Off-Line Learning Packet

OFF-LINE LEARNING PACKET

GRADE 7

While the experience of in-classroom instruction cannot be replaced, we hope that our home learning resources are supportive of your efforts at home. This is not intended to take the place of regular classroom instruction but will serve to supplement and provide opportunities for student learning. Learning activities are a combination of paper and technology-based options across multiple subject areas, including consideration for student physical and metal wellness. In addition to these resources, we have prepared activities that are available for students who receive additional supports including dual language, highly capable, and special education services.

KELLOGG MIDDLE SCHOOL – SHORELINE PUBLIC SCHOOLS

PACKET #2: FOR MAY 16 – JUNE 5, 2020 (Please be sure to pick up all 3 parts.):

1. 7th GRADE CORE PACKET (science, social studies, English/language arts, EL)

2. MS MATH PACKET (7 & 8 – contains all levels of math)

3. ELECTIVES SUPPLEMENT (includes art, music, world language, and PE/health)

7TH CORE CLASSES

Kellogg MS

May 26 – june 5, 2020 ______

Table of contents

ENGLISH 7/ENGLISH 7 HONORS ...... 1-16

SCIENCE 7/SCIENCE 7 HONORS...... 17-26

SOCIAL STUDIES 7/SOCIAL STUDIES 7 HONORS ...... 27-37

ENGLISH LEARNING ...... 38-43

Ms. McConnelee & Ms. Johnson ❏ May 20- June 3 ----- Paper packet ELA 7 Lesson Goals: ● 1.) Think critically & respond in writing to each prompt about each article ● 2.) Read 3 articles on various ways that the theme of respect. ● 3.) Respond to articles by writing a paragraph response ● 4.) Complete Discussion questions with your family / friend(s). *Share your annotations with a family member & / or friend. ● 5.) Complete 1 Choice Response after reading all three articles: ❏ Art Mural (Create pictures, quotes & added connections to show the theme.) ❏ Write a detailed Thank you letter to leader in your family / neighborhood ❏ Write a song using the theme, quotes & connections.

Number your paragraphs Use metacognitive markers to mark the text and annotate in the margins:

! = a reaction to what you are reading

__= This is a key idea or detail

* = I have a comment or a connection about the text

? = I have a question about the text

● Article #1: “For Native Americans, Paddling is a Powerful Mental Health Tool Write a short paragraph that explains the central idea of the article. ● Use at least two details from the article to support your response. ● Text Evidence (p._) / connections

Arts & Culture For many Native Americans, paddling is a powerful mental health tool PresentSaveShareHidePrintAdd To Text Set Madeline Saboleff Levy (right) leads fellow members of the Tlingit Nation of Southeast Alaska in paddling a 26-foot hand-carved dugout canoe, known as the Raven Canoe, June 19, 2008, on the Potomac River in Washington, D.C. The ceremony was held to prepare for the canoe's installation in the Ocean Hall of the Smithsonian's National Museum of Natural History in the capital. AP Photo By Smithsonian.com, adapted by Newsela staff Published:06/22/2017 Word Count:1157 Recommended for:Middle School - High School Text Level:7

It's one of the more popular sights at the Smithsonian National Museum of Natural History: the Yéil Yéik dugout canoe. The 26-foot-long vessel, whose name translates to "Raven Spirit," hangs above visitors. It was carefully carved for the museum in 2008 by Douglas Chilton and Brian Chilton, who are members of the Tlingit native people in Angoon, Alaska.

The canoe has gained more meaning over time.

Douglas's Tlingit name is Yaa nak.ch, and Brian is called Aan Yaá. They call the canoe a symbolic vessel in "recognition of the responsibilities that all human beings share to safeguard and protect our home, this ocean world." Beneath this canoe is a display that coaches respect for the sea. You can hear recorded voices of elders from native communities across Alaska on the display. They share how they were taught to

"respect the water and keep it clean because that's where our food comes from."

The Canoe Makes A Comeback

Raven Spirit came out of the "canoe movement." Native peoples from the Pacific Northwest and beyond are re-appreciating the craft of making and paddling canoes. The movement first picked up steam in the 1970s and 80s.

The canoe tradition started to decline in the 1800s. Many were made using red cedar trees, which were starting to become harder to find due to heavy logging in the area. There was also more pressure for native peoples to become mainstream and discard old traditions. By the 1900s, more natives began to use boats with motors, says Bruce E. Johansen, a scholar of Native American studies.

Yet Johansen wrote, for many seafaring peoples around the world, the canoe was a centerpiece of culture and spirituality that was being forgotten.

The original peoples living along the coastal areas of the Pacific Northwest are called "people of the water." To them, the 1980s renewal of excitement around the canoe sparked a cultural revival of song, dance and language.

Participants had to make a pledge not to drink or to use drugs or to smoke while on a paddle journey.

The movement sought to be a support network to prevent suicide, too.

Right now, American Indian and Alaska Native death rates to suicide are 50 percent higher than they are for non-natives.

For Douglas Chilton, the canoe took on new meaning in 2003 at Tribal Journeys. It's a yearly paddle trip on sacred waterways that passes through Puget Sound, Inside Passage and the Northwest Coast. Douglas remembers being mesmerized by a little girl who wandered onto the stage dressed from head-to-toe in ceremonial clothing. She grabbed a microphone that barely fit in her hand, and introduced her entire canoe family in her native tongue. Douglas turned to his son and said, "This is what we need in Alaska."

"It Takes A Team"

In 2002, the Chiltons, along with individuals from other clans, formed the One People Canoe Society.

Their goal would be to provide an opportunity for all people to have the experience of traveling in a

30-foot or longer canoe.

Paddles decorated in Northwest Native American style. Photo from AP. [click to enlarge]

They hope to build on the success of Tribal Journeys, which has grown to include 10,000 participants. They hail from the United States, Canada's First Nations tribes, Hawaii, New Zealand,

Japan and the Philippines. "The thing I really love about the canoe is that you always have to work together no matter what. One person can't paddle the canoe by themselves, it takes a team," says Wilbur Lkoowagoon Brown of the

Killer Whale Clan from the House that Anchored the Village in Sitka, Alaska.

But best of all, out on the water, paddlers have the privilege of learning from their elders for a week.

The elders regularly teach Yáa at wooné, meaning respect.

Respect Is A Key Teaching

"Respect the environment. Respect your food. If you take good care of your environment, the environment will take care of you. If you treat your food correctly, your food will treat you right.

Don't waste any of your food. If you don't want it, somebody else does. So share it," the Elders teach.

"In the Western society, there is so much I-ism. If you don't do this for me, why should I do something for you. Our teachings is to give back twice as much as something that is done for you," says John Achooasaa Garcia of the Wolf Clan from the Two Door House, who lives in Seattle and paddles often with Douglas Chilton.

"Everything that happens on the water is a community thing," he says. "We have to watch what we do. What garbage we create. Make sure we leave the environment in a better way than when we arrive. Make sure our footprints are washed away," says Garcia.

One of the founding members of Tribal Journeys, Philip H. Red Eagle (Dakota and Puget Sound

Salish) is proud that the canoe movement has empowered youth to become politically active. Many of the former participants are more aware of protecting the environment and holding protests.

Suicide Prevention

In teaching learners how to craft canoes and paddles, the society is helping young people learn a trade that can make them money. Perhaps more importantly, the craft also works to save people from depression.

Douglas Chilton says at an early paddle workshops, he "saw a young man walking around who looked depressed. Later that same day, we found out he had committed suicide. And I thought if we could just reach out ... the ones who are hurting might come forward, we could make a difference."

Brown, a mental health specialist and a Tribal Council member, teamed up with the society to set up paddle workshops.

Many say the society's journeys have prevented suicide. Cynthia Shaa wut x'us' Petersen of the

Eagle/Beaver/Wolf Clan from the Beaver House is the skipper of the Yakutat Canoe family. She explains why the journeys are saving lives: "I was raised to know who I am, where I come from, was taught love, respect and our culture. I strongly believe that if a child knows who they are, where they come from — they will never get "lost."

Saluting The Raven Spirit

Today, the society runs dozens of paddle workshops and paddle journeys a year. They inspired or helped more than 12 communities to paddle every two years to a four-day gathering in Juneau,

Alaska, called Celebration. Nearly 5,000 people and 2,000 dancers come here to honor the Tlingit,

Haida and Tsimshian cultures of Southeast Alaska.

To understand the importance of the Raven Spirit canoe, imagine a paddler departing from the beach. The paddlers raise their oars in salute — a way of showing gratitude to the people cheering on the beach. Some of the paddlers carry the names of family and friends they've lost to suicide. Upon the shore, a dance group beats their drums and sings a traditional song of arriving and leaving.

RESPECT In what ways does showing respect connect to the idea of “be(ing) the change you wish to see in the world?”

Write a topic sentence about respect.

Write your commentary (your ideas) about this topic

Text-to-self connections

Text-to-text connections

Text-to-world connections

Include two direct quotes from the texts (textual evidence) that support your main idea about this topic.

Finish with a strong conclusion restating the main idea and giving the reader something to think about.

● Article #2 : “ Globe Trotting Hairdresser Who Helps Homeless Look Sharp “ Write a short paragraph that explains the central idea of the article. ● Use at least two details from the article to support your response. ● Text Evidence (p._) / connections

Number your paragraphs Use metacognitive markers to mark the text and annotate in the margins:

! = a reaction to what you are reading

__= This is a key idea or detail

* = I have a comment or a connection about the text

? = I have a question about the text

Arts & Culture Hairdresser makes a positive impact by giving haircuts to the homeless

PresentSaveShareHidePrintAdd To Text Set

Joshua Coombes (right) gives a homeless man a haircut in Harlem, New York. Photo by: Susan Shek By Washington Post, adapted by Newsela staff Published:07/20/2018 Word Count:677 Recommended for:Upper Elementary School - High School Text Level:6 When Joshua Coombes visited Washington, D.C., this past February, he didn't go off to the usual tourist attractions. Instead, he headed for the marble fountain outside the train station where homeless people gather.

Most travelers walk by them without a second glance. What Coombes did next may well have surprised them. The London hairdresser chatted with them, pulled out his scissors and gave them haircuts, free of charge.

Homelessness can seem like a problem too huge and overwhelming to tackle. Coombes realized that he didn't have to solve everyone's problems to make an impact. Sometimes, a small luxury such as a haircut can go a long way in boosting someone's dignity, he said.

Two years ago, he founded the campaign #DoSomethingForNothing. His project has three goals. He wants to make a positive impact by giving haircuts to homeless people, connect with them on a human level and share their stories on social media. So far he has cut the hair of hundreds of homeless people around the world.

"When you cut someone's hair, it is about trust," said Coombes.

Hairdressers Get The Scoop

In his experience, he found that his salon clients tell their hairdresser all about their lives and problems. "And that role translates to the street really well," he said.

Coombes stores his mobile hairdressing gear in his backpack — a gown, razor, comb, some clips and scissors. Outside the station, Coombes came upon Thomas, a 70-year-old Vietnam veteran who has been homeless for 10 years. "I could never have seen it," he told Coombes. "...when I was in the

Army, there's no way I could have pictured being here, but life can lead you to unexpected places."

Coombes asked Thomas — or T-man, as he's also known — if he wanted a haircut. "What, right here? Why not!" he said. "I'm not moving though, I can't move very well at all anymore."

Coombes darted around him, cutting his shaggy hair and transforming it into a military-style buzz cut. Coombes ended up doing several haircuts that day at the fountain in front of the station.

Connecting In A Human Way

For Coombes, the campaign is about the importance of human connections. He wants to bring people together, and he sees the simple act of conversation as a step toward strengthening ties between people. In an age when virtual relationships can replace a real sense of community,

Coombes finds haircuts to be a simple but important way to connect with people physically and emotionally. "Real life," he said, "is out of your screen."

Talking to the homeless is also one of the best ways to get to know a place, Coombes said. He recalled meeting a 50-year-old Italian man named Henrico in downtown Cancún, Mexico, in January.

Henrico was visibly upset, because he just woke up from a nap and discovered that someone had stolen his books.

"It was sad to see him like this and the perfect opportunity to show him some kindness," Coombes recounts. After giving Henrico a haircut, the two ended up spending several hours together and

Henrico gave Coombes a tour of the neighborhood.

"Fulfillment is different for everyone, but for me, connecting with others is what makes me tick,"

Coombes wrote. "It doesn't matter where you're from or what's led you to this moment. I want to listen and learn."

Sharing Special Stories

The haircut will grow out, he added, but "people like that, I'll always remember." Coombes' world travels are partially funded through companies and charities that hire him to speak about his campaign. As he devotes more time to it, he has steadily decreased the hours he spends in the salon at home. His next trip will be to Barcelona, Spain.

When Coombes finished Thomas' haircut, he handed him a mirror. Thomas stared at his reflection

"for a really long time," and then he had a question of his own.

"Why did you do that for me?" he asked. "It's not an everyday thing."

Coombes gave a simple and truthful answer: "I loved hearing his story."

In what ways does showing respect connect to the idea of “be(ing) the change you wish to see in the world?”

Write a topic sentence about respect.

Write your commentary (your ideas) about this topic

Text-to-self connections

Text-to-text connections

Text-to-world connections

Include two direct quotes from the texts (textual evidence) that support your main idea about this topic.

Finish with a strong conclusion restating the main idea and giving the reader something to think about.

● Article #3: “Argentine Women Make Soccer’s World Cup, “time to root for them.” Write a short paragraph that explains the central idea of the article. ● Use at least two details from the article to support your response. ● Text Evidence (p._) / connections

As you read the text: 1. Number your paragraphs 2. Use metacognitive markers to mark the text and annotate in the margins:

! = a reaction to what you are reading

__= This is a key idea or detail

* = I have a comment or a connection about the text

? = I have a question about the text

Argentine women make soccer's World Cup,

"time to root for them"

By Associated Press, adapted by Newsela staff on 11.14.18 Word Count 704 Level 890L

BUENOS AIRES, Argentina — Male soccer players in Argentina, the South American country, are seen as superstars. Lionel Messi and Gonzalo Higuain are talked about everywhere.

It is different with female soccer players. Argentina's women's team recently played in Copa America, the championship game for South American women's national soccer teams. However, Argentina's top TV channels and newspapers didn't even discuss the game. Fighting For Better Treatment

In Argentina, as in many places, males are treated differently and enjoy certain privileges. Soccer is seen as a men's-only game. However, that may be about to change. More women players are speaking out, and they're starting to get better treatment.

Argentina's women's team finished third at the Copa America. This means they get a chance to play in this year's Women's World Cup in France, an even bigger tournament. Argentina played

Panama on November 8, winning 4-0. For the first time in the history of women's soccer in Argentina, the game was played at a sold-out stadium in Buenos Aires, the largest city in the country.

The women's team also was recently allowed to train at the same practice complex as the men's team.

"Time To Root" For Women

This progress has received the support of Messi and several Argentine professional clubs. Each promoted the women's playoff game against Panama on social media. The male players spread the motto, "It's time to root for them."

Many female players say they feel part of a cultural change driven by the country's strong feminist movement. Thousands are fighting against violence against women. It has helped them gain ground in government and the workplace.

Belen Potassa plays on the women's team. She said it is even harder to succeed as a woman in sports, because players get paid almost nothing.

Working Second Jobs To Survive

The men's league draws huge crowds and brings in millions of dollars. Female players get about about $82 for travel expenses. If a woman plays for the national team, she'll earn about $8 a day. Players must take a second job to survive, said Potassa. She also works at a local college.

Goalkeeper Vanina Correa has 4-year-old twin children. They stay with their grandmother while Correa practices about 200 miles away, which she says is very hard.

Fighting For The Next Generation

"I don't have much left (in my career) but we're fighting for the girls who are coming next," Correa said.

That fight has been going on all over the world.

The last Women's World Cup was in 2015. The tournament in Canada went on to attract the biggest crowds of any FIFA tournament outside of a men's World Cup. FIFA is the international soccer organization. The final game drew more viewers than any other prior men's or women's match in the United States.

Following their victory over Japan for the trophy, the U.S. women fought for a better contract with U.S. Soccer. It brought them closer to the pay of their male soccer players. National teams from Australia and Ireland also won fairer pay with their leagues.

"Women Are Not Accepted ... Yet"

However, in Argentina, that kind of change still seems far away. Female soccer players must join leagues in neighboring Brazil, Europe or the United States to make a living.

One problem is the lack of attention. It wasn't until this year that a non-sports TV channel finally began showing league games.

"Women are not accepted in this environment yet. That's why there's so much resistance to broadcasting female sports, especially soccer," said 19-year-old player Luana Munoz.

Let The Girl Kick A Ball! FIFA has said it wants to raise both the role of women in its workplace and the popularity of the women's game. Fatma Samoura was named the organization's first female secretary general in 2016. A women's soccer division was created.

In Argentina, the development taking place in local women's soccer is a recent trend.

Ricardo Pinela is president of the Argentine federation's women's soccer committee. He said his daughter started out playing hockey, not soccer. More girls need to "have the possibility to kick a ball in front of their house," he said. Hopefully, then, more women will play the game.

In what ways does showing respect connect to the idea of “be(ing) the change you wish to see in the world?”

Write a topic sentence about respect.

Write your commentary (your ideas) about this topic

Text-to-self connections

Text-to-text connections

Text-to-world connections

Include two direct quotes from the texts (textual evidence) that support your main idea about this topic.

Finish with a strong conclusion restating the main idea and giving the reader something to think about.

Tuesday May 26 to Friday June 5, 2020 Distance Learning Packet for 7th Grade Science Overview for Pages 2-6 of this Packet: In the Explore and Explain section of our unit, you learned about and then answered our two Essential Questions:

1. How does matter cycle and energy flow between living and nonliving things in an ecosystem? 2. How do individual living things get energy from food and air?

Your mission...Should you choose to accept...

For the Elaborate and Evaluate sections of our unit, you will focus on applying that knowledge, along with more information learned in this section, to answer the Mission Question:

“Why was the addition of oxygen to the biosphere needed for living things to get the matter and energy needed to survive and grow?”

************************************************************************************* In this packet, you will find work to finish up the Ecosystems Unit that you started in the last packet. You will also find work for our next unit, Global Climate Change. Please use this checklist to track your progress.

Mark Assignment Packet Approx. Time to when Section Pages finish done

Engage, Explore, Explain sections found in previous packet

ELABORATE# 1 Bottle Biospheres Reading 2-4 30 minutes

ELABORATE #2 Biosphere Organisms 5 15 minutes

EVALUATE Answering our Mission Question 6 30 minutes

ENJOY Build a Bottle Ecosystem [OPTIONAL} 6 --

ENGAGE Carbon Footprint Survey 7-8 30 minutes

EXPLORE #1 Weather vs. Climate 9 20 minutes

EXPLORE #2 The Carbon Cycle 10-12 50 minutes

EXPLORE #3 The Greenhouse Effect and Global Climate Change 12-13 50 minutes

Our FINAL Packet of the year will be published on Monday June 8. This packet will contain the remainder of the Global Climate Change Unit. 2

Elaborate Task 1: Bottle Biospheres Reading

Directions: Read the article below for evidence and reasoning about why Biosphere 2 needed the addition of oxygen in order to continue to survive. You will use this information for the final evaluation task. Bottle Biospheres: Using Models to Make Sense

Introduction: Did you know you can buy a tiny, totally sealed, marine biosphere? Called “EcoSpheres”, these hollow glass domes come equipped with filtered saltwater, red algae, tiny shrimp, and bacteria . All you have to do is supply light and maintain a relatively stable room temperature between 60F and 80F, and these ecosystems can last for 8 years or more without anything, other than light, entering or leaving the system.

How it Works: In the above example, algae are the plants that perform photosynthesis using light energy to change carbon dioxide and water into sugar and oxygen. Shrimp are primary consumers that eat the plants for matter and energy. Shrimp use the sugar and oxygen to make energy storage molecules, carbon dioxide, and water in the process of cellular respiration. Notice that the inputs of photosynthesis are the outputs (or waste) of cellular respiration. Conversely, the opposite is true. This is why we say matter cycles.

3 Decomposers to the Rescue! While matter is able to cycle and energy flow between producers and consumers, decomposers are vital for breaking down waste into usable matter (nutrients) for producers. Without them, the ecosystem would fail relatively quickly because the bacteria break down Shrimp poop into nutrients (nitrogen) that are used by the algae. As well, bacteria break down dead matter using oxygen and in the process, make energy for themselves and more nitrogen for the aglae.

Balance Required: The ecosphere will thrive for many years without the owner having to add or remove anything from the sphere. However, this is not the case with any combination of organisms in a closed container. The company that created these spheres had to find the right combination of organisms that would survive together for an indefinite period of time. To explain why this combination of organisms allows this sphere to survive for such a long time, one student group drew this diagram. (Shrimp provide food for bacteria after the shrimp have died and their bodies are eaten. But they provide Nitrogen to the bacteria everytime they poop.)

STOP AND THINK: What is the diagram showing? How would you explain the feeding and gas exchange (CO2 and O2) relationships between each organism? 4 Tiny but Mighty - Don’t Underestimate the Power of Microbes: While microscopic bacteria in the soil are essential for decomposing dead organic material and returning nutrients to the soil for plants to later use, they also have the potential to cause problems when their population size is out of balance. This is because, like large scale consumers, microscopic bacteria also use cellular respiration to release energy from food. DUring this process, oxygen is used to break down food into energy storage molecules. In the case of Biosphere 2, the microbes had a massive population boom and thus, used up more than their fair-share of the oxygen - resulting in high levels of carbon dioxide as well.

STOP AND THINK: Why would decreasing oxygen levels result in increasing carbon dioxide levels?

Elaborate Task 2: Biosphere Organisms

Directions: Review the list of recommended organisms included in Biosphere 2 for clues about why the addition of oxygen was needed for Biosphere 2. The types and number of each organism for each of the 5 habitats and farm were carefully selected to maximize the potential for success. No large predators were allowed, and a balance between producers, consumers, and decomposers were selected and outlined in the chart below. 5 Producers Primary Consumers Secondary Consumers Decomposers

Bananas Pygmy goats Tilapia (fish) Termites

Papayas Chickens Boars Soil bacteria

Sweet Potatoes Rabbits Snakes Soil fungus

Beets Billy Goat Oysters Cockroaches

Peanuts Bees (pollinator) Crabs Ants

Rice Hummingbirds (pollinator) Reptiles

Wheat Zooplankton (tiny water animals) Clams

Agave Butterflies (pollinator) Coral Reef

Cowpea beans Termites Bushbabies

Phytoplankton (tiny water plants) Brine Shrimp Bats (mammal)

Rubber Trees Turtles

Mosses Moths (pollinator)

Ferns

Elodea (water plant)

Jojoba

Oats

Barley

Pineapple

Apples

Grapes

STOP AND THINK: What do you notice about the variety of organisms included? We know that the population size of the microscopic bacteria and fungi grew out of control. What could have been changed in the list above to limit the possibility of that happening?

6 Evaluate Task: Answering the Mission Question Mission Question: Why was the addition of oxygen to Biosphere 2 needed for living things to get the matter and energy needed to survive and grow?

Directions: Write a letter or draw a labeled diagram to show Dr. LaPaulmouckdi-Lee your explanation for why oxygen needed to be added to Biosphere 2. Include the ideas in the word bank (below) to complete your thoughtful explanation. If possible, email a copy of your letter or a picture of your diagram to your teacher. Best of luck scientists!

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The Aztec Empire

The Aztec Empire Mexico City, the capital city of Mexico, has a rich history. Before the President's Palace was built, there was the Palace of Montezuma. Montezuma was a great emperor of warrior Indians called the Aztecs. Before a Catholic cathedral was built for Spaniards to use for worship, a huge Aztec temple stood in its place. Before it was the capital of Mexico, Mexico City was Tenochtitlán, the center of the Aztec Empire. Source: https://www.historycrunch.com/tenochtitlan.html#/ Tenochtitlan was built on an island and the Aztecs engineered an intricate system of canals that served as roads for boats. The Aztecs' land was partly underwater, so the people built smaller islands called chinampas. They could channel water in between the chinampas. These channels of water, or canals, made the land dry enough to be the foundation of the city. Sidewalks made of stone lined the canals to give pedestrians a way to travel. There were neighborhoods throughout the city. Each had its own temple, school, land, and council for government. More than 200,000 people walked about Tenochtitlan every day. Some lived in the city's neighborhoods. Others came from the countryside to the bustling marketplace to trade their goods. When the Spanish first saw Tenochtitlan in 1519, it may have been one of the largest cities in the world and larger than any city in Europe. Though most Mexicans speak Spanish today, more than one million still speak the native Aztec language, Nahuatl, as their primary language. In fact, even the word "Mexico" comes from the Aztec word "Mexica." The Aztecs called themselves "Mexica" people. At the heart of the Aztec beliefs were nature and natural forces. This was the Aztecs' religion. Gods were very important to the Aztecs because they represented things like the sun and rain, which is what made the crops grow. As part of their religion, Aztecs were fierce warriors. During battle they would capture natives from other tribes. Often, these captives would be sacrificed at temples. The Aztecs thought that the gods needed human sacrifices to remain happy.

Vocabulary emperor – (noun) a king or intricate –(adj) having bustling –(adj) busy ruler many parts, complicated primary – (adj)main or first sacrificed – (verb) killed as part of a religious ceremony

Directions: Highlight the correct answer

1. Which was built first, the Palace of Montezuma or the President's Palace? a. the Palace of Montezuma b. the President's Palace c. They were both built at the same time. d. There was no Palace of Montezuma.

2. According to the passage, how was transportation made possible in Tenochtitlan? a. Most of the Aztecs traveled on horseback. b. An intricate road system was created. c. Sidewalks were built, and boats passed through the canals. d. People swam between the little islands that were built.

3. Which conclusion is correct based on the information in the passage? a. The Aztecs built a capital city that was huge and densely populated. b. Tenochtitlan has endured intact over hundreds of years. c. Nahuatl is a language spoken throughout the world. d. The Spanish came to Tenochtitlan to help the Aztecs.

4. What was important to the Aztec civilization? a. the President's Palace b. Spain c. a Catholic cathedral d. nature and natural forces

5. What is the purpose of this passage? a. to explain how the Spanish invaded the Aztec Empire b. to describe the religious practices of the Aztecs c. to provide a small look into the Aztec Empire d. to show the historical transformation (change) of Tenochtitlan

6. Describe the religious practices of the Aztecs.

7. Reread the first paragraph and explain what may have been the author's purpose in writing that paragraph. Name: Date: Mayan Sacred Round Directions: The Mayans used a ritual calendar to predict the best days to plant, hunt, cure, do battle, and perform religious ceremonies. Make your own “Sacred Round” in order to identify the answers to the blank boxes below. Identify the NUMBER and the NAME OF THE GLYPH for each box. Have fun!

Name: Date:

Myth Comparison Venn Diagram

Throughout history many cultures have used myths to explain why the world is the way that it is. These myths (also called legends, tales, and/or stories) helped people to make sense of the world they lived in. For this lesson you will be comparing one myth you know to a myth from ancient Latin America.

Step 1: Briefly (150 word or less) write down a myth that you already know about that explains the way the Earth works. Example: Romans believe the four seasons were due to the myth of Persephone Example: Hawiians believed that the sky father Wākea and the Earth mother Papahānaumoku gave birth to the islands.

Step 2: Read one of these Latin American Myths 1) Why the Fox Has a Huge Mouth (Incan) 2) Flood Myth (Incan)

Use the Venn Diagram on the next page for Steps 3 and 4 Step 3: For each myth (one Incan and your own) write down at least three characteristics of the story that are unique to that myth.

Step 4: In the center, overlapping area write at least two characteristics that the two myths share.

Title of Your Myth Title of Incan Myth

Mayan Class Structure Within each Mayan city-state, society was structured like a pyramid. The ruler of each city-state was at the top of this social pyramid. The rest of the members of Mayan society were organized into a series of ranks below the ruler. The Ruler The highest authority in the state was the halach uinic (hah-lach WEE-nik), a Mayan phrase that means “true man.” He ruled the state with the help of his advisers. He decided when and with whom to go to war. The Mayan ruler was considered a god-king. During religious ceremonies, he wore a headdress that was as tall as a person. When he died, a son or another close male relative succeeded him. Mayan rulers were almost always men, but scholars believe that some women had considerable influence, probably through family relationships.

Nobles and Priests The next layer in the social pyramid was made up of nobles and priests. They, along with the ruler, were the only members of Mayan society who knew how to read and write. The nobles served as scribes and officials, and oversaw the administration of the states. They gathered taxes, supplies, and labor for projects, such as the construction of temples. Nobles led peasant armies in times of war. During battles, they wore elaborate costumes, including gold jewelry and animal robes made from the skins of jaguars. Priests were important because it was their job to maintain favor with the gods. Like nobles, priests inherited their position from their fathers. Priests led rituals, offered sacrifices, and foretold the future. They were consulted to determine the best days for going to battle. In addition to their religious duties, priests were often mathematicians, astronomers, and healers. Merchants and Artisans Although the Mayan economy was based mostly on farming, trade and crafts were also important. These functions were carried out by merchants and artisans. The Mayas were accomplished traders. They traveled by sea, river, and well-constructed roads to trade with other city-states. Merchants in the lowlands imported valuable products from the highlands. These products included stones such as obsidian and jade; copal, a tree sap that the Maya used as incense during religious ceremonies; and quetzals, birds whose shiny green feathers were used in headdresses. Mayan artisans made a wide variety of objects, many of them designed to pay tribute to the gods. They painted books on paper made from the bark of fig trees. Artists painted murals of Mayan life, important battles, and other major events. They created sculptures for temples and decorative designs on palace walls. The Mayas were also skilled weavers and potters. Peasants The peasants were the backbone of Mayan society. They worked hard on the land, growing maize, squash, beans, and other crops to feed the population. During the growing season, men spent most of the day in the fields, farming with wooden hoes. Women usually stayed closer to home, preparing food, weaving, and sewing. When they were not farming, peasants had to spend time building pyramids and temples. In exchange for their work, they sometimes attended royal weddings and religious events. Peasants also served as soldiers during wars. Slaves At the bottom of the social pyramid were the slaves. Slaves performed manual labor for their owners. Some were born into slavery, but free people sometimes became slaves. Some children became slaves when their parents sold them to feed the rest of the family. War prisoners of humble origin were enslaved. (Those of higher rank were sacrificed to the gods.) And some people were enslaved as a punishment for serious crimes. In general, the Mayas did not mistreat slaves. Sometimes, slaves actually had easier lives than peasants, depending on what jobs they did and their owners' social rank. But slaves were not free to come and go as they pleased. Often, they were sacrificed when their owners died.

Complete Pyramid on the next page Directions: Inside each level of the pyramid do the following: - Name of the person/people at that level - Three (3) details about that groups duties, work, and/or lifestyle - One picture (hand drawn, Googled, Online drawing tool, however you want) that represents that group.

A project of the Graduate Center, CUNY | Independent Reading Resources

Personal Dictionary Book/Topic:

Word Translate/Draw Extend

New York State Curriculum for SIFE with Developing Literacy Story of modern chocolate is an old – and bitter – tale By Smithsonian Institute, adapted by Newsela staff on 09.29.16 Word Count 421 Level 600L

An example of a pot used by the ancient Maya. Photo: Anciano/Flickr

It is a sunny morning in San Francisco, California. People scoot around a tiny chocolate store. They are checking ovens and sorting cacao beans. This is the home of Dandelion Chocolate. The tools and taste have changed over time. But the way of turning cacao beans into chocolate hasn't changed. It was almost the same thousands of years ago.

The ancient Olmec people were in Mexico. They lived near the Aztecs and Maya. The Olmecs were probably the first to roast cacao beans. They made them into chocolate drinks. They may have done this more than 3,500 years ago.

Cacao Seeds Don't Taste Like Modern Chocolate

Plain cacao seeds taste bad. They don't taste like chocolate. “How would you think to take the seed ... and roast it?” says Hayes Lavis. He works at a museum. Maybe someone was eating the fruit. Then they spit the seeds into the fire. The rich smell of them roasting maybe inspired the people to try something new.

This article is available at 5 reading levels at https://newsela.com. The bad taste of cacao was still in early Maya drinks.

“Rarely did they add any sweetener,” says Joel Palka. He is a professor. He studies ancient peoples. The Maya used herbs and spices to change cacao's taste. Some flavors were chili, vanilla and magnolia.

For The Maya, Cacao Was Special

Cacao was a special food for the Maya. “You would have to get together to prepare the chocolate,” Palka said. In Mexico, some people still grow chocolate with their family.

Cacao drinks were often part of celebrations. Ancient paintings show cacao in stories. It was even used in weddings. Sometimes a woman had to prove she could make cacao the right way.

Cacao beans were also used as money.

Palka thinks chocolate became so important because it is hard to grow. It can't grow just anywhere. Cacao needs a certain kind of dirt. It also needs rain and lots of shade.

Cacao Played A Big Role

Cacao was a big part of ancient people's lives.

It is often said that chocolate was an ancient medicine. The Spanish explorer Hernan Cortes wrote about chocolate. He describes it as a drink that builds strength. Another explorer wrote that one Aztec king, Moctezuma, drank 50 cups a day of chocolate.

These are probably just stories. “I don’t think any living person could drink 50 cups of cacao,” says Hayes Lavis. The Maya probably didn't think chocolate was medicine either. It was just part of their food, Lavis said, and they knew it was good for them.

This article is available at 5 reading levels at https://newsela.com.

A project of the Graduate Center, CUNY Stand-alone ENL: 2B Group 20 Flashcards

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