Seventh Grade Humanities

Quiz, Constitition & Bill of Rights  -- Friday, 6/16/17

Constitution Quiz Worksheet: U.S. Constitution (1787); Bill of Rights (1791)

 

  1. When was the American Revolutionary War, and when was the treaty with England recognizing the U.S. as a nation?
  • The War of Independence: 1776-1781;
  • “Treaty of Paris” (1783)  - England recognizes U.S. as nation

 

  1. What was the U.S.’s first national government after the Revolution?
  • The Articles of Confederation – gave almost no power to the national government; most power to states

 

  1. What was “Shay’s Rebellion,” what problems of the new government did it show, and what did it make many Americans decide? (p.161-163)
  • After war, farmers were taxed to pay for war.  But they could not pay, so their land was taken, they were jailed, or they had to work as indentured servants to pay off debt.  Farmers took their guns and rebelled.
  • This showed how weak the national government was: it could not help the economy of the U.S., and it could barely control a rebellion
  • Many Americans thought a stronger national government was needed.

 

  1. What organization of government satisfied both Americans who wanted a stronger national (central) government and Americans who wanted states to have power?  After giving the name for this system, give a definition of it. (p.167)
  • Federalism – balances power between central government and states

 

  1. Name the three branches of the new federal government, and explain the basic function of each.
  • Legislature (Congress) – makes laws
  • Executive (President) – carries out laws
  • Judicial (national courts ) – interprets laws – how to put in practice; whether they are constitutional

 

  1. What is the Bill of Rights – what does it do?
  • It is an amendment – official change to the Constitution, added a few years after the Constitution
  • Protects rights of the powerless, minorities, individuals

 

  1. “Amendment 1: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof;  or abridging freedom of speech, or of the press; or the right of people peaceably to assemble, and to petition [make demands on] the Government for a redress [correction] of grievances [problems].” (see pages 216-217 for all questions below)

 

  1. What groups/activities are protected by the First Amendment?
  • Religion, freedom of political speech (in person or newspapers), freedom of assembly

 

  1. If state laws made it illegal for African Americans to stand in front of a courthouse and demand equal rights in a southern state, what parts of the First Amendment would protect their right to do so?
  • The part that protects political speech and peaceable assembly (gathering in groups)

 

  1.  According to the Constitution, what part of the federal (national) government would ultimately decide whether the southern law violated the Constitution?
  • The judiciary/courts – ultimately, the Supreme Court

 

 

 

QUIZ: Causes of the American Revolution

 

QUIZ STUDY SHEET From Protest to Colonial Revolt: Causes of the American Revolution (1763-1776 period)

  1. What was the  French and Indian War?
  • The French and Indian war was a fight between England and France, in part over North American territory they both wanted.  In the end, France lost its North American colonies.
  1. How did the French and Indian War cause tensions between England and its English colonies?
  • Taxes: The expensive war caused England to tax its colonies, and colonists resisted taxation.   Specifically, they disagreed over the right of England to tax the colonies.
    • The English view:  it was reasonable to tax the colonies for two reasons: a) to pay for some of the war that British soldiers had helped fight against the French; and b) because England thought the main purpose of any colony was to make money for the home country.
    • The colonist view: England did not have the right to tax the colonies without their consent.  Specifically, the colonies argued that they did not have any political representatives in the English Parliament – elected officials in England who made laws about taxes.
  1. What was the Proclamation of 1763, and how did it increase tensions between England and its colonies.
  • The Proclamation said English colonists could not go west of the Appalachian Mountains.  Its purpose was to prevent more expensive war between colonists and Native Americans.
  • Colonies did not like the proclamation because they wanted to take the valuable land west of the mountains that France no longer occupied.
  1. Boycotts
  2. Define boycott
  • A boycott is a refusal to buy something.
  1.  explain the purpose of the colonial boycott
  • England taxed certain things it sold the colonies, and colonists boycotted these things so as not to pay taxes.
  1.  explain how colonists believed a boycott could achieve their goals.
  • Colonists believed the boycott would work for two reasons:
    • by not buying things that were taxed, England would not get the money it wanted from the colonies;
    • also, British merchants (rich sellers of products in England) would complain to Parliament that they were losing money from sales, and demand that Parliament stopped the taxes.
  1. Describe the Boston Massacre.
  • As Boston resisted taxes, the British moved soldiers into Boston, making the colonists give them a place to live.  People did not like this, and there were often little fights as well as name calling.  The Boston Massacre was one such fight between colonists and soldiers – but soldiers shot and killed colonists. 
  1. What is propaganda, and how did Paul Revere’s print use the Boston Massacre as propaganda?
  • Propaganda is news or information that tries to persuade people by distorting an event, or showing it from only one point of view.
  • Revere’s picture is propaganda because:
    • He shows the colonists as unarmed and defenseless
    • He leaves out the shouting verbal attacks by colonists
    • He leaves out the snowballs and rocks thrown by colonists at the soldiers
    • He leaves out the fact that the colonists were armed with sticks or clubs
    • He leaves out the fact that the angry crowd outnumbered the soldiers
    • He shows the soldiers as lined up and shooting, and the leader with his sword raised, as though telling the soldiers to shoot on his command; that is, this seems a planned and deliberate killing
    • He suggests that the soldiers are firing a second time, even after colonists were dead and dying, and trying to get away
    • He shows one soldier smiling evilly as he shoots the colonists, suggesting the soldiers were cruel and enjoyed the shooting

 

  1. What was the Boston Tea Party, and how did the British react to it.
  • England brought cheap tea into Boston that it expected to sell and get tax money from.  Colonial leaders knew that tea could ‘break’ the boycott on British goods, so they dressed as Native Americans and dumped the tea in Boston Harbor.
  • The British reacted by with the Intolerable Acts.  This included:
    • Closing Boston Harbor – the main form of income for the Massachusetts colony – until the colony paid for the tea
    • Taking away all political power from the colony
    • ‘Militarizing’ Boston by bringing more soldiers and making a General the new governor of Massachusetts

 

 

 

QUIZ: French and Indian War: Causes and Consequences (701 - - thurs. 5/18/18 and 702 -- wed. 5/17/17)

  1. On an unlabeled map of the Thirteen Colonies, be able to locate and label a natural western frontier of colonies, and two major rivers:
  • Appalachian Mountains
  • The Mississippi River
  • The Ohio River

 

  1. What were the three main countries occupying North America until the mid-1760s?
  • England, France, and Spain

 

  1. Name and locate on map the area where England and France struggled over territory in the 1750s.  What was the cause of the French Indian War?
  • The Ohio River Valley
  • France/England competed for valuable fur trade with Native Americans in Ohio River Valley region
  • ‘Bigger’ cause of war: France’s hold on N.A. would be weaker if England took valley; and England could never expand west on N.A. if France stayed west

 

  1. What was the “Treaty of Paris” and how did it affect England and its colonies, France, Spain, and Native Americans
  • England/colonies – territory from Appalachians to Mississippi – now can expand west
  • Spain – almost all territory west of Mississippi
  • France – loses N.A. continent
  • Native Americans – lose out big: France/England struggle allowed Native Americans to negotiate with both sides; now Native Americans face expanding English Colonies alone

 

  1. What was Proclamation of 1763, and what was reason for it?
  • England banned colony settlement west of Appalachians
  • Passed to stop colonies from expanding west and setting off costly war again, with Native Americans

 

Note: Map can be found by copying here this link and pasting it into a browser:        https://homeschoolyear.files.wordpress.com/2012/11/13-colonies1.gif

 

 

13 Colonies - Monday, May 7, 2017

 

  • You must answer either question 1 or 2;

  • and then you must answer two more of the remaining questions (questions 3-7).

Choose to answer either 1 or 2:

  1. Discuss colonial trade, including a) one product exported from each region; b) rules controlling trade, and the reason for those rules; and c) the “Triangular Trade”.

  • New England exports included the ‘raw good’ of timber (trees); Middle colonies exported much grain; and one Southern colony export was tobacco.

  • To maximize profit in England, colonies were only allowed to trade with England using English ships.

  • Raw goods exported from colonies to England; finished goods exported from England to colonies and other European countries; slaves from Africa to colonies; sugar made by slaves became rum, which was exported to England for sale.

 

  1. The main purpose of a colony was to make the home country rich.  How did British trade rules ensure that England would make money, and the colonies would make less money?  Give examples.

  • The ‘raw good’ of timber: by shipping only on British ships, British set ‘export’ cost colony paid; by shipping only to England, British could set price England bought it for; by shipping only to England, no other country could pay more for timber, making colonies richer; by shipping only to England, England had cheap wood to make finished wood products to sell to other countries in Europe.  And the other countries…having no cheap wood…would have to buy products from England.

 

Choose two more questions to answer:

 

  1. Identify the three regions of the British colonies in the 1700s.  

New England, Middle, and Southern.

  1. In what region were the slave codes most strict?  Why?

  • The Southern colonies had strictest slave codes/laws because there were the most slaves working in groups; groups of slaves represented a threat of resistance/uprising; and so Southern laws tried to prevent resistance by slaves in the greatest number of ways.

 

  1. What region was the most diverse in terms of religious beliefs, national/ethnic groups, and the economy?

  • The Middle colonies had the most religious tolerance (acceptance of different religions), the most different national/ethnic groups; and – though its economy was mostly agricultural – it had a wider variety of kinds of work


 

  1. In every colony, a governor was appointed, mostly by England.  What were “town assemblies,” why were they important, and what limitations as a form of democracy did they suffer from?

  • Versus governors from England, “town assemblies” were a form of democracy; that is – colonists made their own decisions

  • The limitation was they were limited to rich white men who owned land (property); they excluded women, slaves, and poor people


 

  1. Compare and contrast geography and farming in the three regions, and how it affected economic life.

  • Geography influenced the ability to farm.  In New England, stony soil meant much small farm “subsistence” farming (just enough for a family to eat); so the main economy was other things, like timber (wood) export, ship building, and trade.  The Middle Colonies had great land, leading to larger farms that grew much grain for export; the Southern colonies had land good for growing the cash crops tobacco and cotton, so the plantation/cash crop system developed.

 

 

 

Flashcards for Maya Quiz on Wednesday, January 18

The Mayan: Background

  • Yucatan Peninsula – rainforests with good underground water
  • Made of independent city-states – not one government; warred a lot
  • Religion central to society

 

Social pyramid

  • Organized as ‘social pyramid’ – kings, priests, nobility; administrators, merchants, artisans; farmers and slaves
  • ‘social stratification’ – all born into social ‘rank’

 

Mayan City-States Architecture

  • Temples – stepped pyramids w/temple at top
  • Royal palaces
  • Ball courts
  • Open plazas for markets and ceremonies, big enough for many people
  • Pyramid temples and ball courts influenced by Olmec

 

King Shield Jaguar and Queen bloodletting ceremony

  • Mayan relief sculpture, limestone
  • Queen gives blood for gods; religious idea that gods give humans life and rain, letting crops grow; humans repay with blood
  • Elements to know: king’s headdress; torch; rope; fancy clothing; dish with paper for blood to drip onto and be burned

Kings as Gods

  • Kings shown as godlike on earth; and becoming gods after a King died
  • King shown as godlike in bloodletting scene
  • Scene tells people how all should honor their kings politically, as well as their gods

Temple Pyramid at city-state of Chichen Iza

  • “El Castillo”
  • Snake sculptures – religion: temple for Kukulman, Mayan feathered serpent god linked to fertility; snake sculptures throughout C. I. site
  • Astronomy - Pyramid positioned so light triangles descend balustrade (wall of stairs) on solstices – starts and ends of agricultural periods
  • Calendar – stairs + temple top =  365; shows Mayan astronomy knowledge of solar year

 

Upcoming Quiz: Paleolithic / Neolithic Era, 12/19/16

Be able to answer questions about the following terms. Remember all of the traits of each term:

Homo Sapiens:  Modern humans that emerged in Africa around 200,000 B.C.E. and later migrated to all habitable continents of earth.

PaleolithicOld Stone Age.  Most tools made of stone.  Period when modern humans got food by hunting and gathering lifestyle.

Hunting and GatheringName for way of life by which humans got food until agriculture.  A nomadic lifestyle – in groups of 20-30, humans moved regularly, following animals they hunted and gathering non-animal food.  Men hunted and women and children gathered food.  Because of nomadic lifestyle, humans had few ‘things,’ because they could not carry a lot.  From 200,000 B.C.E. to about 10,000 B.C.E., when agriculture started.

AgricultureFarming (cultivation of crops) and the domestication of animals.  So – deliberately growing food and keeping animals.  Note that domestication of animals could be a part of farming, but also a nomadic lifestyle.  Some humans herded animals, keeping on the move so their animals could graze.

NeolithicNew Stone Age.  Also known as period of Neolithic Revolution.  Agriculture develops.  About 10,000 B.C.E. to present.

 

Early Human Migration Quiz, 12/12/16

Study the map below and be able to tell when man first appeared, when they first migrated out of Africa, crossed the Bering land Bridge (Beringia) into the Americas, and when they reached the southern point of the Americas. 

Geography Quiz, Labeling a World Map - 11/30 (701) & 12/1 (702)

Be able to label all seven continents (North and South America, Asia, Africa, Europe, Australia, and Antarctica) and the oceans (Atlantic, Pacific, Indian, Arctic).​

Upcoming Quiz #3 (Rubrics) - Monday 10/31/16

Homework: Study the 5 flashcards over weekend.  Handing in cards will count as part of quiz grade.

1. What is a rubric?

  • Set of directions for a task
  • Shows the things we have to do to get a good grade

2. What rubric are we using this year?

  • 7th grade extended response writing rubric

3. What’s something you have to do to get a good grade on a writing piece?

* follow all directions in the number 4 column

4. What does “Content and analysis” box show?

  • It’s about explaining  your topic or idea - what you are writing about

5. What does “Command of evidence” box show?

  • It’s about supporting  your topic or idea with evidence

 

Upcoming Quiz #2 (Migrant Workers) - Tuesday 10/25/16

Homework: Start studying these two cards today (10/18/16).  Note that we will add more flashcards to these two during this week.

CARD 1  What are migrant workers?

  • A worker who moves from place to place to get work
  • Especially a farm laborer who grows or harvests crops seasonally
  • Also called “seasonal farm workers”

CARD 2  Historically, where have most migrant workers come from?

  • Most migrant workers have been immigrants – people who came to U.S. from other countries.
  • Since WWII, the majority of seasonal farm workers have been Mexican or Mexican-American.

CARD 3  Identify an important change in U.S. farms since the 19th c.

  • Shift from small to large
  • Early – mostly small, “family farms” worked by family and a small number of seasonal hired help; crop sold locally

CARD 4: Shift From small to large continued

  • Later – “agri-business” – huge farms growing particular crops; sold nationwide
  •  Similar to colonial plantations: large farms growing large amounts of a few crops.
  • Large size gave power over workers w/less power, fewer rights

CARD 5:  The Bracero Program

  • WWII (1940s) guest worker program let Mexicans replace U.S. workers in army
  • Mexican guest workers did not have full legal or voting rights – were exploited…but still, often, proud of working for families, and supporting war effort

FLASHCARD 6: Work Conditions

After WWII, harsh work conditions continue – long hours, low pay, heat, the “short hoe,” and child labor

 

Upcoming Quiz 9/23/16 (Monday)

Remember to use your flash cards to study for the quiz on Puerto Rico this coming Monday.  If you lost your cards, this is the information you must know:

Card 1: What is colonization?

When a country controls another territory – for political or economic power – it is called colonization.

Card 2: Puerto Rico: know location and individual and country that first colonized it

  • Smallest in string of islands in Caribbean, off coast of FL
  • Columbus colonized for Spain in 1490’s

Card 3: Impact of Early Colonization

  • Natives enslaved to work – most died due to overwork, diseases and massacres resisting Spain

Card 4: And after the native Americans had mostly died or run off?

  • Replaced by slaves from Africa, as labor for Puerto Rico’s natural resource of land, mainly growing sugar cane

Card 5: Effects of colonization on PR culture

Spain imposed its language and religion on PR: Spanish language and Catholicism.

Card 6: Anti-Colonialism

Colonies resist being colony: want independence; PR resisted Spain, but U.S. took over after 1898 Spanish American War

 

Field Trip to Museo del Barrio

On Monday October 24th, the seventh grade will be visiting the Museo del Barrio in Manhattan in order to learn about Dia de los muertos and its connection to Mexican history and how it is celebrated in present day America. this will be a continuation of our study of Latin American history. The trip will cost 6 dollars for each student and weather permitting, we will have a picnic lunch across the street in Central Park. Any parents interested in chaperoning, please inform us on your child's permission slip (chaperones will not need to pay museum admission).

 

How was your first (almost) full week of school?

We hope everyone had a great first week! We certainly have been happy to see you back and are now very much looking forward to the coming year. Don't forget to read every day (including weekends) and fill out your reading log. And remember to have a parent or guardian or sibling sign it! Enjoy your weekend and we will see you on Monday!

 

 

Your first homework assignment (due 9/13/16)

Be sure to bring in your supplies (please see the list that we handed out)

Reading log for 2 entries

 

Don't forget, we do not have school on Monday. Enjoy your first weekend of the school year and we will see you on Tuesday!

 

Welcome to Seventh Grade Humanities!

We are your teachers for seventh grade Humanities, Mr. Jackson and Mr. Parker. We are very excited to get to know you all and watch you grow and learn and progress on your path to being the best citizens you can be. Seventh grade is a time to take what you have learned in the past and put it to use! We will focus on reading with a purpose as well as reading for fun. You will continue to explore what your reading style is and will be able to delve deeper into many different genres during our reading for fun periods. Over the course of the year, we will be studying the native people of the Americas, from the Incas and the Aztecs of present day Central and South America, all the way through slavery and the Civil War in America. We hope that you will not only take an interest in these topics, but also be able to discuss how we might use our knowledge of these periods to be better people in present day America.

Course Goals

You will write well composed short and extended responses

You will read critically and understand the difference between primary and secondary sources

You will learn to QUESTION the traditional narrative of history

You will learn to take part in an intellectual debate and discuss your opinions

You will read for fun as much as possible!!!

You will help your fellow classmates as much as possible :)

 

“Education is the most powerful weapon we can use to change the world.”
- Nelson Mandela

Methods of Instruction

  • PowerPoint Presentations
  • Written Assignments
  • Small Discussion / Class Discussion
  • Projects
  • Writing Assignments

 

Classroom Expectations​

We expect you to be positive and help the entire class to learn together this year. You will leave all your drama at the door and focus one hundred percent on Humanities when you are in the Humanities classroom. Of course, we can be available to discuss personal life issues, but when you are in the classroom, we expect you to be present. We expect students to help out their classmates (except on tests, of course) and to understand that cheating and plagiarism are, under no circumstances, okay. Anyone caught cheating (copying, plagiarizing, claiming to have done work that someone else did) will be given no credit for the assignment and punished accordingly. Have faith in yourself and you will succeed, we can promise that.

 

Attendance and Make-up Work

Other than times when you are sick or have a valid reason from your family (and yes, you need to bring a note), you are expected to be in class every single day, with no exceptions. If you are late or absent, you will make up any work that you missed. It really is in your best interest to come to every school every single day, and of course, come to class. 

 

Don't forget why you are in school; you are here to learn, and educate yourself, and be the best version of yourself that you can be. Your teachers are here to help you succeed, not just in seventh grade, but in life. Remember that we were in middle school at one point, as well (and yes, it was a very, very long time ago), but we do know what it's like to be in your shoes. We know that this year is going to be difficult, it's going to be stressful, you're going to learn a lot about the course material, but also about yourselves. We know that there will be arguments and yelling and there will be tears, but we also know that it will be a wonderful year and we already can't wait to see that young adults that you become by the end of the school year. 

 

Best of luck, 

Mr. Parker and Mr. Jackson