American Studies-7-2 Assignments
- Instructor
- Mr. Jesse Koproski
- Term
- 18/19 School Year
- Description
-
A critical look at the American experience from prehistory to the 1860's through the lenses of History, Geography, Civics, Economics, and others.
Upcoming Assignments
No upcoming assignments.
Past Assignments
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7th Grade American Studies - Final Exam Study Guide
(Review packet is available on Google Classroom)
Format:
- Multiple Choice
- Vocabulary and key terms
- Short Answer
- Detailed, descriptive writing
- Comparing and contrasting ideas
- Reading maps
- Understanding thematic maps
- Drawing conclusions
- Image Analysis / Political Cartoons
- Observations vs. inferences
- Connection to content
- Artist's intended message
- Document Analysis
- Primary or secondary?
- Connection to content/ historical context
- Speaker’s intended message
Content (by unit):
Building a Nation:
Federalism
- Balance of power
Constitutional Compromises
- 3/5ths
- Slavery and representation
- Connecticut Compromise
- Small vs. big states
Branches of Government - How are they chosen? What are their responsibilities? Who are their leaders?
- Legislative
- Two houses of Congress
- Executive
- Judicial
- Constitutionality
Early Republic:
Bill of Rights
- What rights are protected?
Early Political Parties
- Federalists vs. Democratic-Republicans
Jefferson vs. Hamilton
- Views on:
- Government
- Human Nature
- Economy
Expansion / Sectionalism Key Concepts:
Louisiana Purchase
Lewis and Clark
Manifest Destiny
Economics
Cotton Trade
Agriculture
Industry
Abolitionism
Missouri Compromise (1820)
Indian Removal Act
Annexation of Texas
Treaty of Guadalupe-Hidalgo
Wilmot Proviso
Compromise of 1850
Fugitive Slave Act
Kansas-Nebraska Act (1854)
Free Soil Party
Popular Sovereignty
John Brown
Dred Scott
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Should Andrew Jackson remain on the $20? - Argumentative 5-paragraph Essay
Based on our reading, T-chart of evidence, and class discussion on what qualities should a person have to be on U.S. currency.
Required components:
-Organization into five paragraphs, following argumentative structure
-Claim statement addressing the central question
Students must show Mr. K their completed organizer before they begin writing.
DUE: Thursday, May 9th
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Based on readings on Alexander Hamilton and Thomas Jefferson.
Students should complete a graphic organizer with three examples before writing their paragraph.
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The Bill of Rights, political parties, and the views of Thomas Jefferson/Alexander Hamilton
Students received a quiz guide last week which is also available on Google Classroom.
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"Building A Nation" - The U.S. Constitution
Quiz guide is on Google Classroom under Resource-> Quiz Material
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Take down 4 bullets to support each "Main Idea"
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Midterm Exam - 7th Grade American Studies
(Tuesday, January 22nd. 8:40-9:50 AM)
Part 1 - Vocabulary
Old World Charter Proclamation of 1763
New World Joint-Stock Companies Stamp Act
Encomienda Separatists Boycott
Missions Triangle Trade Intolerable Acts
Colonialism Middle Passage Patriots
Columbian Exchange Indentured Servant Loyalists
Continental Congress
Part 2 - Maps and Images
-Description of what is depicted
-Reading the key/theme of the map
-Connections to the content
-Artist’s point of view/message
-Comparing and analyzing
Part 3 - Short Answer
Indigenous Peoples
-Elements of culture (w/ specific examples)
Exploration and Conquest
-Value of a colony
Colonial America
-Effect of geography
-Interactions between Europeans and Native Americans
War for Independence
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Open note short answer writing quiz on American War for Independence. Sample questions are on Google Classroom under "Resource."
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Follow this link and make sure you are logged into your school Google account to get access:
https://newsela.com/read/gl-history-lockean-liberalism-american-revolution/id/29676/
Take the quiz at the end of the article, and be prepared to write about some of these ideas in tomorrow's class!
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Add to your vocabulary, and take down at least 4 bullets that support each "Main Idea"
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-Define all bolded or highlighted words
-For each heading in blue the textbook gives a "Main Idea" of that passage. Take down 4 bullets that support the Main Idea of that passage. Be concise in your notes, and be sure that the bullets you are taking support the Main Idea as listed by the text.
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For this section:
-Define all bolded or highlighted words
-For each heading in blue ("Relations With Britain" and "New Taxes") the textbook gives a "Main Idea" of that passage. Take down 5 bullets that support the Main Idea of that passage. No complete sentences. Be concise.
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For the remainder of this chapter, you will be taking notes in the table provided on Google Classroom. As you read about each group of Colonies (Section 2 is the northern colonies), you will add any significant information on the topics listed. The topics are based on our previous discussions on the elements of culture. You will use this information to discuss how the geography of each area impacted life in that group of colonies. Monday night's homework is to complete this for Section 2.
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Explorers of the 15-17th centuries:
Written Assignment
Now that you have done some research and have notes to work from on your explorer, you will take the information from your research and turn it into a short 3 paragraph paper. Based on the graphic organizer we follow in class, you will be explaining the significance of your explorer’s contributions by giving two main reasons for their importance. You will use these reasons to develop your topic sentence in class, and expand on these in your body paragraph.
Required Components:
-At least three paragraphs: Introduction, body, and conclusion
-Details from all three topics (background, accomplishments, effects) from your research
-Two reasons for the significance of their exploration
-Supporting sentences and explanation for your ideas
-Bibliography with minimum two sources
-Proof read for spelling, grammar, punctuation, capitalization, and fluency
Paragraph organizer and sample paragraph can be found on Google classroom.
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For this assignment, you will be researching an explorer or navigator from the 15th through 17th centuries of your choice (you can choose from the list below, or if you have another idea, you can ask Mr. K). As you read and learn about your explorer, you will take notes on three different topics: Personal background, accomplishments, and effects of their exploration. The notes from your research will be used for this unit’s writing assignment, which will be explained in class. Guiding questions are listed on the full assignment document on Google Classroom.
Required Components:
-Minimum of 1 page of notes with at least 5 detailed bullets for each of the three topics (personal background, accomplishments, and effects of their exploration)
-Bibliography with minimum 2 sources
It is very important that student have these notes complete for Friday's class. Further information on research sources and guiding questions is on Google Classroom under "Homework."Due:
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Exploration and Conquest
Students can use their vocabulary lists and guiding questions to study. Wednesday's class will be a review day.
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Read your textbook and add to your vocabulary list and study guide as you go.
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Read and define Key Terms in your textbook. Define each word that appears in bold or highlighted in Chapter 2, Section 3.
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Due on Monday of next week
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Indigenous Peoples of America: Descriptive Paragraph
The first short writing assignment for this class will be a descriptive paragraph of the indigenous peoples of America, through the lens of the Elements of Culture.
Required components:
-One full paragraph (6-10 sentences)
-Descriptive writing of the different indigenous peoples discussing at least 3 of the 8 elements of culture (Government, Economy, Language, Customs & Daily Life, Art, Religion, Social Organization, and Geography)
-Inclusion of detail from class and/or textbook readings
-Proof reading for grammar, spelling, punctuation, and readability