grade 8 home learning package 5 (no internet)€¦ · web viewmay 18-29 home learning package- no...

May 18-29 Home Learning Package- No Internet Access

ELA

Week 1-2 Read/Watch/Listen - Reflect and Think about what you learned!

Your task is to select a Fictional (Movies/Novels/TV Series) and a Non-fictional (TEDTalks/Biographies/”How-to”) pieces.

Each week, you will be asked to reflect on two of your pieces you chose and summarize to the best of your ability.

A great tip is to use the 5W’s (Who, what, where, when, why) to help you summarize your reading!

After summarizing, we ask that you take some time to reflect on what you’ve watched/read and ask critical thinking questions to help expand your understanding.

Your reflection questions will be based around of the following questions:

Fiction (Movies/novels/TV series) Non-fictional (TED Talks/Biographies/” How-To”...etc)

Summarize your story without spoilers What was your favorite moment and why? What other stories does this remind you of

and why? Who would you recommend this book too

and why? What was your favorite quote? Why?

What was your informational book/video about?

What are some of the most interesting or important things you learned about your topic?

After finishing, do you think differently about the topic? Why?

Would you recommend this video to someone who also wants to learn about this topic? Why or why not?

o You are encouraged to write down your questions and answers and share your thoughts with family at home.

o Please feel free to share with your teacher during your weekly check ins!

Week #1 Writing – Practice Defending a Point of View

(Students will practice stating and sharing their own opinion on any topic with our classroom communities!)

Tasks:

State your opinion Research 2-3 facts you think support your opinion Double check this rubric to ensure you have everything BEFORE recording/participating. Feel free to “chat” with your peers and teacher about what you think!

Ideas – (Please feel free to use your own ideas!):

Who is the best athlete of a specific sport and why? What is the best type of food to eat and why? Who is the best artist right now and why? What organization needs money for its charity and why? Which world event has been the most impactful and why?

Submission/Participation Options:

Create a piece of writing that highlights and supports your opinion. We encourage you to share your writing with your family. Let us know when we can connect over the phone!

Listen to “The Debators” on your local CBC Radio station on Saturday from 1:30-2:00pm local Winnipeg Time.

Week 2 Writing - Argument - How to Defend your Point of View

Tasks:

State your opinion, research your argument and find 3 pieces of evidence to support your opinion. Create a debate (Introduction, Reasoning and Explanation, Conclusion) in writing form and share with

your family/friends and teacher. Feel free to present your debate when teachers check in with you during the week!

Materials:

Mr. Wilson has created and attached a “check-list” of ideas included in a debate that are helpful! Be sure to review it before submitting!

Introduction Checklist: Reasoning and Explanation Checklist:

Conclusion Checklist:

Thesis statement – one sentence that HIGHLIGHT your OPINION.

PROVIDE INFORMATION (Why did you choose this side of the argument? What is your connection to the idea/argument?)

IDENTIFY the REASONS why you chose your side

This is where you SUPPORT REASONS. Each reason you give should have EVIDENCE and detail EXPLAINING and backing up your reasons

Use examples, research, statistics, studies and quotes to help justify your points

Take a moment to reflect on what the other side of the argument might say, why do you disagree with some of their points?

Use one paragraph to SUMMARIZE your points! Do not introduce new arguments!

A good conclusion will include a connection to the writers' emotions. Why should they believe in your argument?

Remember, it is always good to make it connected to you as well! Finish with a personal quote/anecdote or example of how the topic personally affects you/them!

Submission/Participation Options:

Create a piece of writing that highlights and supports your opinion. We encourage you to share your writing with your family. Let us know when we can connect over the phone!

Listen to “The Debators” on your local CBC Radio station on Saturday from 1:30-2:00pm local Winnipeg Time.

Tools:

Mr. Wilsons writing example is attached as well! See if you can see where Mr. Wilson included some of his own ideas from the “check-list”

Example: Video Cameras in the Classroom

You are seated in class as your teacher explains and points things out on the whiteboard. You twitch your hand, accidentally nudging your pencil, which rolls off your desk and clatters to the floor. As you lean over to pick up your pencil, your cell phone falls out of your coat pocket! Luckily you catch it without your teacher seeing, but it is in plain view of the video cameras shiny lens that points straight at you. The classroom phone rings, and after a brief conversation, your teacher walks over to your desk and kneels beside you. ―About that cell phone of yours . . .‖ How did that get you in trouble? How could it possibly be a good idea to put cameras in classrooms?

When students are in their classrooms, teachers are in the classroom too, usually. But when a teacher goes out of the classroom, what usually happens is either everything goes on as usual, or the students get a little more talkative. Cameras aren't there because people talk a lot. It is the teacher's job to keep people quiet. If something horrible happened, somebody in class would usually report it, or it would just be obvious to the teacher when he came back that something had happened. If we already have cameras in the halls, why spend the money to get thirty more cameras for all the different classrooms? Our school district already has a low budget, so we would be spending money on something completely unnecessary.

There hasn't been camera-worthy trouble in classrooms. Camera-worthy trouble would be bad behavior every time a teacher left the room. There is no reason to install cameras that might just cause trouble, both for the students and for the budget. Different students react differently when there is a camera in the room. Some students get nervous and flustered, trying hard to stay focused on their work with a camera focused on them. 90% of students claim that they do better work when they are calmer, and cameras are not going to help.

Other students look at cameras as a source of entertainment. These students will do things such as wave at the camera, make faces, or say hi to the people watching through the camera. This could be a big distraction for others who are trying to learn and participate in class. Still other students will try to trick the camera. They will find a way to block the lens or do something that the camera will not be likely to catch. All of these different students will be distracted by the cameras in their classrooms. Instead of solving problems, cameras would cause the problems.

That is why I disagree with the idea to put cameras in classrooms. This plan should not be put to action.

French

Challenge #1) Connect with the community with French:

As we near the end of the year, the grade 8 teachers thought of starting to put videos together to share. One such video we thought we could create to help you welcome future students to our school each year, would

be to create a “Hello! Welcome to ESMP!” message! In order to do that, we are asking that you film a SHORT 5 SECOND VIDEO of you saying the following phrase:

Salut/Bonjour! Bienvenue à l’école Salisbury Morse Place School!” Feel free to enlist your siblings/pets/friends help to create a memorable video Be sure to send in your video recording to your teacher via teams! Feel free to copy/paste the large font into “google translate” if you are unsure of how to say it properly! Remember, we are creating a video to share with students! Your videos are encouraged to be fun and silly. We

expect them to also be school appropriate!

Challenge #2) KWL Chart:

Your goal is to list French terms, phrases, words, cultural ideals/beliefs, etc. on the chart. List as many things as possible that you already knew from previous years, things you still want to learn, and things that you learned specifically this year.

KWL Chart:

What I Know

What I Want to Know

What I Learned

Challenge #3) Word Scramble:

Your task is to unscramble the 14 French words. Hint: They are all related to Spring! After completing the word scramble, please guess the translation of each word (without help from a dictionary

or google translate!) Please feel free to share your guesses with your teacher!

déchiffrer les mots1. un liaaeurpp

2. le isolel

3. enu lrfeu

4. nu ipmmreleeab

5. un ionlpalp

6. el dianjr

7. une liefule

8. eun eniarg

9. al eplui

10.nu raerb

11.nu rac-ne-clie

12.un liaaerupp

13.nu ieoasu

14.nue blileea le jardin le soleil la pluie un arbre

un arc-en-ciel un impermeable un oiseau un papillon

un parapluie une abeille une feuille une fleur

une graine une plante

Science :

HYDRAULICS/PNEUMATICS INQUIRYYou have now learned about what a fluid is, and properties different fluids have like viscosity and density. We are now going to look at some real-life applications where fluids are very important. We see this in hydraulic and pneumatic power. What is hydraulic and pneumatic power you might ask? Well… let’s explore!

WEEK 1: LEARNINGYour job this week is to investigate to learn more about “hydraulics” and “pneumatics”. Then you will further your investigation to look at applications of fluid power systems. Answer the following question sheets by reading through the information pages that follow them.

Respond to the above article about scuba diving

3Things you learned…

2Words you do not know…

1 Question you have…

WEEK 2: APPLICATION

HYDRAULIC/PNEUMATIC SYSTEM DESIGN PROJECT Overview: In this project you will design a hydraulic or pneumatic powered system to accomplish a task of your choosing. You will present your final product with a diagram/picture and a written explanation.Background: Automation is a very fast-growing industry. The development of new robotic devices (which use hydraulic/pneumatics) to accomplish tasks quicker and more efficiently than a human has made many companies very wealthy and has allowed for a drastic increase in the production of many products. Robotic systems are being used in areas such as health care and even toys. Task: Your job, as a “robotics engineers,” is to design a hydraulic or pneumatic powered “robotic” system that could be used to automate, simplify, or simply accomplish a task.

1. Decide on a task for which you would like to design a system 2. Design your system. Draw a picture of your machine/tool/toy (Optional: Build your

design!)3. Write a written explanation. Include the following:

What type of system is this? (Hydraulic or pneumatic?) How are hydraulics/pneumatics used in the machine/tool/toy?

What is it? What exactly does it do? Where would it be used? (what industry) Who does it help? (ex: what people? Industry? Company?) Would this be easy/hard to make in real life? Would it be expensive/inexpensive? What kind of materials would you need to make this in real life?

Example Systems: A “robotic” arm to move an item from

one location to another A dentist’s chair A toy

A component from a piece of construction equipment (e.g., excavator arm)

Elevator Chair for people that have limited mobility

Math

Week 1- Lesson 1- Linear Equations as Patterns

In our last Home Learning Package, you were introduced to Linear Relations. You learned how to:

- Solve a linear equation to find the value of “y”- Turn the x and y variables into ordered pairs- Graph the ordered pairs

In this booklet, we will be exploring the relationship between variables in Linear Relations. What patterns do we notice, and what rule would we follow to extend the pattern? Let’s look at the following example:

This image represents a linear equation. As the term number increases, the number of dots increase by the same amount. The question is, what linear equation would create this pattern? Start by creating a table and filling in what you know. Looking at this pattern, I know that there are 3 terms. Let’s add that into a table to start.

Looking at the pattern, what else do we know? Well, we know how many dots are in each term. Let’s add that as the second column in our table and fill in the appropriate value.

Term # # of Objects1 3

Term #123

2 63 9

What else do I know? When I look at the numbers in my table, the first thing I notice is that the # of dots increase by 3 each time. This is called the change and it is important to notice! Since we are working with Linear Equations, the change will be the same with each term. Let’s add that into our table.

Term # # of objects Change

1 3+32 6

3 9

Looking at this table, how many dots will be in the 4th and 5th term of the pattern? How do you know?

Answer: the 4th term will have 12 dots. The 5th term will have 15 dots. I know this because the pattern increases by 3 each time.

Week 1- Lesson 2- Creating Tables from Linear Patterns

Look at the patterns provided and fill in the tables appropriately, including the Term #, # of Objects, and Change in the # of objects with each term. Fill in the tables provided; an answer key is on the following page.

Term # # of Objects Change





ANSWER KEY

Term # # of Objects Change1 6

+42 103 14


+22 33 54 7


+42 123 16


+32 103 13


+52 63 11

Week 1- Lesson 3- Determining Relationships in Linear Patterns

Remember this pattern from our first lesson? If I asked you to draw the next picture in this pattern, could you? I’m sure you could! But if I asked you to draw the 100th term in this pattern, could you? That’s a whole lot trickier, isn’t it? Well, if we determine the relationship between the term # and the # of dots in this particular pattern, you can predict the # of dots in any term! In fact, I could ask you to tell me how many dots were in the 9,837th term of this pattern, and you could do it very easily! Cool!

Before we get started, there are some important things to notice/remind ourselves with Linear patterns:

o All of the Term #’s are increasing by 1. o The change must be consistent throughout the pattern. If the pattern

does not increase or decrease by the same amount every term, it is NOT a Linear Equation.

It is this consistent increase/decrease that creates a straight line when we graph the equation

So, how do we determine the relationship, or rule, between the Term # and the # of Objects? Basically, what do we have to “do” (mathematically) to the term #, so that the answer will equal the # of dots?

Term # # of Dots Change1 3

+32 63 9

My first guess at the relationship (or rule) is “if I add two on to the term #, it will equal the # of dots” But wait…I only tested this on the first term of my pattern. The tricky part is that the same relationship we find between the first term # and

Miss Z is looking at the first row in her table. The first term # is 1, and the # of dots is 3. If I add 2 on to the term #, I will get an answer of three.

Because 1 + 2 = 3

# of dots, must hold true for the rest of our table. The relationship CANNOT change! Does my first guess apply to the other two terms in the pattern?

Since my rule did not apply to all terms in the table, I need to try again. I could continue with this guess and check method. Or, I can use a more efficient method…Remember how we identified the ‘change’ between the # of objects in each term? This is important in helping us determine the relationship between term # and # of objects in our pattern. What happens if you multiply your term # by the change?

Term # # of Objects Change1 (3) = 3

+32 (3) = 63 (3) = 9

Hey! This rule worked for all 3 terms in our pattern. The relationship is: If we multiply the term # by 3, we will always get the # of objects in each term.

**We always test a rule on the 1st three terms in a pattern. If it works for all 3, we

can assume it will work for all**

Let’s test our rule on the next term # . How many dots will be drawn in the 4th term?

We already know that each term increases by 3 dots, and the 3rd term had 9…so the 4th term has to have 12 dots. But we don’t want to have to ‘count up’ for each term of the pattern. This is not efficient. We can use the relationship (or rule) instead:

“Multiply the term # by 3 to get the # of dots”

4 (3) = 12. There should be 12 dots in the next term.

What if I wanted you to find the # of dots in the 100th term?

100 (3) = 300. There would be 300 dots in the 100th term.

If I follow my rule of “add 2 onto the term # to get the # of dots” then…Term 2 + 2 = 4 dots

BUT our chart shows us that Term 2 actually has 6 dots. This means the rule doesn’t work!

What if I wanted you to find the # of dots in the 9,837th term?

9837 (3) = 29, 511

Practice: Use the same pattern and answer the following questions. I encourage you to not use a calculator 😊 An answer key is on the next page:

a) How many objects would be in the 103rd term of this pattern?b) How many objects would be in the 618th term of this pattern?c) What term # as 99 objects? How do you know?d) Miss Z says that if you were to continue drawing this pattern out long

enough, you would eventually have a term with 1034 objects in it. Is she correct? Why?

e) Draw the 12th term in this pattern

Answer Key

103 x 3 = 309 objects b) 618 x 3 = 1854 c) The 33rd term as 99 objects. 99/3=33

d) No, she is wrong. 1034 is not divisible by 3, so it would not be in this pattern.

e) Your drawing should have 12 rows of 3 dots; 36 dots altogether.

Week 1- Lesson 4- Two Step Linear Relationships

Yesterday we learned how to determine the relationship between a term # and total # of objects in a given pattern. When we determine this relationship (or rule), we are able to find the number of objects in any term- whether its 10th or 1,000,000th term! Super Cool!

The pattern we used yesterday was somewhat unique in that there was only one step needed to turn the term # into the # of dots (or objects) in the pattern. We just had to multiply by 3. The reality is, however, that most of the time (when working with Linear Equations) you will have a two-step relationship/rule. That is, you will need to multiply the term # and then add or subtract a certain amount to equal the # of objects. Let’s try it with a new pattern:

֍֍֍֍֍֍֍

֍֍֍֍֍֍֍֍֍

֍֍֍֍֍֍֍֍֍֍֍

Term 1 Term 2 Term 3

Step 1: Like we did with our last pattern, start by creating a table and including what you know from the pattern: the term #, # of objects in each term


+22 93 11

Step 2: Fill in the change column. I notice that the # of objects increase by 2 each time, so I write “+2” under the “change” column.

Step 3: Determine the relationship between the term # and # of objects. As we learned yesterday, we multiply the term # by the change. In this pattern, it is 2.

1 (2) = 2…We end up with 2 objects. But, we know the # of objects for Term 1 is actually 7. How do we get from 2 to 7? We add on 5!

So, the relationship (or rule) between the term # and # of objects in this pattern is “multiply the term # by 2 and add 5 on”

Step 4: Check the rule with the next 2 terms in the pattern. It must work for all 3 terms to be considered true. REMEMBER to follow BEDMAS; multiplication comes before addition!

Relationship: “Multiply the term # by 2 and add 5 to get the # of objects”

Term 2: 2 (2) + 5 = 9

4 + 5 = 9

9 = 9

Term 3: 3 (2) + 5 = 11

6 + 5 = 11

11 = 11

The rule works for all 3 terms! That means it is correct!What you may not have realized, is that we actually created a linear equation by figuring out this relationship. If the term # becomes the x variable, and the # of objects becomes the y variable, then y = 2x + 5. There’s your linear equation!

Term # x variable # of objects y variable Change1 3

+32 63 9

Your turn: Plug the term # in for the x variable and solve. Check your answers on the next page.

y = 2x + 5

How many objects would be in the 23rd term of this pattern? How many objects would be in the 432nd term of this pattern?

Answers:

a) 51 b) 869

Week 2- Day 1- Practice Determining 2-Step Linear Relationships

**PLEASE SUBMIT THIS ASSIGNMENT ON TEAMS WHEN COMPLETE**

Use the ‘change’ in each pattern to help create a linear equation that represents the relationship between the Term # and # of Objects in each pattern. I’ve done the first question as an example for you to follow.


+42 103 14

a) What is the relationship between the Term # and the # of Objects?“Multiply by 4 and add 2”

b) Prove the relationship is correct with the first 3 terms in the pattern.

Term 1 Term 2 Term 34 (1) + 2 = 64 +2 = 66 = 6

4 (2) + 2 = 108 + 2 = 1010 = 10

4(3) + 2 = 1412 + 2 = 1414 = 14

c) How many objects will be in the 48th term of this pattern?y = 4 (48) + 2 y = 192 + 2y = 194There will be 194 objects in the 48th term of this pattern.


+22 3

3 54 7

Your Turn:

a) What Linear equation create this pattern?b) Prove that your Linear Equation is correct with the first 3 terms in the

pattern.c) How many objects will be in the 176th term of this pattern?


+42 123 16




+32 103 13




+52 63 11

What Linear equation create this pattern? Prove that your Linear Equation is correct with the first 3 terms in the

pattern. How many objects will be in the 50th term of this pattern?

Week 2- Day 2- Create your OWN Linear Equations

Create 3 two-step linear patterns of your own.

a) Determine the linear relation/equation that creates your patterna. Remember that this is a TWO step linear equation; two functions must be used.

b) Draw the first 3 terms of the pattern. You can either create a pattern by inserting shapes in word or drawing your own.

c) Create a table like you did in the last assignment. Extend the table to show the # of objects in the 15th term and 95th term of your pattern 😊

Pattern #1:

a) Linear Equation:

b) Draw the 1st 3 terms of your pattern here:


c) Create your Table here. Remember to extend your table and include the 15 th term and 95th term.

Term # (x) # of Objects (y) Change

Pattern #2:

Linear Equation:

Draw the 1st 3 terms of your pattern here:


Create your Table here. Remember to extend your table and include the 15 th term and 95th term.


Pattern #3:

a) Linear Equation:

b) Draw the 1st 3 terms of your pattern here:


c) Create your Table here. Remember to extend your table and include the 15 th term and 95th term.


Day 3- Graph your Linear Equations

Graph the 1st 3 points from each Linear Equation that you created over the last two days. Please indicate the linear equation along each line. Note: You will need to use/create 3 different co-ordinate planes, as they will most likely over-lap. I have included one here that goes up to 20. If your y co-ordinate is beyond 20, you will have to create or draw your own co-ordinate plane so that your linear equation will fit on to it. If they do not overlap, feel free to just use one co-ordinate plane!

Equation/Pattern Ordered Pairs (x,y)

Ex: 3x + 7 (1,10) (2,13) (3, 16)

Week 2- Day 4 & 5- Linear Equation Word Problem

Ahmad runs a dog-walking service. He charges a fee of $3 per walk, plus an additional $1 for every ten minutes of the walk.

Looking at the word problem provided, what linear equation can be used to plug in the table below?

How much will he charge a customer for a 10, 20 and 30 minute walk?

Time Spent Walking (x) Cost of walk (y)10

20

30

Create a flyer for Ahmad showing the rate he would charge for a 20, 40 and 60 minute walk.

Someone asks if Ahmad would be willing walk their dog for 45 minutes. How much would he charge? Show your work below.

1. Lucy is planning a wedding shower for her friend Jackie. She is ordering assorted dessert platters from a local baker. The baker indicates that she charges a base rate of $50 + $2.50 per guest. She is not sure how many people she is inviting to the shower yet but wants to start budgeting.

a) Looking at the word problem provided, what linear equation can be used to find the cost for any number of guests?

b) How much will he charge a customer for a 10, 20 and 30 minute walk?

Guests Cost10

15

20

25

c) She was planning on spending $100 on desserts. What is the MAXIMUM number of people she can invite, without going over budget?

2. Congratulations! You just earned an internship with a local company. Your boss is eager to gain more followers to increase advertisement. Right now, she has 395 followers. She is hoping to gain an average of 20 followers per month with your help.a) Looking at the word problem provided, what linear equation can be used to

complete this pattern?

b) Project how many followers she will have after 4 months.

Month Followers

1

2

3

4

c) How many followers will she have after 2 years, at this rate? Show your work.

d) How many months will it take the business to hit 1000 followers? Show your work and describe your reasoning.

Social Studies

Goal: Last week, we focused on world religions and the defining characteristics of ancient civilizations during The Iron Age, (also known as antiquity - 500 BCE to 500 CE). These next few lessons, we will sharpen our focus more on the culture of Ancient Greece.

WEEK 1: Culture of Ancient Greece

1. Using the template, brainstorm what you know about Ancient Greece, including its social organization, social roles, stories and myths, daily life, beliefs, education, arts, and governance.

Come up with as many ideas as possible! Feel free to ask your family members or friends for help!

2. Greek Gods and myths were an important part of the education of Greek citizens. The myths were like stories, often recited aloud, not simply to entertain, but to teach about many subjects, such as the following:

Responsibilities of humans Weaknesses and strengths of humans Rivalry and conflicts Ideas about good and evil Ideas about love and hate Right and wrong behaviour Stories of origins Explanations of the mysteries of life, etc.

Pick one Greek God from the list.

Greek God Known as/for …Aphrodite goddess of love and beautyApollo god of the arts, especially poetry and music,

archery, and divination or soothsaying Ares god of warArtemis goddess of the hunt and protector of children Athena goddess of wisdom, war, and crafts; patron

of AthensDemeter goddess of agriculture and fertilityDionysus god of wine, mysteries, and the theatreHades

god of the Underworld (did not dwell at Olympus)

Hephaestus god of smiths and metal-workersHera goddess of marriage; spouse of ZeusHermes god of merchants; messenger of ZeusPoseidon god of the sea and earthquakesZeus god of the sky, gods, and thunder; ruler of

Olympus

Create a short myth of your chosen God and describe how you think they became known as that god or goddess.

Think about the theme and/or moral message of the myth. What can the myth tell you about the values and beliefs of the people of Ancient

Greece?

Feel free to include pictures, dialogue, and a short summary of the beginning (introducing characters), rising action (conflict/problem), climax (the biggest moment of the story), falling action (what happens next?), and the resolution (how does it end?).

Template for Brainstorm (#1)

Social roles Daily life Social organization

Arts Education

Stories and Myths Beliefs Governance

Template for Myth (#2)

Beginning Rising Action Climax

Falling Action Resolution

Please feel free to share with your teacher!

3. With a family member or friend, discuss what kinds of myths do we see in modern societies? Where can we find mythology in our society today? Do you think myths still influence people’s beliefs and values?

Please create a response either written, audio, or video. Feel free to share it with your teacher!

WEEK 2: Social Organization of Ancient Greece

1. Compare the following word splash with your own that you created last week.

Were your guesses correct? What did you miss? What are things you might want to learn more about?

Please feel free to share with your teacher.

2. Here is a list of the central values of each of the two societies (also known as city-states) in Ancient Greece:

In Sparta: discipline, order, heroism, strength, responsibility, and obedience In Athens: freedom, discussion, debate, reasoning, and open-mindedness

Draw or gather images and/or symbols to represent the differences in Sparta and Athens. Place your images and/or symbols into the Venn diagram below.

In the inner circle/middle, what do you think their similarities might be? Think about their values, social roles, and daily life

3. Discuss and reflect which city-state you would prefer to live in and why.

Be sure to include details of ways of life, social organization and roles, and values and beliefs.

Please create a response either written, audio, or video.

4. If COVID-19 occurred in Ancient Greece, what do you think would be some of the negative and positive aspects of life in Greek society? Use the following t-chart to organize your thoughts. Ask your family/friends for their thoughts too. (Think: social structure, roles, classes, beliefs and values, daily life and culture, organization of the polis, governance in Sparta and Athens).

COVID-19 in Ancient Greece

Positive

Negative

Additional Assignment:

Draw a diagram illustrating what you think the layout and architecture of a Greek city-state might look like. Sketches should also include a legend and a brief response, explaining why you chose to put things in certain places. Be sure to include public meeting places such as:

• The agora (central marketplace)

• The acropolis (fortified central hill) and its temple (e.g., the Parthenon in Athens)

• Theatres

• City fortifications (defensive wall)

• The gymnasium

• Roads

• The port (harbour; dock near watering)

• The council-house and public buildings

• Craftsworkers’ quarters

• Family homes

grade 8 home learning package 5 (no internet)€¦ · web viewmay 18-29 home learning package- no...

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