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Wow. I feel cheated. When I was in school there was no middle school. You went to grade school from 1st to 7th grade. Then you went to high school from 8th to 12 grade.
Not happening! 
I really enjoyed my middle school, then it was just 7th and 8th. The school I'm teaching in is a preschool-8th grade and I must admit it's fun watching the kids mature.
My grammar school was nightmare: the hitting nuns. I became a selective mute, I know some wish I would now.
High school was way over crowded, I'm not addressing class sizes, rather the unsafe number of occupants in a building. We were on 8 shifts: 1st began at 6:45 am; last began at 11:40 am. Yeah. Those middle periods caused me to follow my claustrophobic tendencies, I got out of Dodge. It was 'ok' though, teachers couldn't count homework, as long as you showed up for tests and did well, the grades were good. Now I know I missed lots that would have served me well, but being the geeky person I was, I did keep up with reading philosophy, poltics, classic literature, etc. Math? Science? Not so much. Bad move on my part.
Middle school was just those Goldilocks period for me. Wonderful teachers, lots of friends and activities.
I really enjoyed my middle school, then it was just 7th and 8th. The school I'm teaching in is a preschool-8th grade and I must admit it's fun watching the kids mature.
My grammar school was nightmare: the hitting nuns. I became a selective mute, I know some wish I would now.
High school was way over crowded, I'm not addressing class sizes, rather the unsafe number of occupants in a building. We were on 8 shifts: 1st began at 6:45 am; last began at 11:40 am. Yeah. Those middle periods caused me to follow my claustrophobic tendencies, I got out of Dodge. It was 'ok' though, teachers couldn't count homework, as long as you showed up for tests and did well, the grades were good. Now I know I missed lots that would have served me well, but being the geeky person I was, I did keep up with reading philosophy, poltics, classic literature, etc. Math? Science? Not so much. Bad move on my part.
Middle school was just those Goldilocks period for me. Wonderful teachers, lots of friends and activities.
Sounds like you were lucky at a hard age. So many kids get lost about that time. Most of them find themselves again of course, but it's such an awkward phase.
Wow. I feel cheated. When I was in school there was no middle school. You went to grade school from 1st to 7th grade. Then you went to high school from 8th to 12 grade.
I went to parochial school grades 1-8 for grammar and 9-12 for high school, and high school was all male so the dances werent a priority.
didnt have middle school...high school sucked...i still have nightmares about having to go back to high school
No. Way. In. Hell.
Wow. I feel cheated. When I was in school there was no middle school. You went to grade school from 1st to 7th grade. Then you went to high school from 8th to 12 grade.
I went to parochial school grades 1-8 for grammar and 9-12 for high school, and high school was all male so the dances werent a priority.
Ditto, except that high school was all female.
My youngest is in 7th grade, public school, and this is the year where they start having dances one a month or so. They had the first one last night. Did she go? Why no, she's grounded from dances and computer till she gets her shit together and brings her grades up in the four classes she's doing lousy in. Oh, she's smart and all and does well on the tests . . . . she's just 'forgetting' to turn in homework and classwork. Had the exact same problem with her older sister. Freaking genetics.
For some kids, whether because of 'perfection' drive or 'inattention' issues, changing classes and short passing times can be overwhelming. There are some things teacher, parents, and students can do to help those.Homework-6th Grade
SOCIAL STUDIES:
Mesopotamia Webquest-groups have been formed, but no due date yet.
VOCABULARY:
Unit 3 test Wednesday.
Practice quia and Sadlier.
LANGUAGE ARTS:
NONE
REMEMBER TO CHECK LINKS FOR QUIA ACTIVITIES AND QUIZZES! THERE IS ALSO A LINK TO SADLIER FOR VOCABULARY!
Ancient Mesopotamia Webquest
INTRODUCTION:
Picture this:
Sumer 1800 BC. You and a few fellow time travelers are here, at the land between the rivers.
TASK: You and your fellows are going to prepare a presentation to share your findings. As a group, you will be interviewing some of the movers & shakers in ancient Mesopotamia; describing and capturing pictures or drawings of the most interesting of your finds; creating a map of the region; and lastly telling the story of a day in the life of your average man, woman, & child in this ancient land. Of course you wouldnt want to have to do all this on your own, in a strange place! Thats why you have a group, to divide and conquer!
PROCESS:
Your group of three or four, (if you are in a group of three, you will not need to assign a cartographer), will divide up the roles you will each complete. While there will be a group grade you will all be individually graded for your work. In all roles you will need to do research, either online or at the library. Each role is of equal importance, just a reminder that part of your group grade is working efficiently and cooperatively within the group.
Once you have your role, prepare a list of questions you need to have answers to, (in other words, brainstorm), Ill be giving you a list of good links to start with, but you are free to seek out others, as well as information from books, magazines, etc. Found at the library. Be sure to keep track of any sources that you use, this means the 'page' you took the information off of. For instance, you would NOT give me this link, rather you would cite This link!
The group needs to decide how they will present their information, it may be that several methods will be employed: For instance it might be partially a power point, role playing interviews, posters, or travel guides. You might have 'guests' you bring back in your time machine and interview using modern technology. Only your imaginations and time constraints will limit you!
ROLES:
The Journalist:
Your task will be to find some interesting people to interview, perhaps Hammurabi, Gilgamesh, or Abraham for starters? A good place to begin would be with the names found in your textbook, though you may find some interesting people while doing research on any of them. Often one person leads to many more, but as a journalist, you know that! The sort of questions you might ask, (and answer), would be along the lines of their position? What they have accomplished? The impact on their civilization? Their families? Of course you will have other questions and answers you will share in your presentation.
The Historian:
You will gather the information on the daily life of people in Mesopotamia. You will want to explain any differences between the responsibilities or roles of men/women; boys/girls; rich/poor; slaves/free. What did they eat? What holidays were there? Festivals? Games? School? What did people do for a living? What did they invent? Im certain you will come up with more questions.
The Museum Curator:
You will search for images or draw pictures of things that would be found in ancient Mesopotamia. Architecture, untensils, jewelry, games, toys, etc. You will explain to your audience the importance or usefulness of the items presented. Your presentation will be visually appealing and easy to follow.
The Cartographer:
You will make the map, adding your own personal stamp on it. For instance, there might be details added regarding irrigation; what certain cities were known for. All major cities will be listed and the map will be presented in a neat, visually appealing manner. There must be latitude and longitude lines; a legend; a compass rose; and a title. You may want to try this online site to create one free?
EVALUATION: Rubrics follow
CONCLUSION: At the completion of your presentation both the presenters and their audience should have a better understanding of the civilization of ancient Mesopotamia. We should have a clear idea of daily life, government, and tools used over 1500 years ago!
USEFUL LINKS FOR ALL:
Geography, daily life, Gilgamesh,
The British Museum
How to cite sources
STANDARDS:
14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation.
15.D.3b Explain how comparative advantage forms the basis for specialization and trade among nations.
15.D.3c Explain how workers can affect their productivity through training and by using tools, machinery and technology
16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts).
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources.
16.B.3b (W) Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the Tang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE.
16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trad
16.E.3a (W) Describe how the people of the Huang He, Tigris-Euphrates, Nile and Indus river valleys shaped their environments during the agricultural revolution, 4000 - 1000 BCE.
16.E.3b (W) Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE - 1500 CE
17.A.3b Explain how to make and use geo graphic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.
17.C.3a Explain how human activity is affected by geographic factors.
17.C.3b Explain how patterns of resources are used throughout the world.
17.C.3c Analyze how human processes influ ence settlement patterns including migration and population growth.
STATE GOAL 18: Understand social systems, with an emphasis on the United States.
A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
B. Understand the roles and interactions of individuals and groups in society.
Individual Rubrics
Cartographer
Exemplary
4
Accomplished
3
Developing
2
Beginning
1
Score
Information
All major cities were identified. Additional information was clear on the map
Many major cities were identified. Additional information was clear on the map
Few major cities were listed, details were sketchy and/or incomplete
Few or no important details were evident.
1
2
3
4
Choice of presentation method
The presentation was creative,, interesting, and informative
The presentation was mostly effective in delivering the necessary information
The presentation method chosen conveyed the necessary information, but was difficult to follow
The presentation method chosen was not effective, the audience was unable to gain the information
1
2
3
4
Work in groups
Was focused and on task. Helped other group members
Mostly focused on task. Willing to help others
Used some time effectively.
Needed more direction than appropriate or had trouble working with group
1
2
3
4
Score
/12
Having to deal with starting to notice an attraction to girls, and many of them growing some nice sized boobies, but still being too young to do anything about it besides go home and "practice".
Agna's lucky...he gets to revisit those fantasies and make up for them by actually acting on them now.
Hormones are our enemy! 
broke up with me because I was hanging out with my guy friends. my worst memory from junior high would have to be my brother getting shot labor day weekend of my eight grade year, his senior year and then having everyone in school repeating gossip about the incident.
Other then that it was probably when my boyfriend of three months, which is like a year in junior high time
I was so heart broken.
