7Th Grade Educational Resources

7th Grade Educational Resources

Dear Parents or Guardians,

Thank you for working with us through these challenging times. Attached are the educational resources for your child’s grade level. These resources reinforce grade-level standards. The WESD is making packets for all K-8 grade levels, Special Education, Special Areas, Advanced Middle School subjects, Gifted and English Language Learners (ELL), which will be available online at www.wesdschools.org/students and for pick up at each school.

Included in this packet you will find: • Suggestions for breaking up the activities throughout the week; • Activities to strengthen reading and math skills with opportunities to explore other areas; • Suggestions for additional hands-on and enrichment activities to engage your child; and • A variety of paper-pencil and activity based opportunities. These resources do not take the place of classroom instruction but can assist your child with practicing important academic skills while at home. These resources will not be graded at this time, as they are offered as supplemental opportunities.

We appreciate the challenges of keeping your child engaged during these challenging times. Research demonstrates children should have balance in their day. Below are recommendations for structured time by grade level:

Suggested amount of work/grade level/day: • Kindergarten and 1st: 45 minutes • 2nd and 3rd grades: 60 minutes • 4th and 5th grades: 90 minutes • 6th, 7th and 8th grades: 30 minutes per subject (3 hours max in a day)

Additional online resources are available at https://www.wesdschools.org/students.

We again thank you for working with us during these challenging times. If you have any questions, please email us at [email protected] or call us at 602-347-2820.

Lori Mora Assistant Superintendent Academic Services

Week of April 2nd - 7th Grade ELA: Resilience *These lessons are intended to last about 30 minutes per day, or 150 minutes a week. Please break up these lessons in whatever way works best for your students. If completing this online, please write your answers on lined paper.

Monday: Tuesday: Wednesday: Thursday: Friday: Writing Reading Grammar Paired Text Passage with Text/Video Connections text-dependent and discussion questions

Showdown Capitalization Plessy vs. Text Compare Two Ferguson connections Text With the Commas & Same Theme Conjunctions

Student-Friendly

Rubric

Math: Review Complete the activities without a calculator. Check your answers when complete. If you need more assistance, search in YouTube: How to solve [math topic] For example: “How to solve inequalities”

Monday: Tuesday: Wednesday: Thursday: Friday:

Operations Order of Distributive Inequalities Solve equations with integers Operations property and expressions

Science: The Rock Cycle ***Parents/guardians of special needs students will be contacted by their child’s special education teacher to provide accommodations and support to help their child complete these lessons. If you have not yet heard from their teacher, please reach out to them to request additional guidance.****

Monday: Tuesday: Wednesday Thursday Friday: Science The Rock Real-World Hands On Lab: Water’s Impact in Vocabulary Cycle: Reading Connection: Simply the Rock Cycle: Game: passage on the Reading Sediments -- Reading passage Apples to rock cycle and passage and all you need is and questions on Apples - the three types questions on plastic bottle how the rock Geology and of rocks with The Grand and materials cycle is impacted Inquiry Edition! questions. Canyon. from outside. by water. Week of April 2nd 7th Grade: Civil War *These lessons are intended to last about 30 minutes per day, or 150 minutes a week. Please break up these lessons in whatever way works best for your students. If completing this online, please write your answers on lined paper.

***Parents/guardians of special needs students will be contacted by their child’s special education teacher to provide accommodations and support to help their child complete these lessons. If you have not yet heard from their teacher, please reach out to them to request additional guidance.**** Mondays: Tuesdays: Wednesdays: Thursdays: Fridays: Introduction Primary Current Events Primary World/Relevance Reading Source Source Connection Passage with analysis analysis comprehension questions

Causes of the The Civil War: Civil War The Civil War: Violence at rally Civil War Letters From lessons vary Sherman’s in Virginia Soldiers from state to March to the prompts cities to state Sea remove Confederate statues

Name: Class:

Showdown in Little Rock By USHistory.org 2016

This informational text discusses the Little Rock Nine, a group of nine exemplary black students chosen to be the first African Americans to enroll in an all-white high school in the capital of Arkansas, Little Rock. Arkansas was a deeply segregated southern state in 1954 when the Supreme Court ruled that segregation in public schools was unconstitutional. The Little Rock Crisis in 1957 details how citizens in favor of segregation tried to prevent the integration of the Little Rock Nine into a white high school. As you read, note the varied responses of Americans to the treatment of the Little Rock Nine.

[1] Three years after the Supreme Court declared race-based segregation illegal, a military showdown took place in the capital of Arkansas, Little Rock. On September 3, 1957, nine black students attempted to attend the all-white Central High School.

The students were legally enrolled in the school.

The National Association for the Advancement of "Robert F. Wagner with Little Rock students NYWTS" by Walter Colored People (NAACP) had attempted to Albertin is in the public domain. register students in previously all-white schools as early as 1955. The Little Rock School Board agreed to gradual integration, with the Superintendent Virgil Blossom submitting a plan in May of 1955 for black students to begin attending white schools in September of 1957. The School Board voted unanimously in favor of this plan, but when the 1957 school year began, the community still raged over integration. When the black students, known as the “Little Rock Nine,” attempted to enter Central High School, segregationists threatened to hold protests and physically block the students from entering the school.

Under the pretext of maintaining order but in support of the segregationists, Arkansas Governor Orval Faubus mobilized the Arkansas National Guard to prevent the Little Rock Nine from entering the school. After a federal judge declared the action illegal, Faubus removed the troops. When the students tried to enter again on September 24, they were taken into the school through a back door. Word of this spread throughout the community, and a thousand irate1 citizens stormed the school grounds. The police desperately tried to keep the angry crowd under control as concerned onlookers whisked2 the students to safety.

The nation watched all of this on television. President Eisenhower3 was compelled to act.

1. Irate (adjective): very angry 2. Whisk (verb): to move to another place very quickly 3. President Dwight D. Eisenhower (1890-1969) was President of the United States from 1953 to 1961. He is also well- known for his outstanding military service as a U.S. General during World War II. 1 [5] Eisenhower was not a strong proponent of civil rights. He feared that the Brown v. Board of Education4 Supreme Court decision could lead to an impasse5 between the federal government and the states. Now that very stalemate6 had come. The rest of the country seemed to side with the black students, and the Arkansas state government was defying7 a federal decree.8 The situation hearkened9 back to the dangerous federal-state conflicts of the 19th century that followed the end of the Civil War.10

On September 24, after the mayor of Little Rock asked President Eisenhower for help enforcing integration, Eisenhower ordered the troops of the 101st Airborne Division into Little Rock, marking the first time United States troops were dispatched to the South since Reconstruction.11 He federalized12 the Arkansas National Guard in order to remove the soldiers from Faubus’s control. For the next few months, the African American students attended school under armed supervision. Even so, they faced physical and verbal abuse from their white peers. The Little Rock Nine were instructed, just as during the pro-segregation protests, not to respond or react to these taunts.

The following year, Little Rock School District officials under the command of Faubus closed the schools to prevent integration. But in 1959, the schools were open again. Both black and white children were in attendance.

The tide was slowly turning in favor of those advocating civil rights for African Americans. An astonished America watched footage of brutish,13 white southerners mercilessly14 harassing African American children calmly walking into school, intent on getting an education. Television swayed public opinion toward integration.

In 1957, Congress passed the Civil Rights Act, the first such measure since Reconstruction. The law created a permanent civil rights commission to assist black suffrage.15 The measure had little teeth16 and proved ineffective, but it paved the way for more powerful legislation in the years to come.

Showdown in Little Rock by USHistory.org is licensed under CC BY 4.0.

4. In Brown v. Board of Education in 1954, the Supreme Court ruled that it was unconstitutional to separate schools by race. 5. Impasse (noun): a situation in which no progress seems possible 6. Stalemate (noun): a disagreement in which neither side can win 7. Defy (verb): to refuse to obey 8. A federal decree is a national law, and therefore overrides any conflicting state laws. 9. Hearken (verb): to give attention to 10. The American Civil War was fought between 1861 and 1865. 11. The Reconstruction era lasted from the end of the Civil War in 1865 to 1877. It was a period of transformation for the Southern United States following their defeat and destruction in the war, and historians often consider it a failure because the South was left facing poverty and racial discrimination. 12. Federalize (verb): to cause something to be under control of the federal government 13. Brutish (adjective): cruel, violent, and stupid 14. Merciless (adjective): having or showing no mercy; very cruel or harsh 15. Suffrage (noun): the right to vote 16. little ability to work effectively or enforce itself 2 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best identifies a central idea of the text? [RI.2] A. President Eisenhower used the Little Rock crisis as an excuse to display the federal government’s power over states. B. Segregationists made solid arguments against integration in their protests that prompted many Americans to protest integration. C. The public crisis in Little Rock made many Americans determined to have the federal government enforce segregation. D. The Little Rock Nine helped break racial barriers in American education despite great opposition.

2. PART B: Which phrase from the text best supports the answer to Part A? [RI.1] A. “When the students tried to enter again on September 24, they were taken into the school through a back door. Word of this spread throughout the community, and a thousand irate citizens stormed the school grounds.” (Paragraph 3) B. “The police desperately tried to keep the angry crowd under control as concerned onlookers whisked the students to safety. The nation watched all of this on television. President Eisenhower was compelled to act.” (Paragraphs 4-5) C. “The rest of the country seemed to side with the black students, and the Arkansas state government was defying a federal decree. The situation hearkened back to the dangerous federal-state conflicts of the 19th century that followed the end of the Civil War.” (Paragraph 5) D. “The following year, Little Rock School District officials under the command of Faubus closed the schools to prevent integration. But in 1959, the schools were open again. Both black and white children were in attendance.” (Paragraph 7)

3. PART A: Which statement best describes the relationship between the Arkansas state [RI.3] government and the federal government in the text? A. Arkansas’ governor resisted federal laws on integration because of his strong belief in state’s rights regarding integration. B. Arkansas’ governor defied federal laws on integration because of local segregationists’ deeply held beliefs on race. C. Eisenhower’s delayed response in the Little Rock crisis was caused by his fear of violent protests protected by the Arkansas government. D. Eisenhower was quick to respond in Little Rock because he wanted to set an example with the Arkansas government on how states shouldn’t ignore federal law.

3 4. PART B: Which quote from the text best supports your answer to Part A? [RI.1] A. “Under the pretext of maintaining order but in support of the segregationists, Arkansas Governor Orval Faubus mobilized the Arkansas National Guard to prevent the Little Rock Nine from entering the school.” (Paragraph 3) B. “The situation hearkened back to the dangerous federal-state conflicts of the 19th century that followed the end of the Civil War.” (Paragraph 5) C. “He feared that the Brown v. Board of Education Supreme Court decision could lead to an impasse between the federal government and the states.” (Paragraph 5) D. “Eisenhower ordered the troops of the 101st Airborne Division into Little Rock, marking the first time United States troops were dispatched to the South since Reconstruction.” (Paragraph 6)

5. How does the subject shift in paragraph 4 contribute to the development of the [RI.5] [RI.3] central ideas of the text? Cite evidence from the text in your answer.

4 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. Why do you think that the Little Rock Nine was instructed not to react to physical and verbal abuse from community members and fellow students? How did this impact their image and the integration movement?

2. Schools today are all legally integrated; however, due to communities that are segregated based on cultural or financial reasons (rather than legal reasons), many schools are predominantly white or predominantly black or predominantly Latino. What do you think is the impact of this unintentional segregation on students? How do you think communities or lawmakers can work to create more diverse school environments?

3. In your opinion, what enabled the Little Rock Nine to overcome adversity? What lessons can we draw from these nine students today?

5 Name:______

Capitalization

Capitalize: • the first word in a sentence. • names of people, places, products, clubs, and organizations.

• main words in the titles of books, stories, poems, and songs. • days of the week, months of the year, and holidays.

Rewrite the sentences below using correct capitalization.

1. the city of sacramento is the capital of california.

2. jennifer and peter will travel to russia to work in an orphanage.

3. the jackson elementary school band will perform “yankee doodle.”

4. my friend sally and i are reading the novel the phantom tollbooth.

5. the train will stop in atlanta, montgomery, and jacksonville.

6. nicole likes pepsi, but veronica and brandon prefer coke.

7. the faces of four presidents are carved on mt. rushmore.

8. are you going to go to celeste’s party on saturday?

9. the new school year will begin in august or september.

10. the american women’s league meeting will be held on tuesday.

11. we celebrate valentine’s day in february, not in october.

12. sarah planned a christmas party at lakeshore park this december.

Name: ______

Correcting Run-on Sentences: Commas and Conjunctions

A run-on sentence is one where two independent clauses have been put together without the correct punctuation. Example: The birds flew east the deer ran south. The two independent clauses areThe birds flew east and the deer ran south. However, there is no “glue” to hold the two clauses together, therefore, this is a run-on sentence. One way to correct a run-on sentence is to add a comma and coordinating conjunction as the “glue” to hold the two clauses together. The coordinating conjunctions arefor , and, nor, but, or, yet, and so. Corrected sentence: The birds flew east, and the deer ran south.

Rewrite each run-on sentence below, adding coordinating conjunctions and commas in the correct places.

1. Bob played the guitar Suzy played the piano.

2. Many people came to the show no one seemed to like it.

3. The pioneers crossed the plains in covered wagons the travel time was long.

4. The car came to a quick stop in the driveway in the house the people screamed.

5. James can do the dishes he can take out the trash.

Plessy vs. Ferguson By Jessica McBirney 2017

In this informational text, Jessica McBirney discusses a landmark Supreme Court case known as Plessy v. Ferguson. The case challenged racial segregation in public areas in the late 19th century. As you read, take notes on what happened after the Plessy v. Ferguson decision.

[1] By 1896 the Civil War was over, and the amendments prohibiting1 slavery and ensuring equal rights for all citizens had been part of the U.S. Constitution for more than 25 years. But racial tensions across the country were incredibly high, and African Americans continued to experience oppression2 even though they were no longer slaves. 1896 was the year that the Supreme Court ruled on the case of Plessy v. Ferguson. In this case, the court determined that racial segregation in public areas was acceptable and legal, as long as the segregated facilities were “equal.” This case cemented the racial tensions "At the bus station in Durham, North Carolina" by Jack Delano is in the public domain. and segregation that were heightened during the decades after the Civil War, and it ensured that African Americans would face explicit3 and legal oppression for the next 60 years.

The Case

The case began in 1892 when a man named Homer Plessy purchased a first-class train ticket for a whites-only car in Louisiana. Plessy was one-eighth black by heritage, but in the state of Louisiana he was legally considered black. Two years earlier, the state of Louisiana passed a law requiring racial segregation of train cars. To protest the law, a group of concerned black, Creole, and white Louisiana citizens, called the Committee of Citizens, convinced Plessy to intentionally buy a ticket for a whites- only car. They expected push-back and wanted to challenge the law in court. As they predicted, the train company knew Plessy was coming and had him arrested almost as soon as he stepped into the car.

Plessy’s case made its way through the Louisiana court system. His lawyers argued that the law mandating4 rail car segregation was unconstitutional because of the 14th Amendment, which ensured equal protection under the law for all citizens. Their opponent, the state of Louisiana, argued that the 14th Amendment only applied to nationwide laws, not state-specific laws. The courts all sided against Plessy, but he and his lawyers kept appealing until they made it to the Supreme Court.

1. Prohibit (verb): to formally forbid something by law 2. Oppression (noun): the state of being subject to unfair treatment or control 3. Explicit (adjective): stated clearly and in detail, leaving no room for doubt 4. an official order to do something 1 Supreme Court: A Final Verdict

Segregation was common across the country by the 1890s, not just in the South. Even Massachusetts segregated their public schools. It was clear that whatever the Supreme Court decided for Plessy’s case, it would have profound5 and widespread consequences.

[5] The argument used against Plessy became one of the most famous in American legal history. The state of Louisiana said that mandated segregation did not suggest that blacks were inferior to whites, because the whites-only train cars and the blacks-only train cars were of the same quality. They were equal. Looking at it that way, the segregated-train mandate did not violate the 14th Amendment’s equal protection requirement. The train cars were “separate, but equal,” and therefore it was constitutional.

The Supreme Court sided with the state of Louisiana and convicted Plessy. There was only one judge who disagreed. Justice John Marshall Harlan wrote an explanation of his dissenting6 vote, explaining how white Americans saw themselves in a position of power, even if they were technically “equal” with others. He believed it was wrong to undermine the 14th Amendment in this way, when the majority of the country had favored the new law. The law, he argued, was “inconsistent with the personal liberty of citizens, white and black, in that state, and hostile to both the spirit and letter of the constitution of the United States.” He predicted that the Plessy decision would become one of the most infamous cases in Supreme Court history, and that it would set a precedent7 of segregation across the country.

Long-term Effects: Jim Crow

As it turns out, Justice Harlan was exactly right about the effects of the Plessy v. Ferguson decision. Laws that explicitly segregated the races could not be challenged in court anymore; the Supreme Court had given segregation the legal “okay,” and states took advantage of this to establish segregation for decades to come. Although segregation occurred in northern states, especially in public school systems, it was most prevalent in the South. Laws that segregated blacks and whites came to be known as a Jim Crow laws.

Jim Crow touched every part of life. And although the Supreme Court case recognized Louisiana’s segregated train cars as relatively equal in quality, this was not true for most segregated areas. Public schools for black children received less funding, less maintenance, and less teacher training. Things like colored bathrooms were poorly constructed and rarely cleaned. Despite this, states recognized them as “separate, but equal.”

The Jim Crow laws also led to the disenfranchisement8 of African American voters. States passed laws requiring literacy or history tests, background checks, proof of land ownership, or other complex processes just to register to vote. Some states even held whites-only primary races to exclude candidates who might be popular among black voters.

[10] The country may have been “equal” by the standards of Plessy v. Ferguson, but in reality, it was not equal at all.

5. Profound (adjective): very great or intense 6. to differ in opinion 7. something said or done that may serve as an example 8. the state of being deprived of a right or privilege, especially the right to vote 2 Overturned: Brown v. Board of Education

It was not until 1954, almost 60 years later, that the Supreme Court overturned9 its own decision from Plessy v. Ferguson in a new case, Brown v. Board of Education. Homer Plessy's original plan to fight legalized segregation was finally accomplished.

9. reversed 3 Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which statement expresses the central idea of the text? A. Plessy v. Ferguson was the first time that an African American challenged segregation and brought attention to the issue. B. The decision of Plessy v. Ferguson made racial segregation more widely practiced and accepted in the United States. C. While racial segregation continued after the decision of Plessy v. Ferguson, it was not upheld by the law. D. The decision of Plessy v. Ferguson proved that both white and black citizens were largely against racial segregation.

2. PART B: Which detail from the text best supports the answer to Part A? A. “By 1896 the Civil War was over, and the amendments prohibiting slavery and ensuring equal rights for all citizens had been part of the U.S. Constitution for more than 25 years.” (Paragraph 1) B. “His lawyers argued that the law mandating rail car segregation was unconstitutional because of the 14th Amendment, which ensured equal protection under the law for all citizens.” (Paragraph 3) C. “He believed it was wrong to undermine the 14th Amendment in this way, when the majority of the country had favored the new law.” (Paragraph 6) D. “Laws that explicitly segregated the races could not be challenged in court anymore; the Supreme Court had given segregation the legal ‘okay,’ and states took advantage of this to establish segregation for decades to come.” (Paragraph 7)

3. Which of the following describes the relationship between Jim Crow and Plessy v. Ferguson? A. Jim Crow segregation laws compelled Plessy to protest segregated trains. B. Jim Crow segregation laws were made possible by the Plessy v. Ferguson decision. C. Plessy v. Ferguson hoped to end the segregation common during Jim Crow. D. Plessy v. Ferguson made Jim Crow laws widely accepted, but not officially legal.

4. How does the author’s discussion of Jim Crow help readers understand the consequences of racial segregation laws? A. It emphasizes how African Americans had access to lower quality services and spaces, and more difficulty participating in voting. B. It stresses that African Americans had to travel north if they wanted to avoid the discrimination present in the South. C. It shows how many spaces were reserved for whites, while people of color were not allowed their own spaces. D. It highlights how dangerous it was for African Americans to challenge Jim Crow laws in the South.

4 5. What does “separate, but equal” mean, and why is it important in the text?

5 Discussion Questions

Directions: Brainstorm your answers to the following questions in the space provided. Be prepared to share your original ideas in a class discussion.

1. In the context of the text, how was racial segregation a result of prejudice? How do you think racial segregation continued to negatively impact African Americans throughout their lives? How do you think it would feel to be told that there are certain places you can’t go based on your skin color?

2. In the text, supporters of segregation claimed that racial segregation was acceptable because the spaces and services blacks used were “separate, but equal” to those used by whites. Why was this not true? Is it possible to ever have “separate, but equal” spaces and services? Why or why not?

3. In the context of the text, how has America changed over time? What changes was Plessy v. Ferguson responsible for in America? How do you think America would have been different if the Supreme Court had ruled in favor of Homer Plessy? Do you think America would be different today? Why or why not?

Directions: To complete today’s activities please answer two questions from each Text Connection box referencing any of the articles/stories that you read this week. Your answer should have a minimum of two sentences. Please make sure you have included the questions in your answer. Refer to the sample box for guidance.

Sample Question: What does this remind me of in my life? Answer: There are similarities from “Name of the Article” to my life because I have always wanted to be part of a team. Being part of a team is helpful because it allows me to have a sense of belonging. In the article, the character was always working toward his goal to be a better person, and in my daily life, I always try to do the right thing regardless of my situation.

Text to Self-Connections

Connecting personal experience to text… What does this remind me of in my life? What is this similar to in my life? How is this different from my life? Has something like this ever happened to me? How does this relate to my life? What were my feelings when I read this? Have I changed my thinking because of reading this? What have I learned?

Are there similarities or differences in…

My life My family My friends Holidays I have been on Things I have seen Feelings I have had Experiences

A place I have been

Text-to-Text Connections

Connecting big ideas and themes across texts

What does this remind me of in another book I’ve read? How is this text similar to other things I’ve read? How is this different from other books I’ve read? Have I read about something like this before?

Are there similarities / differences in...

Genre Text structure Author Topic Theme Message Plot Character Fact Opinion Information Vocabulary

Text-to-World

Connecting real world happenings to texts

What does this remind me of in the real world? How is this text similar to things that happen in the real world? How is this different from things that happen in the real world? How did that part relate to the world around me?

Are there similarities / differences in...

Something I have seen on TV Radio news A newspaper story Historical events Current events Something I have studied before Real world happenings – local and global A conversation NAME:______DATE:______

COMPARE TWO TEXTS WITH THE SAME THEME

WHAT IS THE MAIN THEME IN BOTH TEXTS:

______

Title of 1st Text Title of 2nd Text

______

Identify three supporting details for each text:

1. 1.

2. 2.

3. 3.

Compare and Contrast the Two Texts Text #1 Text #2

Name:______Key

Capitalization

Capitalize: • the first word in a sentence. • names of people, places, products, clubs, and organizations.

• main words in the titles of books, stories, poems, and songs. • days of the week, months of the year, and holidays.

Rewrite the sentences below using correct capitalization.

1. the city of sacramento is the capital of california. The city of Sacramento is the capital of California. 2. jennifer and peter will travel to russia to work in an orphanage. Jennifer and Peter will travel to Russia to work in an orphanage. 3. the jackson elementary school band will perform “yankee doodle.” The Jackson Elementary School Band will perform “Yankee Doodle.” 4. my friend sally and i are reading the novel the phantom tollbooth. My friend Sally and I are reading the novel The Phantom Tollbooth. 5. the train will stop in atlanta, montgomery, and jacksonville.

The train will stop in Atlanta, Montgomery, and Jacksonville. 6. nicole likes pepsi, but veronica and brandon prefer coke. Nicole likes Pepsi, but Veronica and Brandon prefer Coke.

7. the faces of four presidents are carved on mt. rushmore. The faces of four presidents are carved on Mt. Rushmore.

8. are you going to go to celeste’s party on saturday? Are you going to go to Celeste’s party on Saturday? 9. the new school year will begin in august or september. The new school year will begin in August or September. 10. the american women’s league meeting will be held on tuesday. The American Women’s League meeting will be held on Tuesday. 11. we celebrate valentine’s day in february, not in october. We celebrate Valentine’s Day in February, not in October. 12. sarah planned a christmas party at lakeshore park this december. Sarah planned a Christmas party at Lakeshore Park this December.

Name: ______Key

Correcting Run-on Sentences: Commas and Conjunctions

Rewrite each run-on sentence below, adding coordinating conjunctions and commas in the correct places.

Answers: Student’s answers will vary. Examples of correct answers: 1. Bob played the guitar Suzy played the piano.

Bob played the guitar, and Suzy played the piano.

2. Many people came to the show no one seemed to like it.

Many people came to the show, but no one seemed to like it.

3. The pioneers crossed the plains in covered wagons the travel time was long.

The pioneers crossed the plains in covered wagons, so the travel time was long.

4. The car came to a quick stop in the driveway in the house the people screamed.

The car came to a quick stop in the driveway, and in the house the people screamed.

5. James can do the dishes he can take out the trash.

James can do the dishes, or he can take out the trash.

Copyright © 2014 K12reader.com. All Rights Reserved. Free for educational use at home or in classrooms. www.k12reader.com 3/27/2020 CommonLit | Plessy vs. FergusonTeacher Guide | Free Reading Passages and Literacy Resources

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ANSWER KEY > Plessy vs. Ferguson

by Jessica McBirney  2017

1. PART A: Which statement expresses the central idea of the text? RI.2 A. Plessy v. Ferguson was the rst time that an African American challenged segregation and brought attention to the issue. B. The decision of Plessy v. Ferguson made racial segregation more widely practiced and accepted in the United States. C. While racial segregation continued after the decision of Plessy v. Ferguson, it was not upheld by the law. D. The decision of Plessy v. Ferguson proved that both white and black citizens were largely against racial segregation.

2. PART B: Which detail from the text best supports the answer to Part A? RI.1 A. “By 1896 the Civil War was over, and the amendments prohibiting slavery and ensuring equal rights for all citizens had been part of the U.S. Constitution for more than 25 years.” (Paragraph 1) B. “His lawyers argued that the law mandating rail car segregation was unconstitutional because of the 14th Amendment, which ensured equal protection under the law for all citizens.” (Paragraph 3) C. “He believed it was wrong to undermine the 14th Amendment in this way, when the majority of the country had favored the new law.” (Paragraph 6) D. “Laws that explicitly segregated the races could not be challenged in court anymore; the Supreme Court had given segregation the legal ‘okay,’ and states took advantage of this to establish segregation for decades to come.” (Paragraph 7)

3. Which of the following describes the relationship between Jim Crow and Plessy v. Ferguson? RI.3 A. Jim Crow segregation laws compelled Plessy to protest segregated trains. B. Jim Crow segregation laws were made possible by the Plessy v. Ferguson decision. C. Plessy v. Ferguson hoped to end the segregation common during Jim Crow. D. Plessy v. Ferguson made Jim Crow laws widely accepted, but not ofcially legal. https://www.commonlit.org/en/texts/plessy-vs-ferguson/teacher-guide 1/2 3/27/2020 CommonLit | Plessy vs. FergusonTeacher Guide | Free Reading Passages and Literacy Resources

4. How does the author’s discussion of Jim Crow help readers understand the consequences of RI.3 racial segregation laws? A. It emphasizes how African Americans had access to lower quality services and spaces, and more difculty participating in voting. B. It stresses that African Americans had to travel north if they wanted to avoid the discrimination present in the South. C. It shows how many spaces were reserved for whites, while people of color were not allowed their own spaces. D. It highlights how dangerous it was for African Americans to challenge Jim Crow laws in the South.

5. What does “separate, but equal” mean, and why is it important in the text? RI.4 Answers will vary; students should discuss how “separate, but equal” means that the places and services blacks used were considered by the Supreme Court to be of the same quality as those used by whites. However, this was not true in practice. The concept of “separate, but equal” in the Plessy vs. Ferguson case was used to condone racial segregation. For example, “The state of Louisiana said that mandated segregation did not suggest that blacks were inferior to whites, because the whites- only train cars and the blacks-only train cars were of the same quality.” (Paragraph 5). This understanding of “equal” was used by the Supreme Court and other supporters of segregation to defend separate spaces and services for blacks and whites. However, students should discuss how segregated areas were rarely “equal” in quality. For example, “Public schools for black children received less funding, less maintenance, and less teacher training” (Paragraph 8). While supporters of segregation claimed that segregated areas were “separate, but equal,” this was not the case.

https://www.commonlit.org/en/texts/plessy-vs-ferguson/teacher-guide 2/2 3/27/2020 CommonLit | Showdown in Little RockTeacher Guide | Free Reading Passages and Literacy Resources

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ANSWER KEY > Showdown in Little Rock

by USHistory.org  2016

1. PART A: Which of the following best identies a central idea of the text? RI.2 A. President Eisenhower used the Little Rock crisis as an excuse to display the federal government’s power over states. B. Segregationists made solid arguments against integration in their protests that prompted many Americans to protest integration. C. The public crisis in Little Rock made many Americans determined to have the federal government enforce segregation. D. The Little Rock Nine helped break racial barriers in American education despite great opposition.

2. PART B: Which phrase from the text best supports the answer to Part A? RI.1 A. “When the students tried to enter again on September 24, they were taken into the school through a back door. Word of this spread throughout the community, and a thousand irate citizens stormed the school grounds.” (Paragraph 3) B. “The police desperately tried to keep the angry crowd under control as concerned onlookers whisked the students to safety. The nation watched all of this on television. President Eisenhower was compelled to act.” (Paragraphs 4-5) C. “The rest of the country seemed to side with the black students, and the Arkansas state government was defying a federal decree. The situation hearkened back to the dangerous federal-state conicts of the 19th century that followed the end of the Civil War.” (Paragraph 5) D. “The following year, Little Rock School District ofcials under the command of Faubus closed the schools to prevent integration. But in 1959, the schools were open again. Both black and white children were in attendance.” (Paragraph 7)

3. PART A: Which statement best describes the relationship between the Arkansas state RI.3 government and the federal government in the text?

https://www.commonlit.org/en/texts/showdown-in-little-rock/teacher-guide 1/2 3/27/2020 CommonLit | Showdown in Little RockTeacher Guide | Free Reading Passages and Literacy Resources

A. Arkansas’ governor resisted federal laws on integration because of his strong belief in state’s rights regarding integration. B. Arkansas’ governor deed federal laws on integration because of local segregationists’ deeply held beliefs on race. C. Eisenhower’s delayed response in the Little Rock crisis was caused by his fear of violent protests protected by the Arkansas government. D. Eisenhower was quick to respond in Little Rock because he wanted to set an example with the Arkansas government on how states shouldn’t ignore federal law.

4. PART B: Which quote from the text best supports your answer to Part A? RI.1 A. “Under the pretext of maintaining order but in support of the segregationists, Arkansas Governor Orval Faubus mobilized the Arkansas National Guard to prevent the Little Rock Nine from entering the school.” (Paragraph 3) B. “The situation hearkened back to the dangerous federal-state conicts of the 19th century that followed the end of the Civil War.” (Paragraph 5) C. “He feared that the Brown v. Board of Education Supreme Court decision could lead to an impasse between the federal government and the states.” (Paragraph 5) D. “Eisenhower ordered the troops of the 101st Airborne Division into Little Rock, marking the rst time United States troops were dispatched to the South since Reconstruction.” (Paragraph 6)

5. How does the subject shift in paragraph 4 contribute to the development of the central ideas of RI.3 the text? Cite evidence from the text in your answer. RI.5 Answers will vary; students should explain that paragraph 4 develops the concept that television coverage played an instrumental role in the outcome of the Little Rock Crisis. The behavior of white segregationists contrasted against the calm manner of the black students urged Eisenhower to act in favor of integration and helped shift national views on integration. “President Eisenhower was compelled to act” when “[t]he police desperately tried to keep the angry crowd under control as concerned onlookers whisked the students to safety” because “[t]he nation watched all of this on television” (Paragraphs 3-4). Television revealed the injustices in Little Rock and “[t]he rest of the country seemed to side with the black students” (Paragraph 5). Overall, “Television swayed public opinion toward integration” as “an astonished America watched footage of brutish, white southerners mercilessly harassing African American children calmly walking into school intent on getting an education” (Paragraph 8).

https://www.commonlit.org/en/texts/showdown-in-little-rock/teacher-guide 2/2

Adding and Subtracting integers

1. -14 + 20 8. 19 - 19

2. 35 – 45 9. 100 + -100

3. -13 + -22 10. 14 – (-7)

4. -19 + 19 11. 16 + (-22)

5. 0 – 18 12. 18- 44

6. 23 – (-8) 13. – 15 – ( -25)

7. Tom owes his friend $15 dollars. He pays him back $6 dollars. Write a

numerical sentence to show how much he still owes his friend

Multiplying and Dividing

Answer Key adding and subtracting integers

1. 6 2. -10 3. -35 4. 0 5. -18 6. 31 7. -15 + 6 = -9 8. 0 9. 0 10. 21 11. -7 12. –26 13. 10

Answer key multiplying and Dividing 1. 15 2. -8 3. 4 4. 0 5. -60 6. -11 7. 7 8. 6 9. 40 10. -30 11. -2 12. -11 13. -16 14. 7 15. -28 16. 80 17. -40 18. 45 19. 8 20. -1

Order of Operations

PEMDAS is the order of operations we need to follow when evaluating (solving or figuring out) expressions with multiple (more than 1) operations.

Ex: 3 + (4 x 5) ÷ 2 - 10 Ex: 12 + 4 x (11 – 6) Ex: 25 ÷ (8 − 3) 2 − 1 = 3 + 20 ÷ 2 - 10 = 12 + 4 x 5 = 25 ÷ (5 ) 2 -1 =3 + 10 - 10 =12 + 20 =25 ÷ 25 -1 =13 - 10 = 32 = 1-1 = 3 = 0 Solve the equations:

1.) 2.55 + 0.4 × 9 2.) (44 − 4) ÷10 + 42 3.) 3 x (12 − 4) + 82

4.) (3 + 3) 2 + (20 ÷ 2) 5.) 6 x (13 + 5) + 92 6.) 19 + 6 ÷ (–3)

Create your own and solve. Have someone in your house give you random numbers and you solve the problem!

1.) ____ + ____ - (____ x ____) ÷ ____ 2.) ____ ÷ ____ + (____ -____)

Continue. ↑

3.) ____ x____ - (____ ÷ ____) 4.) (____ + ____) - ____ x ____

Try to outdo someone in your house! First to answer is the WINNER!

1.) 10 × (−5) + (−6)2 2.) (−10) × 2 − (−7)2

DOUBLE OR NOTHING! Challenge round!!

1.) 2 × (6 + 7 − 3 + 4) × (9 − 8)2 2.) (6 − 4) × (9 + 5 − 7) × (3 + 2)2

Just for fun, here is a riddle: If you buy a rooster for the purpose of laying eggs and you expect to get three eggs each day for breakfast, how many eggs will you have after three weeks?

ANSWER KEY 1.) 6.5 2.) 20 3.) 88 4.) 46 5.) 189 6.) 17

1-4 Answers will vary

1.) -14 2.) -69

1.) 28 2.) 350

Riddle: None roosters don’t lay eggs.

Distributive Property Examples on how to solve: One of the multiplication properties is distributive, which means you can multiply a sum or difference by multiplying each number separately and then adding or subtracting the products. Example: A (B + C) = A x B + A x C A (B - C) = A x B - A x C

For example: 2(3x + 7) - 1st multiply the 3x by 2 and then multiply the 7 by 2. - This will give you 2(3x) + 2(7) - In the end you will have 6x + 12 Now you try! Use the distributive property to simplify each expression.

1.) 2( 4 + 9x) 2.) -8 ( 6x + 3 ) 3.) 2 ( 3x - 8)

4.) -3 (3 - 8x ) 5.) 9 ( 8 + 5x) 6.) 4 ( 4x + 5) + 5 (6x + 3)

Create your own- For the next set of problems use a seperate piece of paper, write down the numbers 1 through 20. Either cut or rip around the numbers and pick 3 numbers every time to fill in the missing numbers then solve.

1.) __ ( __ + __ ) 2.) __ ( __ - __ ) 3.) __ ( __ + __ )

4.) __ ( __ + __ ) 5.) __ ( __ - __) 6.) __ ( __ - __ )

Let’s play a game! Use the distributive property to simplify each expression to decode the secret message!

1.) 1( 1 + 2x ) 2.) 3( 4x + 5 ) 3.) 6( 7- 8x ) 4.) 9( 10 - 11x )

5.) 11( 10 + 9x ) 6.) 8( 7x + 6) 7.) 5( 4x - 3 ) 8.) 2( 1x +1)

9.) -3( 8x - 5 ) 10.) -2 ( 4- 3x ) 11.) 5( -3x - 5 ) 12.) 12 (-6x +7 )

______#3 #5 #8 #9 #6 #10 #10 #2 #3 #7 #1 #9 #11 #7 #4 #12

110+99x 1+2x 42-48x -15x-25 12x+15 56x+48 -72x+84 2x+2 20x-15 90-99x -24x+15 -8+6x

A C M F O I ! T U N H S

CHALLENGE ROUND

A school uniform costs $13 or the shirt, $11 for pants, and $8 for socks. ● Write an expression for the cost of 1 uniform. ● Write two equivalent expressions for the total cost of 12 uniforms. -Then find the cost.

ANSWER KEY 1.) 18x + 8 2.) -48 -24 3.) 6x - 16 4.) -9 + 24x Or 24x - 9 5.) 72 + 45x 6.) 46x + 35 or 45x +72

Answers 1-6 for the next part will vary.

The secret message is: Math is so much fun!

Challenge question 12($13+$11+$8) Simplify using the distributive property. =12⋅13+12⋅11+12⋅8=156+132+96 Now Add. =384 So, the total cost of 12 is $384

7th Grade Math Week 2 Day 4

Inequalities

Example:

If 푎 is -1, then which of the number sentences below is true? If the number sentence is not true, give a reason.

5+ 푎 < 5 True 5+ -1 < 5 4 < 5

5+ 푎 > 5 False False because adding a negative 5 + -1 > 5 number to ퟓ will decrease ퟓ, which 4 > 5 Not True will not be greater than ퟓ.

Practice: Solve the following inequalities using the example from above.

If b is 5, then which of the number sentences below is true?

Inequality True of false Explain 4+ b < -4

4 + b > -4

4 – b < -4

More Practice:

Find the solutions to the following inequalities.

a. 푥 < 7 d. 10 −푥 > 2

e. 푥 3 < 2 b. 푥 − 15 < 20

f. 3 − 푥 4 > 2 c. 푥 + 3 ≤ 15

Expressions

How to combine like terms:

Simplify the expressions by combining like terms 1) 2) 9푏 + 4 + 5푏 + 7 21푔 − 8 − 25푔 + 6

3) 4) 6푥 + 3푦 − 8푥 + 10푦 5푚 + 6푝 − 7푚 − 8푝

5) 6) 4 1 12푘 + 2.1 − 5.2푘 − 3.4 푧 − 12 + 푧 + 1 9 9

Combine the 2 rectangles together and write the expression in the rectangle above.

7th Grade Math - Answers Week 2 Day 4

Inequalities

Example:

If 푎 is a negative integer (-1), then which of the number sentences below is true?

If the number sentence is not true, give a reason.

5+ 푎 < 5 True 5+ -1 < 5 4 < 5 5+ 푎 > 5 False False because adding a negative 5 + -1 > 5 number to ퟓ will decrease ퟓ, which 4 > 5 Not True will not be greater than ퟓ.

Practice: Solve the following inequalities using the examples above.

If b is the positive integer (5), then which of the number sentences below is true? Solve the inequality in the first column. Then state in the second column if it was a true or false statement. In the last column if the statement is false explain why it doesn’t work.

4+ b < -4 False False because when you add a 4+ 5 < -4 positive number to 4 the sum is 9< 4 Not True larger than -4. 4 + b > -4 True 4 + 5 > -4 9>-4 4 – b < -4 False False because when you subtract 5 4 – 5 < -4 from 4 you get a -1. -1 is not -1 < -4 smaller than -4.

More Practice: If 푥 represents a positive integer, find the solutions to the following inequalities if possible.

a. 푥 < 7 풙 < ퟕ or ퟏ, ퟐ, ퟑ, ퟒ, ퟓ, 6

b. 푥 − 15 < 20 풙 < ퟑ5

c. 푥 + 3 ≤ 15 풙 ≤ ퟏ2

d. 10 −푥 > 2 풙 < 8

e. 푥 3 < 2 풙 < 6

f. 3 − 푥 4 > 2 풙 < 4

Expressions Simplify the expressions by combining like terms 1) 2) 9푏 + 4 + 5푏 + 7 21푔 − 8 − 25푔 + 6 14b + 13 -4g -2

3) 4) 6푥 + 3푦 − 8푥 + 10푦 5푚 + 6푝 − 7푚 − 8푝 -2x + 13y -2m -2p

5) 6) 4 1 12푘 + 2.1 − 5.2푘 − 3.4 푧 − 12 + 푧 + 1 9 9 17.2k – 1.3 5z - 11 9

Solving Equations and Inequalities

Examples:

6x + 12 = 42 -3(3x + 4) ≥ 6 -12 = -12 -9x -12 ≥ 6 6x = 30 +12 +12 6 = 6 -9x ≥ 18 x = 5 -9 -9 x ≥ -2

Solve the equation.

1. 4x – 8 = 12 2. 3 – 5x = -12

3. -3(x + 2) = 6 4. 6( -x – 3) = 24

5. 2 + 7x = -12 6. -3(4x – 8) = -36

Solving Equations and Inequalities

Solve the inequality and graph its solution.

7. 2x + 4 > 8 8. 4x – 10 ≥ -26

9. 3x – 31 ≤ -46 10. 90 + 10x > 140

11. 3x + 12 < 12 12. 6x + 8 ≤ -10

Challenge: Write an inequality for the problem below. Solve.

Mia is planning a birthday party at Jump Zone. The cost of renting the party room is $120 plus $12 per person. If Mia has a budget of $300, how many friends can she invite to her party?

Inequality ______She can invite ______friends.

7 th Grade Science Week of 3/30/2020

This week’s topic is the rock cycle! All materials have been taught before and are optional! Here is a guide for what follows:

1. Apples to Apples: Geology and Science Inquiry Edition! – this is a card game for 3 or more players. Directions are included.

2. The Rock Cycle: Review of the three types of rocks as well as the rock cycle. There are comprehension questions included as well as practice on how rocks move through the rock cycle depending on the elements and factors they experience.

3. Grand Canyon Rocks!: Real-world connection to the rock cycle. Read the passage and then answer questions about specific types of rocks in the Grand Canyon.

4. Simply Sediments Lab: This is an easy lab you can do at home with an empty bottle and materials from outside.

5. Just Add Water: A reading passage on how water impacts the rock cycle along with comprehension questions.

Geology The gradual movement of the The study of Earth’s physical continents across Earth’s surface structure and the processes that act through geological time.

Continental Drift on it.

When two plates move toward one Heat inside of the Earth that another and collide. This can result in transfers to the surface and forces subduction. Remember, converge plates to move. means “to come together” and that word is within convergent! Convection Convection Current ConvergentBoundary

Also known as an oceanic trench, these are the deepest areas of the ocean where the ocean floor was once

The outermost solid shell of the flat, but now has a massive “dip” that Crust Earth, which is also the smallest can be anywhere from 1.5 to 2.5 miles layer measuring at between 5 to 25 deep! These occur as a result of miles thick. Other planets have a subduction, which is when two plates crust, too! Some examples are: the move towards each other and the

Deep Trench Ocean moon, Mercury, Venus, and Mars! heavier plate moves the lighter plate

upwards.

When two plates move away from The geological process by which each other. Remember, diverge Deposition sediments, soil, and rocks are moved means to “move away from by wind or water and then added to a something” and that word is in landmass. divergent!

Divergent Boundary

Fault The very center of the Earth and is

A crack in the Earth’s crust that can Inner Core a sold ball made of mostly iron and result from the action of plate nickel. It is believed by scientists to tectonic forces or movements. be as hot as the sun’s surface!

Magnitude

The magnitude of an earthquake characterizes the relative size of The point on Earth’s surface that is the earthquake. A low magnitude

Epicenter directly above the main point or earthquake may not even really be

felt but a high magnitude earthquake focus of an earthquake. can cause great damage.

Earthquake

A process as a result of plate A massive ring of volcanoes around tectonic movement. This occurs when the Pacific Ocean where over 75% of large slabs of oceanic crust move the Earth’s volcanoes are located Ring Ring of Fire away from each other and magma (about 450 total). This is also where wells up to fill the gap. This has about 90% of the Earth’s occurred along the Mid-Atlantic earthquakes occur! Seafloor Spreading Ridge.

A supercontinent that incorporated A theory developed by Alfred almost all the Earth’s landmass and Pangea Wegener that was not accepted for existed about 300 million years ago many years. The theory states that and then started to break apart Earth’s continents move over time as about 100 million years later. a result of plate tectonics.

Continental Theory Drift

The thickest layer inside of the Earth below the crust and above the The sudden release of energy in the Mantle outer core. It is made of mostly solid Earth’s crust that results in rock. earthquakes.

SeismicMovement

A liquid layer of the Earth made of A valley that is formed as a result of

Rift Valley Rift

Outer Core mostly iron and nickel. It is between the inner core and the mantle. a divergent plate boundary (two plates moving away from each other).

An instrument that measures and When one plate gets pushed down by records details of earthquakes such Subduction another plate into the Earth. Seismograph as force and duration.

Boundary

The result of a sudden release of energy in the Earth’s crust that When two plates move side-by-side creates seismic waves. There are and rub against each other; this Earthquake about 20,000 earthquakes occurring often results in earthquakes. world-wide each year (about 50 per

day!).

Transform

A massive sea wave caused by an

earthquake that occurs in the ocean.

Volcano Tsunami Many places that have the tendency A mountain or hill that has a crater to experience tsunamis have created or vent through which lava, rock systems with sirens to warn the fragments, vapors, and gas may erupt

public and give quick notice. from.

A massive ridge and mountain range Earth’s timeline of 4.56 billion years in the Atlantic Ocean that is a result that describes the timing and of Africa and South America moving Atlantic Ridge Atlantic

- relationships between events that away from each other over time. The

Geologic Time have occurred throughout Earth’s two continents drift apart about 5 history. centimeters a year.

Mid

A German researcher who first The collection of fossils of animals developed the theory of continental and plants that tells Earth’s 4.56 drift. His theory was not believed by billion year old story. Scientists are many at first, but eventually the

Fossil Record always making discoveries so the evidence convinced most people. fossil record is constantly evolving Alfred Wegener and being added to!

A volcano that resembles a shield;

broad and low. This type of volcano The most common type of volcano, as typically has the least violent well as the smallest, these volcanoes

Shield Volcano eruptions among other types of are characterized by their very large volcanoes. openings.

Cinder Cone Volcano Cinder Cone

Also known as stratovolcanoes, these volcanoes are typically steep-sided Magma Hot fluid below or within the Earth’s and very mountainous looking. This crust from which lava and other

type of volcano tends to be the most igneous rock is formed by cooling.

explosive and destructive. Composite Composite Volcano

Lava A numerical scale for expressing the

Hot molten or semifluid rock erupted magnitude of an earthquake. The from a volcano that eventually cools. most destructive earthquakes tend

ScaleRichter to be between 5.5 and 8.9 on the scale.

Fossil Large plates that make up the Earth’s crust and move slowly over The remains or impression of a dead time. Think of them like puzzle organism (plant or animal) that can Tectonic PlatesTectonic pieces that connect the Earth’s be found in a rock.

surface together.

A science organization that provides information on the health of our ecosystems and environment, the

natural hazards that threaten us,

the resources we rely on, and the impact of climate change.

U.S. Geological U.S. SurveyGeological

Apples to Apples Science Game! Ages: 11 -14 Players: 3-4 Description: Apples to Apples Science Game is a game of comparing different scientists, terms, and concepts with the goal of making a connection between two during each round. For example, you might connect DISCOVERY to SCIENTIFIC MILESTONES because some DISCOVERIES can develop into SCIENTIFIC MILESTONES. Another example would be if you connected LAW to ISAAC NEWTON because he is known in the scientific community for creating NEWTON’s three LAWS. There are brief descriptions on each card so if you find yourself unfamiliar with a scientist, term, or concept, you won’t get stuck! How to Play: Each player must always have four cards (draw a new one as you put one down). The rest of the cards are in a pile face down. Each round, one player takes turns being the judge. The judge takes one card from the pile and turns it face up in the center of the players. The players each look at their cards and find the one that most closely connects to the card the judge put in the center of the players. Once each player finds the card that connects the best, that card goes in a separate pile face down. Once all players put their cards into the pile face down, the judge takes the cards and lays them face up, one by one. The judge reads the main word or term on each card and then must decide which one makes the closest connection to the one drawn at the start of the round. Once the judge chooses, he or she must explain why those two connect the best. Whichever player’s card was chosen gets one point. Each player takes a turn being the judge so it’s best to go in a clockwise motion. You may reshuffle the used cards and add them to the pile to be drawn as you run out. The first player to reach 5 points wins the game. Remember! Use the descriptions to help you win the game!

Geology A cycle of changes as rocks form, Rock Rock Cycle The study of Earth’s physical break down, and reform. Rocks may structure and the processes that act stay the same for a while, but not

on it. forever.

One of 3 main rock types, this type is formed through the deposition of

loose particles, often near water.

Wind and water play a significant One of 3 main rock types, this type role in the making of this type of Igneous Rocks is formed through the cooling of rock. magma or lava. SedimentaryRocks

A 1-10 scale that is used to test the One of 3 main rock types, this type hardness of a rock or mineral. The is formed when another type harder the mineral, the higher it is experiences extreme heat and on the scale. For example: a diamond pressure, typically deep under the is a 10 on the scale and talc (used to Earth’s surface. make baby powder) is a 1. Metamorphic Rocks Mohs Hardness Scale

This is the color or colors that you These are the very small pieces of a rock that make up the entire rock – observe of a rock or mineral.

Rock Rock Color Remember, there can be more than Rock Rock Grain sort of like little chunks that appear

one color on a rock and it is to be meshed together. important to be specific.

Texture describes how the rock A loose and solid material that feels—is it smooth, bumpy, or sharp? eventually settles somewhere… can This can indicate what type of rock

Sediment be parts of rocks, minerals, or the you have! For example, many tiny remains of plants and even Rock Rock Texture sedimentary rocks are smooth animals. It typically ends up in a body because they are made of sand that of water. has been compressed by water or shaped by wind over time.

An igneous rock that cools very fast Erosion The gradual destruction of on the surface, typically outside a something by wind, water, or other volcano. Hint: Extrusive is similar to

natural forces. Extrusive Rock exterior, which means outside!

One of two basic types of metamorphic rocks that have a Luster The way light interacts with the layered or banded appearance that is surface of a crystal, rock, or mineral. Can be described as metallic or non-

Foliated Rock produced by exposure to heat and metallic. directed pressure.

A pure substance that is naturally An igneous rock that cools very Mineral occurring and a solid. These are slowly beneath the surface, typically basically the building blocks of made of magma and inside a volcano.

Intrusive Rock rocks—all rocks are made up of the Hint: Intrusive is similar to interior, combination of two or more minerals. which means inside!

A test conducted by dragging a rock One of two basic types of over a “streak plate” or tile. The metamorphic rocks, except unlike color of the powder left behind (if foliated rocks, these non-foliated Streak Test any at all) helps to identify the rock. rocks do not have the appearance of This powder is not always the same layers or bands. An example would be color as the rock itself!

Non-Foliated Rock marble.

A slightly complex test done by geologist to test for carbonate in a In terms of geology, the physical rock. A drop of dilute hydrochloric properties of a rock are the things acid is placed on a rock and if it

you can observe with simple tests bubbles, that is a signal that Acid Test and by looking at the rock. Some carbonate materials are present; this examples are: color, streak, can assist in identifying a rock! Note: hardness, grain, and luster. ALWAYS wearing goggles and gloves PhysicalProperties during this test!

Physical changes to rocks (often Chemical reactions that cause rocks cracks) that are caused by the rapid to break down and change. Examples changing temperatures on rocks. For of this might be acid rain or example, if water ends up in a small oxidation, which causes rust. Have

crack of a rock, if the temperature you ever seen a bike or garden tool

drops rapidly, then that trapped get rusty from being outside? That water will freeze and expand and is chemical weathering! Physical Weathering may cause a larger crack in the rock. Chemical Weathering

A scientist that studies the Earth,

but more specifically, what the Earth

Geologist is made of, how it has changed over time, what we can learn from its past, and lastly, the processes that occur as a result of change (ex:

earthquakes, volcanoes, mountains)

A step by step process for scientific Observation The act of watching and noting discovery something and its characteristics, in Scientific Scientific Method order to gain information

Inquiry

Hypothesis An “If….,Then….” statement that The act of having a question and using resources to find the answer predicts what might happen at the end of an experiment or investigation

Discovery Experiment Something new that is learned by the An investigation that is performed through the steps of the scientific scientific community as a result of an method experiment or investigation

Sharing information with others through verbal explanation, written

procedures or conclusion, a Comparing Observing the similarities or presentation of data, or modeling to

Communicating differences between two or more create a visual understanding things, ideas, concepts, solutions…

To determine the size, weight,

Measuring Predicting To determine what you think will amount, or degree of something with happen in an experiment or a tool that has a specific unit of investigation. You might be wrong measure. and that’s okay!

Data that uses words. For example: Data that uses numbers. For The student drank soda with high

example: The student drank 8 ounces Qualitative Data fructose corn syrup and appeared Data Quantitative of soda at 8am, 12 noon, and 3pm. sick after all three servings.

Inferring

Variables The different parts of an Making a conclusion or prediction experiment. There are three types: based on information you have dependent, independent, and gathered. controlled.

Law A scientific discovery that has a

Theory great amount of evidence, but not A scientific discovery that has quite enough to be considered a law proven to be factual among the among the scientific community. scientific community. Example: The Example: Theory of Evolution Law of Gravity.

The last step of the scientific method and an explanation of what

Also known as a “constant” in an happened, why you think things Conclusion experiment, this variable is happened the way they did, and something that never changes during whether or not your hypothesis was the entire experiment. correct. Controlled Variable

Procedures A clear and specific list of steps The step in the scientific method that must be done exactly as listed. that requires you to list procedures

Create Experiment and identify all variables.

The step in the scientific method This is created before the

where you actually DO the experiment so that as you make

experiment. You must remember to observations and collect data, you write down all observations and have an organized system for record qualitative and quantitative recording everything. Example:

data. Table Observation Table, Chart, or Tally.

Conduct Experiment

Sketch A way to note an observation by Lab Safety drawing a picture. The picture should Required procedures or rules that show features, properties, or must always be followed in a science changes over time. lab to keep yourself and others safe.

The quality of an experiment or its Validity results. Example: If you do not follow procedures perfectly, you may The features or description of an not have a great amount of validity in Characteristics object and can be quantitative or

your experiment. qualitative.

This step in this scientific method takes place after you’ve conducted the experiment and have lots of To repeat the experiment several information/data to look at. Here, times as a way to have a more Analyze Data

Multiple Trials Multiple Trials you determine what the data means, concrete conclusion and greater which leads to developing your validity. results and conclusion.

This is the entire story of your experiment. It should have a title,

Results Similar to the conclusion step of the background information, and all steps

Lab Report scientific method, results uses data of the scientific method performed

to explain what happened in the and documented. This report is typed experiment. and to be shared with the scientific community.

The variable that might be changed The variable that is changed by you because of what you (the scientist!) (the scientist!), also known as the “I changes… this is what is being Control” variable. Ex: You are testing measured. Ex: You are testing how how the amounts of fertilizer can the amounts of fertilizer can make a make a plant grow. The IV would be plant grow. The plant’s growth the amounts of fertilizer you give (height or mass) is what changes as a the plant! Dependent Variable

Independent Variable Independent result, so that is the DV!

A straight strip of wood, metal, or Ruler plastic that is used to measure the

Hand Lens length of an object in either A small device that is used to centimeters or inches. There are magnify an object during an 30.48 centimeters in a foot and 12 observation. inches in a foot.

A major contribution to science that revolutionizes the way we think. Ex: -Copernicus discovers that our solar A reputable resource that can be

system is a heliocentric model (sun in used to plan an experiment or

develop an understanding of a the center) and not a geocentric model (Earth in the center). concept. Ex: Current websites that -Alfred Wegener’s Continental Drift end in .edu, .gov and sometimes .org. Theory (Pangea was a supercontinent Data banks like EbscoHost Jr. are

Scientific Scientific Resources also valuable! Wikipedia is NOT Scientific Milestones that has spread over time on Earth’s surface. always a reliable data bank!

A relationship or connection between The order is which certain steps in a

Correlation two or more things. Ex: There is a task are performed or the order of correlation or connection between steps that something occurs. soda consumption and obesity.

Sequence of Events

Facts or information that shows

something to be true. Evidence must

Evidence A statement that uses valid (true be used to support a theory or law. and creditable) evidence to support a Evidence can also be an on-going claim that is aligned to the initial development as new discoveries and Logical Argument topic. milestones are made.

A group of scientists (or science

students!) that search for answers When two things have a mutual and develop and share in a relationship or connection. Ex: collaborative way. Not all scientists Bacteria enjoys living in our in a scientific community have to intestines and also helps us to break

agree with one another, but they Interrelationship down food and get our vitamins. must be respectful and open-minded.

Scientific Scientific Community

A graph that shows information that A graph that compares or presents is connected in some way and has more than one kind of information. changed over time. Ex: The number Ex: The number of deer and rabbits of deer in a town as the town grows and wolves in a town as the town and has more people and buildings grows and has more people and

Line Graph over the course of 20 years. Ex: buildings over the course of 20

years.

Graph Double Bar

A graph of plotted points that show Also known as a “circle graph”, this the relationship between two sets of graph breaks up something into

data and what kind of correlation proportions. Ex: The quantities of may be occurring. Ex: different animals living within one ecosystem in 2014. Ex: Pie Chart PlotScatter

A three dimensional representation

Model of a person or a thing that demonstrates features or

Innovative characteristics but at a typically Introducing new ideas that are much smaller scale. Ex: A model of a original and creative in thinking. plant cell or a model of our solar system.

Founder of the environmental A physicist born in Germany who movement and author of Silent formulated the theory of relativity. Spring, a book that exposes the use Often considered one of the most of pesticides in farming and explores influential scientists of all time. He

Rachel Carson

the possible short and long term Albert Einstein had some pretty crazy hair, too. effects of chemicals in our food supply.

One of the greatest mathematicians A naturalist and geologist who is

and physicists of his time, he is best known for his Theory of

Evolution which was published in his widely known his Law of Universal book On the Origin of Species, which Gravitation, his Three Laws of explores the theory that all living Isaac Newton Motion, the development of calculus,

the refraction of light, and the Charles Darwin things have evolved and changed over

reflecting telescope. time to survive and do not remain the

same forever.

An influential physicist, mathematician, engineer, astronomer, and philosopher. He is credited with making huge A mathematician and astronomer who improvements to the telescope and was proposed that the sun was the center

Galileo able to identify Venus with it! He also of the solar system, also known as

discovered Jupiter’s 4 largest moons heliocentric theory. Up until that time,

people believed in the geocentric supported Copernicus’s heliocentric theory, which got him in some trouble theory, meaning that the Earth was with the Roman Church. Nicolaus Copernicus the center of the solar system.

A geophysicist (someone who studies the physics of the Earth or how it An American astronomer and moves) and meteorologist (someone cosmologist (a person who studies who studies the atmosphere/weather) the origin and evolution of the that developed the Theory of universe) who focused heavily on the Continental Drift which states that all

Edwin Hubble universe, other galaxies, and nebulas

Alfred Wegener the continents were once joined (star factories). The Hubble Space together (Pangea) and have drifted Telescope was named after him. apart over time.

Thought of as the first ever Often thought of as the most microbiologist, he is best known for brilliant physicist since Einstein, he his improvements to the microscope has developed a number of theories which led to the observation of

about our universe, how it functions, single-celled organisms, now knows as

Stephen Hawking and how it moves. microorganisms.

Anton van Leeuwenho

A mathematician and astronomer who A philosopher of Ancient Greece, he was not a scientist by today’s terms, was passionate about Mars and known for believing that it had canals. He but still attempted to make scientific founded the Lowell Observatory in conclusions and explore ideas. He was

Flagstaff, AZ where he searched for Aristotle the first to loosely create a

classification system for animals, “Planet X”, which is now known as

Percival Lowell Pluto. His efforts led up to the discovered the water cycle and would discovery of Pluto, which occurred at discuss and teach his views on natural his observatory but after his death. disasters and astrological events.

Apples to Apples Science Game! Ages: 11-14

Players: 3-4

Description: Apples to Apples Science Game is a game of comparing different scientists, terms, and concepts with the goal of making a connection between two during each round. For example, you might connect DISCOVERY to SCIENTIFIC MILESTONES because some DISCOVERIES can develop into SCIENTIFIC MILESTONES. Another example would be if you connected LAW to ISAAC NEWTON because he is known in the scientific community for creating NEWTON’s three LAWS. There are brief descriptions on each card so if you find yourself unfamiliar with a scientist, term, or concept, you won’t get stuck!

How to Play: Each player must always have four cards (draw a new one as you put one down). The rest of the cards are in a pile face down. Each round, one player takes turns being the judge. The judge takes one card from the pile and turns it face up in the center of the players. The players each look at their cards and find the one that most closely connects to the card the judge put in the center of the players. Once each player finds the card that connects the best, that card goes in a separate pile face down. Once all players put their cards into the pile face down, the judge takes the cards and lays them face up, one by one. The judge reads the main word or term on each card and then must decide which one makes the closest connection to the one drawn at the start of the round. Once the judge chooses, he or she must explain why those two connect the best. Whichever player’s card was chosen gets one point. Each player takes a turn being the judge so it’s best to go in a clockwise motion. You may reshuffle the used cards and add them to the pile to be drawn as you run out. The first player to reach 5 points wins the game.

Remember! Use the descriptions to help you win the game! The Rock Cycle Rocks are the most common material on Earth. They are naturally occurring aggregates of one or more minerals. Rock divisions occur in three major families based on how they formed: igneous, sedimentary, and metamorphic. Each group contains a collection of rock types that differ from each other on the basis of the size, shape, and arrangement of mineral grains. The rock cycle is an illustration that is used to explain how the three rock types are related to each other and how Earth processes change a rock from one type to another through geologic time. Plate tectonic movement is responsible for the recycling of rock materials and is the driving force of the rock cycle.

 Because rocks are always changing, we have the rock cycle. What is the major force behind the rock cycle?

 In what ways do the three different rock groups differ from each other?

 All rocks are made of one or more ______.

Igneous Rocks There are places on Earth that are so hot that rocks melt to form magma. Because magma is liquid and usually less dense than surrounding solid rock, it moves upward to cooler regions of the Earth. As the magma loses heat, it cools and crystallizes into an igneous rock. Magma can cool on the Earth's surface, where it has erupted from a volcano (extrusive rock) or under the Earth's surface, where it has intruded older rocks (intrusive rock). The composition of magma is limited to the eight common elements of the earth's crust. These elements combine within a melt to form silicate minerals, the most common minerals of igneous rocks. These silicate minerals include feldspars (plagioclase feldspar, potassium feldspar), quartz, micas (muscovite, biotite), pyroxenes (augite), amphiboles (hornblende), and olivine. These minerals make up over 95% of the volume of the common igneous rocks, making igneous rocks easy to identify.

 What type of landform is the best representation of igneous rocks?

 Could fossils be found in igneous rocks? Why or why not?

Sedimentary Rocks Any rock (igneous, sedimentary, or metamorphic) exposed at the Earth's surface can become a sedimentary rock. The forces of wind, rain, snow, and ice combine to break down or dissolve (weather), and carry away (transport) rocks exposed at the surface. These particles eventually come to rest (deposited) and become hard rock (lithified). Sedimentary rocks tell us what the Earth's surface was like in the geologic past. They can contain fossils that tell us about the animals and plants or show the climate in an area. Sedimentary rocks are also important because they may contain water for drinking or oil and gas to run our cars and heat our homes.

 Sedimentary rocks are very important to humans! Give three reasons why:

Metamorphic Rocks Any rock (igneous, sedimentary, or metamorphic) can become a metamorphic rock. If rocks are buried deep in the Earth at high temperatures and pressures, they form new minerals and textures all without melting. If melting occurs, magma is formed, starting the rock cycle all over again. Geologists can learn the following about the Earth from the study of metamorphic rocks:

 the temperature and pressure conditions (metamorphic environment) in which the rock was formed  the composition of the parent, or original unmetamorphosed, rock  aids in the interpretation of the platetectonic setting in which the metamorphism took place  aids in the reconstruction of the geological history of an area. The term "metamorphic" means "to change form." Changes in the temperature and pressure conditions cause the minerals in the rock to become unstable so they either reorient themselves into layers (foliation) or recrystallize into larger crystals, all without undergoing melting.

 What types of rocks can become metamorphic?

 Where are metamorphic rocks made?

 Sedimentary rocks can tell us about Earth’s past through fossils. How do metamorphic rocks tell us about Earth?

Below is a different illustration of the rock cycle. This illustration points out the different factors that cause a rock to change from one type to another. The factors are: cooling, melting, weathering, erosion, compaction, cementation, heat, and pressure.

Become more familiar with the rock cycle by answering the questions below using the above rock cycle illustration!

 I am a rock that starts as sedimentary and then experiences heat and pressure, then melting, then cooling. What kind of rock am I?  I am a rock that starts as igneous and then experiences weathering and erosion, then I get compacted and cemented. What kind of rock am I?  I am a rock that starts as igneous, and then experiences melting, then cooling, then melting, then cooling. What kind of rock am I?  I am a rock that starts as sedimentary and then experiences heat and pressure, then weathering and erosion, then I get compacted and cemented, then I experience heat and pressure again. What kind of rock am I?  I am a rock that starts as metamorphic, then I melt and cool, then I experience weathering and erosion, then I get compacted and cemented, then I experience heat and pressure and then melt and cool again. What kind of rock am I?  I am a rock that starts as igneous and then experiences heat and pressure. What kind of rock am I?  I am a rock that starts metamorphic and then melts and cools. What kind of rock am I?  I am a rock that starts sedimentary and then I experience weathering and erosion and then compact and cement. What kind of rock am I?  I am rock that starts igneous and then experiences heat and pressure, then weathering and erosion, then I get compacted and cemented. What kind of rock am I?  Can every rock eventually change into every other kind of rock? Why? How do you know?

Grand Canyon Rocks!

How did Grand Canyon form? By studying geology we learn about the Earth’s history and how places change over time. Vocabulary:

What plants or animals lived in your town 150 million years ago? Fossils: the hardened The ancient remains of plants and animals preserved in the rock, remains or imprints of plants or animals preserved in rock called fossils, tell stories about the past. Take a look at the chart of Geology: the study of the common fossils at Grand Canyon on the back page. origin, history and structure Think About It of the earth

THE OLDEST PANCAKE IN A STACK IS ALWAYS AT THE Cool Canyon Facts BOTTOM. THE ROCKS AT GRAND CANYON ARE A LOT River length: 277 miles

LIKE PANCAKES. WHERE Canyon width: 10 miles DO YOU FIND THE OLDEST ROCKS AT GRAND CANYON? Canyon depth: 1 mile

Rocks come in all colors, shapes, and sizes. They can be very different, but to make sense of what is around us, geologists put rocks in groups according to how they form. The three families of rock are: igneous, sedimentary and metamorphic. Natural forces create and destroy rock, changing them over time in the rock cycle.

Igneous rocks Sedimentary rocks are made Metamorphic rocks are are formed of smaller pieces (like sand or rocks that when rock is mud), called sediments, that have been super-heated and pile into layers. As pressure changed becomes molten on the sediment increases over under (liquid). There are two kinds of time, minerals act like glue, great heat molten rock: magma (found cementing them into solid and pressure. The original beneath the Earth’s surface) and rock. The three main types of rock can be sedimentary, lava (found on the Earth’s sedimentary rocks at igneous, or even metamorphic. surface). The molten rock cools Grand Canyon The original rock is changed and hardens on or beneath the are sandstone, into something new, just as a Earth’s surface forming a variety shale (or caterpillar “metamorphoses” of igneous rock. Two examples mudstone), into a butterfly. are granite and basalt. and limestone. Precambrian Basement Rocks Granite forms the pink The basement rock formed 1.8 billion years stripes in the oldest ago when the North American continent rock at Grand Canyon collided with an ancient chain of volcanic islands, much like today’s Hawaiian Islands. Intense heat and pressure from the collision formed the metamorphic rock called Vishnu Schist. From deep under the earth’s surface, molten rock flowed up as magma between the cracks of the Vishnu Schist. As the flowing magma cooled and hardened, it formed igneous rock called Zoroaster Granite. Because of the extreme heat and pressure that folded and changed the metamorphic rock, it is hard to find any fossils in the basement rocks.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ y mil l ck fa nge Bright Angel Shale at ro ght A Wh Bri s the to? If you came to Grand Canyon area 515 million years ago doe long e be when the Bright Angel Shale was forming, everything was Shal covered by a very muddy, warm, shallow sea. Trilobites, brachiopods, crinoids and worm-like creatures that burrowed in the sea-floor thrived in the nutrient-rich water. This greenish-colored shale forms the broad, flat area known as the Tonto Platform in Grand Canyon.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

Redwall Limestone About 340 million years ago, North America lay close to the equator when the Redwall Limestone formed. Grand Canyon was covered by a shallow, warm, clear and well-lit sea where many crinoids lived. Fossils in the rock tell us that corals, cephalopods, bryozoans, and brachiopods lived here. While the limestone itself is gray in color, the surfaces of the exposed cliffs are stained red by iron in rock eroding from the layers This limestone layer is 500 feet thick and above with rain and snow melt. creates the tallest cliff in Grand Canyon. Supai Group Do the cliffs and How do you feel about a trip to the beach? About slopes make this layer 300 million years ago, the Grand Canyon area was look like stairs to you? covered by rapidly changing coastlines as sea levels rose and fell. The Supai group has limestone, sandstone, and shale in it, sharing the story of beaches, dunes, and sometimes oceans that were found here. The ocean environments left behind fossils of brachiopods, while the land environments left various plant fossils for geologists to find. Both environments contained multiple types of burrowing creatures.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Hermit Shale Are you ready to go wading through the mud? 280 million years ago The Grand Canyon area was covered by a broad coastal plain fed by multiple slowly meandering streams. The environment was prime habitat for an abundance of ferns and conifers, along with reptiles and insects, including dragonflies with three-foot wingspans. Boulders from This layer consists of siltstones, mudstones, and fine above fall on these gentle grained sandstones rich in iron that create a gentle, red slopes. slope in most parts of Grand Canyon National Park.

~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ Coconino Sandstone Have you ever wanted to visit the Sahara desert? 275 million years ago the Grand Canyon area was covered with coastal dune-fields that reached as far north as present day Monument Valley, and as T his e str far south as Sedona. The ocean lay to the west. arn iki r s th ng ing e wh Reptiles, spiders, scorpions, and other insects ” o nam ite f G e cl ra “ba iff dwelled on the sand dunes of this extensive desert, nd tht Ca ub nyo leaving their tracks fossilized in the sandstone. n. This sandstone layer creates a broad, light-colored cliff a few hundred feet below the rim of Grand Canyon. Cross-bedding (lines that run at steep angles to one-another) can be seen in the rock, giving evidence to the sand dunes that once covered the area. Wow, the Kaibab Limestone is Kaibab Limestone the perfect place to stand 270 million years ago North America was the western and enjoy the view! part of the super-continent Pangaea. The Grand Canyon region was once again covered by a shallow, warm, and well-lit clear sea with a sandy/muddy floor. The coast was nearby and to the northeast. Brachiopods and sponges dominated these waters. Other species included crinoids, corals, bryozoans, cephalopods, sharks and fish. This limestone is the youngest rock found at Grand Canyon National Park.

these any of Are d in s foun Here are some of the more fossil rd? Fossils of Grand Canyon ackya your b common fossils found in the sedimentary layers of Grand Canyon...

Crinoids– Tiny disks Brachiopods– A variety made the stem and arms of shells lived in clear of this animal, that was ocean waters. rooted to the sea floor.

Bryozoans– These are apartment complexes for Ferns– These fossils are microscopic (that’s really the imprints of where small!) animals. leaves fell into the mud thousands of years ago.

Burrows of animals– Sponges– Sea sponges are Worms and trilobites dug one of the most common tunnels in the soft muddy fossils in the youngest sediment under the sea floor. layer at Grand Canyon.

Cephalopods– These creatures roamed the sea Tracks– Reptiles and and are related to the other animals left their squid in today’s oceans. mark in the mud and sand where they lived.

Coral– This predator was rooted to the sea floor. Trilobites– These Descendents of this animal segmented animals still live in today’s oceans. could be the size of your thumb or a dinner plate! Read the article Grand Canyon Rocks! and answer the questions below.

 Geology is one area of study in the field of science. Many people think that geology is just about rocks but it’s more than that! Describe what geology is:

 How do geologists group rocks?

 Vishnu Schist is a type of rock in the Grand Canyon. How was it formed? Can geologists find fossils in Vishnu Schist?

 Bright Angel Shale and Redwall Limestone are both sedimentary rocks. What types of fossils have been found in these rocks?

 How did water impact the Supai group of rocks many years ago?

 What types of life existed in the Hermit Shale of the Grand Canyon?

 Review the photos of fossils that are commonly found in the Grand Canyon. Which of these have you seen before? Describe the texture of the rocks that fossils can be found in. Simply Sediments Name ______Part 1: Create a sediment bottle! 1. Use a plastic bottle (1 liter or smaller) and sediments from your community to create a sediment bottle. Don’t fill the bottle more than halfway full with sediments. What types of sediments did you find?

2. Add water to fill up the bottle to within one inch of the cap. Screw on the cap tightly! Use a permanent marker to write your name on the cap. 3. Shake and observe! Describe your observations in the space below.

Part 2: Experiment! 4. After your sediment bottle has been allowed to stand undisturbed overnight, what do you observe? (a) Draw and label what you see on the diagram of the sediment bottle. (b) Describe your observations.

5. Which types of sediments float? Which ones move along the bottom?

6. If you were to continue moving the bottle for a long time, what would happen to the large sediments?

7. Would you find fossils in sedimentary rocks? Why or why not? Just add water: instant erosion By National Geographic Society, adapted by Newsela staff on 03.05.20 Word Count 574 Level 720L

This illustration shows the rock cycle and erosion paths. (Left) volcanic activity forms new rock on Earth's surface as molten rock, or lava, rises from Earth's mantle (bottom). (Top right) Weathering and erosion wear down rock over thousands of years. Wind and water transport the eroded rock. Sediment is deposited at the mouths of rivers and on ocean beds. Layered ocean sediment returns to the mantle. Photo: Tim Brown/Science Source

Over millions of years, old rocks become new rocks. The rock cycle describes the ways rocks recycle through the Earth.

There is hot, liquid rock material deep beneath the planet's cool crust. It is called magma, and it moves around. Rocks that form directly from molten material are igneous rocks. Lava solidifies on the Earth's surface after it pushes out of volcanoes. This forms extrusive igneous rocks. Rhyolite or basalt are examples of this type of rocks. Magma that intrudes into existing underground rocks pushes itself into layers and cracks. This forms intrusive igneous rocks, like granite.

Other rocks, however, do not melt completely in magma. They reach places beneath the crust with high temperatures and pressures. The old rocks become new metamorphic rocks.

This article is available at 5 reading levels at https://newsela.com. Wind, rain, and other surface events cause rocks to break down slowly. These are called erosion and weathering. Gravel, pebbles, and sand are tiny pieces of rock. They are called sediment. It fuses together into sedimentary rocks. Any type of rock can end up below the crust of the Earth. There, they melt and restart the cycle.

The only parts of the rock cycle that we can easily observe are the surface processes. Erosion is the breaking-down of rocks. Deposition is the building-up of rocks. Usually these happen slowly. But sometimes they happen in the blink of an eye.

Accelerated Erosion

Landslides can move quickly. They can destroy everything in their paths. The sliding material crushes rocks together. The rocks break into smaller pieces. This fast-acting breakdown is called accelerated erosion.

Extreme weather can also cause accelerated erosion. Major storms, such as hurricanes and tropical storms, do this. Wind and storm surges cause extreme coastal erosion. Rising water traps sediment and deposits it in new locations.

Tsunamis erode coasts quickly.These are devastating, fast-moving ocean waves. They both deposit and remove sediment. Earthquakes cause quick changes in the seafloor and create tsunamis.

Humans remove large amounts of rocks and sediments fast. We dig and create lakes. We cover wetlands with concrete. We blast mountains to pieces to make mines or tunnels.

Creating New Rocks

Fast-moving events are not the only reason erosion happens. Normal weather that happens every day, like rain and snow, erodes rocks. But water does not just break rock down. It also helps form them.

Water moves sediments into lakes and seas. As water evaporates, or dries up, it leaves behind deposits of salts. This happens in Death Valley National Park, California. There you find huge fields of salt deposits from ancient lakes.

Other minerals precipitate from seawater. Calcium carbonate becomes a solid with the help of living organisms. It is a mineral in shellfish and corals. These organisms do not live long. Their skeletons stay in the ocean and become part of the rock cycle. Shells and corals break down into smaller and smaller pieces. They become part of the sediment on the seafloor. These new top layers on the ocean floor press together and force older layers deeper. This pressure creates new rocks.

Compression happens on land, too. With enough built-up layers, mud, sand, and all other types of sediment are slowly pressed together, becoming rocks. Geologists call this lithification. Eventually, those slabs of lithified sediments are buried underground. There they are affected by heat and pressure. Thus, the cycle begins again.

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

1 Read the following paragraph.

How does this paragraph support the main idea of the article?

(A) by contrasting erosion and deposition

(B) by describing the destructive force of landslides

(D) by providing an example of erosion that people can view

2 Select the sentence that summarizes the article.

(A) Water breaks down rocks through normal rainfall and severe storms.

(B) The rock cycle is usually very slow, but severe events can speed up the process.

(D) New rocks are formed on the surface of the Earth through different types of erosion.

3 How are sedimentary rocks formed?

(A) Magma reaches the surface of the Earth and solidifies.

(B) Molten material moving under the earth cools and hardens.

(D) Erosion breaks down rocks into small pieces that are fused together.

4 What happens as a result of hurricanes or tsunamis?

(A) Sediment from coasts is removed and deposited in other places.

(B) Sliding material crashes onto beaches and into the ocean.

(D) Water rises and quickly forms sedimentary rocks.

This article is available at 5 reading levels at https://newsela.com. American Civil War Causes of the Civil War

There are many causes that led to the American Civil War. While slavery is generally cited as the main cause for the war, other political and cultural differences between the North and the South certainly contributed. Below we will discuss some of these differences and how they created a divide between the North and the South that eventually caused the Civil War.

Industry vs. Farming

In the mid-1800s, the economies of many northern states had moved away from farming to industry. A lot of people in the North worked and lived in large cities like New York, Philadelphia, and Boston. The southern states, however, had maintained a large farming economy and this economy was based on slave labor. While the North no longer needed slaves, the South relied heavily upon slaves for their way of life.

States' Rights

The idea of states' rights was not new to the Civil War. Since the Constitution was first written there had been arguments about how much power the states should have versus how much power the federal government should have. The southern states felt that the federal government was taking away their rights and powers.

Expansion

As the United States continued to expand westward, each new state added to the country shifted the power between the North and the South. Southern states began to fear they would lose so much power that they would lose all their rights. Each new state became a battleground between the two sides for power.

Slavery

At the heart of much of the South's issues was slavery. The South relied on slavery for labor to work the fields. Many people in the North believed that slavery was wrong and evil. These people were called abolitionists. They wanted slavery made illegal throughout the United States. Abolitionists such as John Brown, Frederick Douglass, Harriet Tubman, and Harriet Beecher Stowe began to convince more and more people of the evil of slavery. This made the South fearful that their way of life would come to an end.

Bleeding Kansas

The first fighting over the slavery issue took place in Kansas. In 1854, the government passed the Kansas-Nebraska Act allowing the residents of Kansas to vote on whether they would be a slave state or a free state. The region was flooded with supporters from both sides. They fought over the issue for years. Several people were killed in small skirmishes giving the confrontation the name Bleeding Kansas. Eventually Kansas entered the Union as a free state in 1861.

Abraham Lincoln

The final straw for the South was election of Abraham Lincoln to President of the United States. Abraham Lincoln was a member of the new anti-slavery Republican Party. He managed to get elected without even being on the ballot in ten of the southern states. The southern states felt that Lincoln was against slavery and also against the South.

Secession

When Lincoln was elected, many of the southern states decided they no longer wanted to be a part of the United States. They felt that they had every right to leave. Starting with South Carolina, eleven states would eventually leave the United States and form a new country called the Confederate States of America. Abraham Lincoln said they did not have the right to leave the United States and sent in troops to stop the South from leaving. The Civil War had begun. 3/25/2020 Webquest and test printout for Civil War - Causes quiz. Printer friendly version.

Civil War - Causes

Test Quiz

Questions on this quiz are based on information from Civil War - Causes.

1. Who fought the North in the American Civil War? a. England b. East c. West d. South e. Germany

2. What was the main driver of the economy in the North during the Civil War? a. Farming b. Industry c. Tourism d. Transportation e. Media

3. Why did the South need slaves, but the North didn't? a. Large plantations in the south needed slave labor to profit b. Slave labor was needed to work the mines in the South c. Slaves ran the large steel mills and appliance factories in the South d. All of the above e. The South didn't want slave labor

4. What were people who wanted to outlaw slavery called? a. Southerners b. Tories c. Federalists d. Prohibitionists e. Abolitionists

5. True or False: The southern states wanted the federal government to have all the power and make all the laws. a. TRUE

https://www.ducksters.com/history/civil_war/causes_of_the_civil_war_print.php 1/3 3/25/2020 Webquest and test printout for Civil War - Causes quiz. Printer friendly version.

b. FALSE c. d. e.

6. In what state did the first fighting over slavery take place? a. Georgia b. Virginia c. Kansas d. Pennsylvania e. New York

7. What political party did Abraham Lincoln belong to? a. Democrat b. Libertarian c. Constitution d. Republican e. Independent

8. Which of the following was not a cause of the American Civil War? a. States' Rights b. Pearl Harbor Attack c. Slavery d. Abraham Lincoln elected e. Expansion of the United states

9. True or False: Abraham Lincoln wasn't on the voting ballot in 10 of the Southern states. a. TRUE b. FALSE c. d. e.

10. What was the name of the new country that was formed by the southern states? a. United States of the South b. Republic of Texas c. Confederate States of America d. New Britain e. Democratic Republic of the Carolinas

https://www.ducksters.com/history/civil_war/causes_of_the_civil_war_print.php 2/3 3/25/2020 Webquest and test printout for Civil War - Causes quiz. Printer friendly version.

About this quiz: All the questions on this quiz are based on information that can be found on the Civil War - Causes page at /history/civil_war/causes_of_the_civil_war.php.

https://www.ducksters.com/history/civil_war/causes_of_the_civil_war_print.php 3/3 Primary Source Analysis: The Civil War Theme: Letters from soldiers

Source Letter Questions Information

Union (North) My dear Wife & boy, Henry is describing a battle Soldier he fought in. “Hundreds have fallen on my every side but I am still spared unharmed to my List details he includes in his letter. wife & boy...The enemy's first shot...the Henry Kellogg ● shell struck the ground & burst at the

very feet of several men in my second ● platoon. The second shell I saw was May 6, 1863 aimed higher. I instantly ordered the ● boys to lie down & did so myself, but not a moment too soon, for the shell ● passed directly over me so near as to force my cap upon the back of my head, ●

this to when it was strapped tightly ● under my chin. The shock made my

head fairly numb for an instant.”

Union (North) My Dear Mother, William is describing his Soldier medical state and his wants I am sorry to tell you I am not very well at this time. at present. I was taken sick about three List details he includes in his weeks ago with chronic diarrhea, and William Norton letter. have been in the hospital about a ● fortnight. I have been pretty sick but I am getting better now and hope to be ● October 8, 1862 well in a few days. ● I would like to have you send me some things...I should like some good fresh ● eggs, a bottle of preserves, some ● lemons if you can get some good ones,

some ginger root. Some butter would be ● very nice.. I would like some sugar too...I would like some pickled onions, and some dried apples. Some prepared chocolate would taste first rate, as we do not get good tea and coffee. Primary Source Analysis: The Civil War Theme: Letters from soldiers Confederate Dearest wife, This Georgia soldier (South) Soldier describes the aftermath of a “…we scoured the woods beyond the battle. battleground a mile beyond. I could see evidence of the damage done to the List details he includes in his Georgia Soldier enemy : bloody clothes thrown off, guns letter. cast away, a dead or wounded here and ● there in the woods, every house and

outhouse and barn had the wounded [or] ● dead in and around. Inside the floor was July 6, 1862 said to [be] covered. I did [not] desire to look inside. Other parts of the woods ● through which did not pass report the dead and wounded of the enemy to be ● much more numerous, men and horses rotting together...” ●

●

Letter to President Lincoln Directions: Write a letter to President Lincoln explaining to him the condition of the soldiers fighting in the Civil War. Be sure to explain what the soldiers are experiencing based on the evidence found in the soldier’s letters.

Dear President Lincoln,

______Civil War lessons vary from state to state

AUSTIN, Texas — The Civil War happened more than 150 years ago. Still, debates about the war and how it happened still go on in classrooms around the United States.

Before the Civil War happened, slavery was allowed in the United States. Slavery was an evil and horrible system. White people made money from the work black people were forced to do for free.

Not every state had slaves. Most of the slavery was in the South. When the northern states wanted to make slavery against the law, the southern states fought against it. Many rich white men in the South made money from slavery. Instead, the South decided to form its own country. They called it the Confederacy. They separated from the North to protect their right to own black people as slaves. Schools Differ On Lessons About Civil War

Some schools talk about slavery. Others say it was mostly about states' rights. They argued that states should be able to do what they want without the national government getting involved. Some people say that states' rights was the true cause of the war, not slavery.

It's not easy to see how lessons affect students' thinking. It may not be clear until a related event happens.

This month, a Confederate statue was taken down in Charlottesville, Virginia. Hundreds of white supremacists protested. White supremacists wrongly believe white people are better than other races. Many people were hurt at the protests.

Dustin Kidd is a professor at Temple University in Philadelphia. He grew up in Charlottesville. There, he was taught that "folks from the North" had made up the idea that slavery was the cause of the war. He didn't question this story till later in life. Americans Divided Over Causes Of War

A 2011 Pew Research Center poll found that nearly half of Americans said the Civil War was mainly about states' rights. Fewer than two-fifths said its main cause was slavery. About 1 in 10 said it was both.

Nearly half of whites said states' rights caused the war over slavery. About two-fifths of blacks did.

The NAACP is a group that fights for fair treatment of all races. The president of the Texas National NAACP group is Gary Bledsoe. He said many people try to find "kinder" ways to describe how the war started. This can hide racism. States' Rights Vs. Slavery

"States' rights is about the whole idea of permitting slavery and allowing the South to do what they do," Gary Bledsoe said. It would be false to have history books saying that slaves were friendly with their owners, Bledsoe continued.

Texas Democratic state lawmaker Eric Johnson, meanwhile, is demanding removal of a nearly 60-year-old plaque. It rejects slavery as the Civil War's "underlying cause."

Texas has more than 100 Confederate monuments. Many of them are located around government buildings. Texas Lesson School Plans In Spotlight

In 2010, Texas' Board of Education created a new method for how history would be taught at its schools. It caused much debate.

Eighth-graders compare ideas from an Abraham Lincoln speech with those from a speech by Confederate President Jefferson Davis. Davis' address did not mention slavery. Instead, it promoted the values of small government.

The eighth-grade lessons also list Confederate General Thomas "Stonewall" Jackson alongside Frederick Douglass. Douglass was a 19th-century freedom fighter for slaves. Both are shown as examples of "effective leaders."

In 2015, a mother in Houston complained that her son's ninth-grade geography textbook called African slaves as "workers" and "immigrants." Afterward, a publisher promised to make changes to the text. States Vary On Teaching U.S. History

Virginia's standards of learning for U.S. history include "explaining how the issues of states' rights and slavery" led to the fighting. Alabama fifth-graders are asked to "identify causes of the Civil War from the Northern and Southern viewpoints." An overview for classroom material for eighth-graders in Delaware looks different. It says that ending slavery meant that the American people, for the first time, showed they could "seriously claim to be living up to their commitment" to equal treatment for all as written in the Declaration of Independence.

Massachusetts' U.S. history course asks students to understand what it was like to be a slave on a farm in the South.

Chester Finn is former president of the Thomas B. Fordham Institute, an educational group. He called teaching history and social studies "a real jigsaw puzzle."

Still, a state's education plan "can influence what a million kids take away," he says.

Quiz

1. Based on this article, why were people in the South so motivated to keep slavery? (A) Slavery was seen as a strong part of their culture that they were not willing to give up. (B) They followed the beliefs and leadership of many prominent Southern slave-owners. (C) Slavery made some Southern white plantation owners extremely wealthy. (D) They were not taught that slavery was wrong and thought that slaves lived good lives. 2. Read the section "Americans Divided Over Causes Of War." Which selection from the section explains WHY some people claim the cause of the Civil War was states' rights? (A) A 2011 Pew Research Center poll found that nearly half of Americans said the Civil War was mainly about states' rights. (B) Fewer than two-fifths said its main cause was slavery. About 1 in 10 said it was both. (C) Nearly half of whites said states' rights caused the war over slavery. About two-fifths of blacks did. (D) He said many people try to find "kinder" ways to describe how the war started. This can hide racism. 3. What does the article mean by "states' rights?" (A) the right of states to elect their own presidents (B) the right of states to create their own country (C) the right of states to write their own history (D) the right of states to make their own laws 4. Read the section "Schools Differ On Lessons About Civil War." Which paragraph shows that racism continues to exist in the United States? 5. Who determines what students learn about in history classes? (A) Individual teachers decide what they want their students to learn. (B) Parents vote on what should be taught based on their own beliefs. (C) The government creates one history curriculum for all states to use. (D) Each state is in charge of deciding what content students are taught. 6. Complete the sentence. Because different states require schools to teach the Civil War in certain ways, ____ (A) students think differently about the role slavery played in the Civil War. (B) students get confused about where the Civil War was fought. (C) students are uncertain about whether Civil War leaders were effective. (D) students learn new facts and ideas about the Civil War every year. 7. Why is it a problem to refer to slaves as "workers" or "immigrants?" (A) it incorrectly implies that slavery was a choice for slaves (B) it makes it seem like slaves were friends with their owners (C) it shows that Jefferson Davis and Stonewall Jackson lied to their followers (D) it contradicts Abraham Lincoln and Frederick Douglass's opinions 8. Read the paragraph from the section "Schools Differ On Lessons About Civil War." Dustin Kidd is a professor at Temple University in Philadelphia. He grew up in Charlottesville. There, he was taught that "folks from the North" had made up the idea that slavery was the cause of the war. He didn't question this story till later in life.

What is the MOST LIKELY reason the author included this paragraph? (A) to give an example of how education affects people's beliefs about the Civil War (B) to show that Temple University is making an effort to teach students the truth about the Civil War (C) to provide information about the Northern perspective on the Civil War (D) to question whether colleges should start teaching students more facts about the Civil War

Primary Source Analysis: The Civil War Theme: Military Strategy

Background Information: From November 15 until December 21, 1864, Union(North) General William T. Sherman led some 60,000 soldiers on a 285-mile march from Atlanta to Savannah, Georgia. The purpose of Sherman’s March to the Sea was to frighten Georgia’s civilian population into giving up and surrendering. Sherman’s soldiers stole food and livestock and burned the houses and barns of people who tried to fight back. The Union(North) soldiers were “not only fighting hostile armies, but hostile people,” Sherman explained; as a result, they needed to “make old and young, rich and poor, feel the hard hand of war.” This is known today as total warfare, the killing of innocent civilians rather than enemy soldiers.

Primary Source 1: Letter from a Confederate(Southern) Soldier claiming to be an Eyewitness to Sherman’s March to the Sea, December 02, 1864, Augusta, Georgia “They swarmed through the field, shooting cattle and plundering Where were the eyewitnesses hiding? indiscriminately, until late in the night. We were in more dread of being shot...But we now had no choice but to avoid them if possible - Their wagons were rumbling along the Monticello road on our left,

and on the Madison road on the right, while they swarmed in the

country between. We could hear them talk and hear their caps(gun Why do you think the eyewitnesses had to hide? shots) explode as they passed within a few feet of us. The night was intensely cold, wet and dark, when the distant gleam of a burning house lighted up the horizon. Their main columns were passing from about two o’clock on Sunday afternoon until about nine o’clock at night. The next day they were passing during the morning, and we continued hiding in the woods. This was our third day out, during What did the eyewitnesses claim to see while in which time it had rained continually,,. “On Tuesday morning we hiding? decided to take the road and push on. Going to Mr. Credel’s place we found his fine house in ashes and his gin-house burned, and every horse and mule gone. In his lot were about one hundred horses lying dead. They looked like good stock, and were evidently killed to deprive planters of them.”

Primary Source 1 Continued: Letter from a Confederate(Southern) Soldier claiming to be an Eyewitness to Sherman’s March to the Sea, December 02, 1864, Augusta, Georgia “The Yankees(Union/Northern soldiers) entered the house of my What did the eyewitness claim happened to his next-door neighbor, an old man of over three score years(over 60), neighbor? and tore up his wife’s clothes and bedding, trampling her bonnet on the floor, and robbing the house and pantry of nearly everything of value. There was no provocation for any of these acts, for everybody treated them civilly and offered them all they wanted to eat. Their excuse is that they cannot control their men.” Why do you think the soldiers would steal from the house, and what do you think they would take?

Primary Source Analysis: The Civil War Theme: Military Strategy

How does the eyewitness claim the soldiers were treated?

See first page According to the eyewitness why did the soldiers act this way?

Primary Source 2: Diary entry by a soldier eyewitness accompanying General Sherman on the March to the see, Nov.-Dec. 1864 “As for the army, they do not stop to ask questions. SHERMAN says According to the soldier, does anyone question "Come," and that is the entire vocabulary with them. A most cheerful General Sherman’s orders? feature of the situation is the fact that the men are healthy and jolly as men can be, hoping for the best, daring to do the worst.

Behind us we leave a track of smoke and flame. Half of Marietta was According to the soldier what is the mood of the burned up, for the command is that proper details shall be made to soldiers at this time? destroy all property which can ever be of use to the rebel armies.”

What did the soldier witness on Sherman’s March to the Sea?

Follow Up Questions:

1.Based on the two eyewitnesses, what is similar between 2., From the perspective of the first eyewitness a Southern, do their accounts? you think they feel this attack is justified/fair?

3. From the perspective of the second eyewitness a 4. In your own opinion, would you support warfare that Northern, do you think they feel this attack is justified/fair? includes burning houses, stealing property, and killing civilians who are not soldiers but citizens of the enemy country?

Primary Source Analysis: The Civil War Theme: Military Strategy

Violence at rally in Virginia prompts cities to remove Confederate statues Published:08/16/2017

.More than 150 years ago, the Civil War was fought. Northern states fought the southern states, which wanted to form their own country. The states called the new country the Confederacy. The states fought because the South wanted to keep slavery and the North wanted to make it against the law.

About 40 years after the war ended, a statue was put up to honor the Confederate soldiers. It was built by a group called the United Daughters of the Confederacy. The group's members are all descendants of soldiers who fought for the South.

This weekend, workers hired by the group loaded the soldier statue onto a truck. The statue was driven away quietly.

Large Rally Turned Violent In Virginia

It was a different scene on Saturday in Charlottesville, Virginia. White supremacists rallied around a Confederate statue. They argued that it should not be removed. White supremacists believe that white people are better than everyone else. This racist belief is hateful and untrue.

Another group formed to protest the white supremacists. Eventually, the protest became violent. One person was killed and many more were injured.

The Southern Poverty Law Center is a group dedicated to fighting racism. Last year, the organization counted more than 1,500 things around the country named after famous Confederate soldiers or honoring the Confederacy. This includes holidays, statues, flags and the names of cities, counties, schools and parks. Most of those are in the South.

Fearful City Officials Speed Up Plans To Remove Statues

The violence in Virginia has raised a question. People are asking, what will happen to Confederate statues across the country? Many city officials were horrified by the violent protests this weekend. They soon began announcing plans to take down Confederate statues in their own cities. Violence at rally in Virginia prompts cities to remove Confederate statues

In Jacksonville, Florida, City Council President Anna Brosche asked for a count of all of the Confederate statues in her city. She is preparing to take the statues down.

She said the statues "represent a time in our history that caused pain to so many."

Jim Gray is the mayor of Lexington, Kentucky. He plans to have the statues of two famous Confederate soldiers moved. They are currently near the site of a former slave auction, where black people were sold like property.

Cities Hope To Avoid Conflict By Taking Down Statues

San Antonio Councilman Roberto Trevino is trying to take down the statue at the center of Travis Park. For years people thought the statue was William Travis, a Texas hero who died at the Alamo. It's actually a statue representing Confederate soldiers.

St. Louis took down its Confederate Monument in Forest Park in June, after years of debate. The city gave it to the Missouri Civil War Museum.

Baltimore's City Council voted to have its Confederate statues destroyed. On Tuesday night, Baltimore's Confederate statues were quickly and quietly removed.

Some people didn't wait for cities to remove the Confederate statues. On Monday, during a rally against racism, protesters in North Carolina pushed over a nearly 100-year-old statue of a Confederate soldier. Activists took a ladder up to the statue and used a rope to pull it down, as the crowd cheered.

Confederate Symbols More In The Spotlight

White supremacists carried Confederate flags in Charlottesville. Many people who show Confederate symbols have said that they were supporting the soldiers who died in the Civil War. They also say the flag is about states being free from the national government. They say it does not have to do with race.

But showing the Confederate flag next to white supremacy symbols will make it difficult for state and city governments to defend having Confederate statues on their land, said Heather Cox Richardson. She teaches Civil War history at Boston University.

"It was always possible for people to look the other way," she said. "After Charlottesville, I do not see how Americans can look the other way. You have to make a choice at this moment."

Violence at rally in Virginia prompts cities to remove Confederate statues

Cause and Effect Analysis Main Idea: States are taking down Confederate Statues

Cause: What caused states to take Effect: What is the effect of states down these statues? Find evidence taking down these statues? Find from the article. evidence from the article.

Why were these Who would want Who would want In your opinion statues put up in these statues to these statues what should the first place? remain up? taken down? happen to these statues?