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7Th Grade Educational Resources

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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. ***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: 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” ***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: 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.
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