from being a Soc is us.” – Two-bit

After making your selection, demonstrate the quote using artistic means. It must be more than just simple marker on paper. You can do a mobile, diorama, poster or painting. There are many other ways to use art. The quote does not need to be a part of the art. The art should communicate the quote by itself.

After finishing the art, you will create a small (3”x5”) identification and description “plaque” stating the quote and giving a very short comment on the art.

Due April 5th.

Presidents

2011-02-19T23:26:00.001-08:00

Who is your favorite President? Why?

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Family Tree

2011-02-09T08:32:00.000-08:00

Family Tree FAQ’s

1. Can we put pictures?

Yes.

2. Will it be extra credit if we put pictures?

Yes.

3. Can the pictures be of anything?

No. That is a silly question. The pictures need to be of the people in your tree.

4. Can we put more of our family than parents and g.parents?

Yes. The minimum amount of people you may have is seven (you, parents and g. parents). However, you may put as many other family members (brothers, sisters, aunts, uncles, cousins and g.g.parents) as you want.

5. What if I don’t know when someone was born?

Estimate the year the person was born (it isn’t that hard) and put “ca.” in front of it.

For example: ca.1927. “Ca.” is an abbreviation for the word “circa” which means “around”.

6. What if neither my parents nor I know my g.parents’ names?

Well, it is sort of weird that your parents don’t know the names of their own parents, but in the rare cases where that is true you need to talk to Mr. Galvin so we can make sure you can show seven people on the tree.

7. I have different family situation and don’t know my dad’s/mom’s side of the family at all.

See the answer to #6.

Egypt Unrest and Protests

2011-01-29T19:40:00.000-08:00

I always say that the news seems to correspond very closely with the 6th grade history course. I never thought the timeliness of our history curriculum would reach this level.

As we concluded our first week of study on Ancient Egypt, those who live in modern day Egypt we taking to the streets in massive protests. These protests were directed at the ruling government in Egypt. Most of the government has resigned, except for President Hosni Mubarak. President Mubarak has been in power for 30 years.

On January 25th, thousands of Egyptians began protesting on scale not seen for over three decades. In a region of the world where social class and religion very often become cause for segregation, the protestors stood shoulder to shoulder with those of different class and faith. Their voices are joined to condemn the massive inflation and unemployment gripping the country.

The world's attention has come to focus on Cairo, located very closely to the ancient city of Memphis, itself the seat of power for so many rulers of Ancient Egypt.

I would like you to read this article. The article focuses on the impact the protests have had on the Egyptian Museum. The museum is a little over 100 years old and houses any antiquities still in Egyptian possession. Egypt has taken steps in recent years to gather and reclaim artifacts currently in the possession of foreign governments.

The museum is located next door to a government building set on fire during the protests. As fear rose that looters would target the museum, Egyptian civilians took it upon themselves to guard treasures of Ancient Egypt. To even call these treasures priceless seems so very inadequate.

After reading the article, I want you to consider several things:

The role of a citizen, a soldier and a government in guarding a country's past.

What would bring a person to target and destroy priceless artifacts of his/her nation's past, including those of arguably the most famous ruler?

The role a nation's past, including ancient past, has in directing its future.

An everyday citizen's voice and role in demanding change to prevent further injustice.

After reflecting on those points, leave a comment here on the blog with your thoughts. Also, consider leaving a comment on the page with the article. This article will figure heavily in our discussions this week as we continue to study Egypt, ancient and present.

Egypt Civilization Question.

2011-01-24T16:47:00.000-08:00

You need to think. Relax and think.

In Mesopotamia, they could not predict when the flood would come.

To save their farms, they began to build irrigation systems to control the flood waters.

In order to build the irrigation systems, the Mesopotamians needed cooperation and leadership.

That leadership led to the first government leaders.

Irrigation also led to surplus.

That surplus allowed for trade and specialization.

Surplus, trade, specialization and government all led to civilization.

The Egyptians could predict when the floods would come.

Compared to Mesopotamian civilization, what effect would being able to predict the floods have on Egyptian civilization.

Talk to each other here if you still don't get it.

Academy

2010-10-06T09:21:00.001-07:00

I am constantly reminded of the quality of a Holy Name student. After witnessing the behavior of students of all ages from different schools during our field trip yesterday, I must remember how lucky I am to teach at Holy Name. I found myself shocked at the way some of these other students spoke to each other and by their behavior in the museum. Many of them acted as though the museum was their personal playroom. By looking at their sweatshirts I know that these other schools came from all over. It is not a matter of type of school or where the school is. I believe it to be a matter of values instilled in the student, both at school and at home. For that, again, I am so lucky and grateful to teach at Holy Name. Parents, I thank you.

Earth

2010-09-27T11:47:00.000-07:00

Post any comments or questions for the earth project here. Remember, this is where students help students. If you question is for Mr. Galvin, e-mail him.

Art Project

2010-09-20T22:39:00.000-07:00

In regards to the art project I introduced today:

Don't think about making something big. Remember, the example I showed you was made from nine different items. I want you to take items and assemble them in a way that together they appear to be something else. I do not want you to use anything that is typically artistic (clay, paint, paper for example). Use everyday objects that are not generally thought of as artistic.

The final product is due in class on October 25th.

Hello

2010-09-09T09:00:00.001-07:00

Hello!

Happy Easter

2010-04-04T10:28:00.000-07:00

Reflect and comment about your favorite Easter memory. Mine happened when I was a sophomore at SH. My dad and I came home from mass and found a lost dog sitting on the front step. We ended up adopting him and named him Tyler. He was a wonderful friend and companion.

Enjoy the week. You earned the rest, and you are going to need it.

Short Answers and Review Questions

2010-03-26T14:39:00.000-07:00

Here are the short answer questions. I will also be posting review questions in the comment section. Students who answer correctly may get a prize.

6A

1. Explain how the Egyptians took advantage of the flooding of the Nile River.

2. What was the importance of the body for and how did it affect the passage to the afterlife?

3. How are farmers important to everyone in Egypt?

4. How is the Rosetta Stone important to the study of ancient Egypt?

5. What did Hatshepsut do to make herself known? Why did Hatshepsut portray herself as a man rather than a woman? And why, 20 years after her death did Thutmose III try to erase the history of Hatshepsut as pharaoh?

6B

1. Why is it that in Mesopotamia cities developed faster?

2. What role does the Rosetta Stone play in the study of ancient Egypt?

3. Why did the Egyptians have an easier time farming than the Mesopotamians?

4. The Egyptians believed in the afterlife. What did they need to do in order to move to the afterlife?

5. Why did Thutmose III try to destroy Hatshepsut’s record of being king?

Presentations

2010-03-03T21:21:00.000-08:00

Many of you have asked about map presentations. Presentations will take place next week with about 6-7 students presenting each day.

Answers?

2010-02-28T17:00:00.000-08:00

I'll answer the one about free dress, can anyone help out with the others? You must wear uniforms on Monday.

Nick Gee said...
u can do translations right?
February 26, 2010 6:47 PM

Anonymous said...
Mr. Galvin when we present our map do we have to talk about it and say why we put it on the map or just say the name of it?
February 27, 2010 4:27 PM

Anonymous said...
Do we need to have references

Sean said...
For the bluegill field trip is it free dress?

Cultural Map-Comment on this post

2010-02-25T17:07:00.000-08:00

Updated

To respond to some of the recent questions regarding the cultural map:

The project is due next Friday, March 5th.
You need to use images/pictures to depict your cultural history.
There is no minimum/maximum amount of pictures required. Use the examples in class as suggestions of the appropriate amount of pictures.
You do not need captions for the pictures. You will be explaining the pictures during your presentation.
Try to use color pictures.
The only writing that will be done for the map is the two paragraph reflection. The reflection will be due after all maps have been represented.
The grade sheet for the culture map has been posted on the class website.
Captions give short explanations of a picture.
There does not need to be a single word on your map.

As for the bluegill:
I am planing to take the trip to Golden Gate Park on Monday morning, weather permitting. The final assignment and the due date for the bluegill project will handed out after the field trip.

Next week marks the halfway point of the quarter, and you will receive your progress reports then.

If any questions have not yet been answered, use the comment function to post your question.

6B Blog

2010-02-25T07:48:00.000-08:00

This is the blog space for the 6B class of Holy Name. This is where you can come to post questions or comments about class work and projects. Think of this as an extension of our class discussions.