7 MATH WEEK 2 COVERSHEET · 15 12 Replace x with _____ and multiply. 15 12 12 Simplify. 5 Solving Two -Step Equations with positive variables Test Pratice: Solving a Two-Step Equation

7th MATH WEEK 2 COVERSHEET

Swainsboro Middle School



7th Grade Math Print Assignments

Week # 2 - April 20th-24th, 2020

School: Swainsboro Middle School

Week of: April 13th-7th, 2020

Grade: 7th grade

Teacher Names and Email Addresses:

Mrs. Martha Thomas: [email protected]

Mrs. Antoinette Harris: [email protected]

Mrs. Kewonica McBride: [email protected] s

Monday: Look over Day 1 Lesson 3:1 A on page 2 of this packet and try solving the practice

problems. Check your answers at the end of the package after you have completed the practice

problems.

Tuesday: Solve 2-Step Equations with positive variables on pages 4-6 and try working the practice

problems. You may check your work at the end of the packet.

Wednesday: Solve problems on pages 7 & 8 of the packet. Check your work.

Thursday: Solve problems on page 10. Puzzle 3:1A and check your answers at the end of the

packet.

Friday: Give a reasonable estimate of the integer that represents each figure’s position.

mailto:[email protected]



Name: ______________________________________________________ Period: ___________

Give a reasonable estimate of the integer that represents each figure’s position.

200 ft.

175 ft

150 ft

125 ft.

100 ft

75 ft.

50 ft.

25 ft.

0 ft. (sea level)

-25 ft.

-50 ft.

-75 ft.

-100 ft.

-125 ft.

-150 ft.

Chapter 3 – Solving 2-Step Equations

NAME: _________________________

This packet is your notes for all of chapter 3. It is expected you will

take good notes and work the examples in class with your teacher in

pencil. It is expected that you bring your packet to class every day and

do not lose it! Should you be absent, it is expected that you get the notes

and examples you missed. This packet will be collected and graded out

after the chapter 3 test.

Objectives: Define and identify the identity and inverse properties

of addition and multiplication. Add, subtract, multiply,

and divide integers

Translate two-step verbal expressions into algebraic expressions

Solve 2-step equations

Day 1: Lesson 3.1A Solving Two-Step Equations with positive variables.

Learning Goal: I will be able to solve two-step equations with positive variables

Review: Vocabulary Choose the best term from the list to complete each sentence.

isolate the variable equation inverse operations

1. ____________________________ are mathematical operations that undo each other.

2. To solve an equation you need to

___________________________________________.

3. A(n) __________________ is a mathematical statement that two expressions are

equivalent.

Inverse Operations

How do you „undo‟ addition?

How do you „undo‟ subtraction?

How do you „undo‟ multiplication?

How do you „undo‟ division?

1

Name Class Date

Discover: Solving Two-Step Equations

1. Evaluate the expressions below. Show your steps.

5 3 6 + 4 5

+ 6 3 4

2. Did you get the same value for both expressions?

3. Which operation did you perform first in each expression? Why?

4. Solve the equations below. Show your steps.

5x +

4 =

34 5 +

4x =

29

5. Which operation did you perform first to solve each equation?

6. Was it the same operation you used first in Exercise 1?

7. How were your steps in

Exercise 4 different from your steps in Exercise 1?

8. Write a rule for solving a two-

operation equation containing a variable.

2

Solving Two -Step Equations with positive variables

Examples

Check: 2(___) + 3 = 15

1: 2 x + 3 = 15

____ = 15

3

4x + 7 = 3

4(___) + 7 = 3

____ + 7 = 3

____ = 3

– 8 = 10

– 8 = 10

____ – 8 = 10

____ = 10

4

Example 5 Solve 5v 12 8.

5v - 12 =

8

5 v

v

3.

Solve Check

x 4

+ 7

=

3

4 x

=

x

=

SEE DO

Check: 5v -12 = 8

5 () 12

8

Add __________ to each side.

Simplify.

Divide each side by _____________

Simplify.

Replace v with _____

Type: 2 18

to put it as a

fraction into your calculator.

12 8

= 8

Example 6: Solve x2 15 5 12

2 15 5 12 x

Add _____to each side.

Simplify.

Multiply each side by the reciprocal

_______

Simplify.

Check

15 12 Replace x with __________ and

multiply.

15 12

12 Simplify.

5

Solving Two -Step Equations with positive variables

Test Pratice: Solving a Two-Step Equation Solve 6x 14 16.

A. 3 B. 4 C. 5 D. 6

6x 14 16 Add to each side to undo the

d

d Simplify.

The correct answer is choice

Word Problem Practice

1. You order plant seeds from a catalog. Each packet costs $.90 each. The shipping charge is $2.50. If you

have $18.50 to spend, how many seed packets can you order?

Relate cost

per packet times

number of packets

plus shipping equals

amount to

spend Let b = the

number of

packes you can

order.

?+ Write

6x 30

6x 30

d Simplify.

Divide each side

by d to undo the

x

Check Is the solution reasonable? Can you order part of a packet? ____________

18 packets would cost: 18 * $.90 + 2.50 = ___________________

17 packets would cost: 17 * $.90 + 2.50 = ___________________

How many packets can you order? _______________

Practice: Solving Two -Step Equations with positive variables

Describe in words each step shown for solving the equation.

12 7s 9

12 12

7s 21

7s 21

7 7 s 3

1. Solve each equation. Show your check.

a. 15x 3 48

b

c. 3 13 11

t 10 –6

b. 4

d. 9g 11 2

7

O

Practice: Solve each equation for the variable.

Show your work and check.

c) 3.2x 4 12

d) n 9 14

2

n

e) 3 11

7

x

f) 2.7 5

3

g) 16 x

4

32

h) 27 6

8

Name Class Date

O

3-1A• Guided Problem Solving

Choose the correct equation. Then solve the equation.

Sales A sales representative earns weekly base salary of

$250 and a commission of 8% on her weekly sales. (A

commission is money earned that equals a percent of

the sales.) At the end of one week, she earned $410.

How much did she sell that week? Let s represent the

total sales.

A. 250 0.08s 410 B. 250 410 0.08s

Understand

1. What is a commission?

2. To choose the correct equation, determine which one represents weekly salary commission total

earned.

Plan and Carry Out Show your work below:

3. What is the first step in solving the equation? Equation: _____________________

4.

5. What is the second step in solving the equation?

6.

7.

Check

8. How can you check your

answer?Check: _________________________

Solve Another Problem

9. A sales representative earns pay as described above. During a holiday

promotion, he earned $650. What were his total sales for that week?

Simplify both sides of the equation.

Simplify both sides of the equation.

What are her total sales for the week?

O

Guided Problem Solving

Puzzle 3-1A Solving Two-Step Equations

Solve the two-step equations below. Shade in your answers in the puzzle at the bottom of

the page. The correct solutions will reveal the identity of the state that is the largest gold-

producing state in the nation —second in the world behind South Africa. SHOW YOUR

WORK!

1. 3y -

6 =

9 2. 4x - 9 = 3 3. 7 +

2y =

21

y = x = y =

4. a5 + 7 = 10 5. 3n -

6 =

12 6. -6

+ 2x

= 4

a = n = x =

7. x4 - 2 = 3 8. 6d - 4 = 8 9. 4 + = y2 8

9

O

Puzzle

Day 3: 3.1 B Solving 2-Step Equations with negative variables

Solving Two-Step Equations

Step 1 Use the Addition or Subtraction Property of Equality to get the

term with a variable alone on one side of the equation.

Step 2 Use the Multiplication or Division Property of Equality to write an

equivalent equation in which the variable has a coefficient of .

Rule for Subtracting Integers: Keep, Change,

Opposite Show the changes for subtracting integers:

1. 3 - 7 2. -4 -2 3. -4 -

(-6)

4. x - 3x 5. 3 - 4x 6. -3 - (-2x)

Example 1 Negative Coefficients Solve 7 3b 1.

10

x d y

15

15

3 2

2

6

5

8

15

20 8

6

7 9

12

11 21

7

2

8

4

10

14 2

7

5 3 5

20

O

7 - 3b = 1 Use the rules for subtracting integers. Change

subtraction to addition and change the sign of

the second term to it's opposite.

7 + -3b = 1

Subtract to each side.

Simplify.

7 - 3b

= 1

Divide each side by

Simplify.

Example

Subtract from each side.

p

13 (p)

p

Simplify.

Divide each side

by

Simplify.

Check 21 p 8

) 8 21

21

Daily Notetaking Guide Pre-Algebra Lesson 7-1

Solve each equation. Show your work and check.

a. a 6 8 b. 9 y7 12

(

11

b

21 p 8.

2

O

c. 13 6f 31 d. Jacob bought four begonias in 6-in. pots and a $19 fern at a fundraiser.

He spent a total of $63.

Solve the equation 4p 19

63 to find the price p of each

begonia.

12

Practice: Solve the given two-step equation and check your solution!

a) 3x 5 23 b) 4 x 14

c) 8x 5 29

d) x 3 11

7

O

e) 19 4 5x m

f) 3 4

7

g) 7 8 k 23

t

h) 8 12

3

13

Decide if the given number is a solution to the equation (answer yes or no)

a) 2x 5 13 ?

x 9

b) ?

6 4 k 10 k 1

t ?

c) 5 1 t 6

3

Fill in the blanks to complete the steps and solve the equation.

1. 6s - 5 =-8Think: Is any adding or subtracting being done to the variable?

O

__________ is being __________ . What is the

__________ of subtracting 5?

5__________ 5 to __________ side. 6s - 5 + 5 =-8 +

s =-3 Simplify.

6 s =-3 Think: Is any multiplying or dividing being done to the variable?It is

being

6

________ by 6. What is the inverse of ________ by 6?

6 6b = 6(-3) s Multiply each __________ by

__________ . Simplify. s =

__________

Solve each equation. Show your work and Check.

2. 3x -

4 =

8 3. x4 + 3 = 10

14

Choose the correct equation. Solve. Show your work.

1. Tehira has read 110 pages of a 290-page book. She reads

20 pages each day. How many days will it take to finish?

A. 201110p5290 B. 20p12905110

C. 110120p5290 D. 2905110220p

O

Write an equation to describe the situation. Solve. Show your work.

2. You and a friend split the cost of a moped rental.Your

friend pays the bill. You owe your friend only $12, because your

friend owed you $9 from yesterday. How much was the total bill?

Let m represent the cost of the moped rental. Solve the equation m

2

9 = 12.

3. A waitress earned $73 for 6 hours of work.The total

included $46 in tips. What was her hourly wage?

4. You used 6 c of sugar while baking muffins and

nutbread for a class party.You used a total of 1 c of sugar for

the muffins.Your nutbread recipe calls for 1 c of sugar per

loaf. How many loaves of nutbread did you make?

7th READING WEEK 2 COVERSHEET

MONDAY Name: ________________________________

Inferences Worksheet 1

Directions: Read each passage and then respond to the questions. Each question will ask you to make a logical inference

based on textual details. Explain your answer by referencing the text.

Every day after work Paul took his muddy boots off on the steps of the front porch. Alice would have a fit if the boots

made it so far as the welcome mat. He then took off his dusty overalls and threw them into a plastic garbage bag; Alice

left a new garbage bag tied to the porch railing for him every morning. On his way in the house, he dropped the garbage

bag off at the washing machine and went straight up the stairs to the shower as he was instructed. He would eat dinner

with her after he was “presentable,” as Alice had often said.

1. What type of job does Paul do? ____________________________________________________

How do you know this?

2. Describe Alice: ___________________________________________________________________

What in the text supports your description?

3. What relationship do Paul and Alice have? _____________________________________________

Why do you feel this way?

Crack! Thunder struck and rain poured. Max stared blankly out the window, trying to contain his emotions that raged

like the weather. He was beginning to lose it. Dropping the kite from his hand, Max broke out into full sobs. His mother

comforted him, “There, there, Max. We’ll just find something else to do.” She began to unpack the picnic basket that

was on the counter and offered him a sandwich. Max snapped, “I don’t wanna sand-mich!” A flash from the sky lit up

the living room. Boom! Mom sighed.

4. Why is Max upset? ________________________________________________________________


5. What was Mom planning on doing today? ______________________________________________


“Tommy!” Mom called out as she walked in the front door. “Tommy,” she continued shouting, “I sure could use some

help with these groceries. There was still no reply. Mom walked into the kitchen to put the grocery bags down on the

counter when she noticed shattered glass from the picture window all over the living room floor and a baseball not far

from there. “I’m going to kill you, Tommy!” Mom yelled to herself as she realized that Tommy’s shoes were gone.

6. What happened to the window? ______________________________________________________


7. Why did Tommy leave? ____________________________________________________________


Today was a special day in Ms. Smith’s class. Some of the children were walking around the room, some of them were

standing in small groups, and some of them were at their desks, putting finishing touches on cardboard mailboxes. After

coloring a cool flame on the side of his racecar mailbox, Johnny hopped off his chair, strutted over to Veronica’s desk,

and dropped a small white envelope into her princess castle mailbox. Veronica blushed and played with her hair. While

this was happening, Bartleby was frantically trying to put a small white envelope into everyone’s mailbox. After giving

one to Ms. Smith, Bartleby pulled out a medium-sized red envelope from his pocket. He blushed and tried to put it in

Veronica’s mailbox, but it wouldn’t quite fit. Bartleby struggled with it for a few seconds and then ran off with the

envelope. Veronica rolled her eyes and popped her gum.

8. Why is today a special day? _________________________________________________________

What in the text supports your idea?

9. Which boy does Veronica like? ______________________________________________________


10. Why did Bartleby run? ____________________________________________________________


TUESDAY

Name: ________________________________

Inferences Worksheet 2

Directions: Read each passage and then respond to the questions. Each question will ask you to make a logical inference

based on textual details. Explain your answer by referencing the text.

Kyle ran into his house, slamming the door behind him. He threw his book bag on the floor and plopped onto the couch.

After six hours of playing Grand Larceny VII, he ate some pizza and fell asleep with a slice on his stomach and his feet on

his book bag. When Kyle came home from school the next day, he was noticeably distraught. He balled up his report

card and placed it inside a soup can in the garbage. He then flipped the soup can upside down in the garbage can and

arranged loose pieces of trash over it. As he plopped down on the couch, he let out a sigh and picked up his controller.

1. Why is Kyle distraught? __________________________________________________________


2. Why does Kyle put the report card in a soup can? ________________________________________


3. Was Kyle’s report card good or bad and why was it like that? ______________________________


Anastasia sat by the fountain in the park with her head in her palms. She was weeping mournfully and her clothing was

disheveled. In between gasps and sobs, Anastasia cried out a name: “Oh... John…” And then her cell phone beeped.

Her hand ran into her purse and her heart fluttered. The text message was from John. She opened up the message and

read the few bare words, “I need to get my jacket back from you.” Anastasia threw her head into her arms and

continued sobbing.

4. What relationship do John and Anastasia have? _________________________________________

Why do you feel this way?

5. Why is Anastasia sad? _____________________________________________________________


Cassie rolled over in her bed as she felt the sunlight hit her face. The beams were warming the back of her neck when

she slowly realized that it was a Thursday, and she felt a little too good for a Thursday. Struggling to open her eyes, she

looked up at the clock. “9:48,” she shouted, “Holy cow!” Cassie jumped out of bed, threw on the first outfit that she

grabbed, brushed her teeth in two swipes, threw her books into her backpack, and then ran out the door.

6. What problem is Cassie having? _____________________________________________________


7. Where is Cassie going? ____________________________________________________________


Kelvin was waiting in front of the corner store at 3:56. His muscles were tense and he was sweating a bit more than

usual. The other kids gathered in front of the little storefront were much more relaxed, even playful. They joked back

and forth lightly to each other but for Kelvin, time slowed. 3:57. “Don’t worry, Kelvin. He ain’t even gonna show up.”

Kelvin hoped that he wouldn’t. A black four-door Camry with tinted windows pulled up and parked across the street.

Kelvin gulped. 3:58. A group of teenagers piled out of the car. James was in the front. “Hi-ya, Kelvin. Glad you could

make it,” James said. Kelvin felt smaller.

8. Why is Kelvin waiting at the corner store? _____________________________________________


9. Are James and Kelvin friends? _______________________________________________________


10. Why is Kelvin so nervous? _________________________________________________________


WEDNESDAY Name: _____________________________

Context Clues 3.3

Directions: read each sentence and determine the meaning of the word using cross sentence clues or your prior

knowledge. Then, explain what clues in the sentence helped you determine the word meaning.

1. intrepid: One might think that the child would be afraid of such a large animal, but the intrepid young girl ran up to

the beast and began scratching it behind the ears.

Definition: ___________________________________________________________________________

What clues in the sentence lead you to your definition?

2. servile: Janet disliked the servile students, the ones who were always volunteering to help the teacher grade papers or

clean the board.

Definition: ___________________________________________________________________________


3. derision: Clyde could no longer tolerate the derision of his classmates, who would refer to him by no other name than

Potty-Pants Clyde, so he transferred schools.

Definition: ___________________________________________________________________________


4. implore: I implore the school board members and administrators to take a closer look at cyber-bullying as it is

practiced in our community, and take action against it before another senseless tragedy occurs.

Definition: ___________________________________________________________________________


5. incline: He offered me twenty dollars to eat a dragonfly. I need money so badly that I am inclined to accept his

challenge.

Definition: ___________________________________________________________________________


6. incessant: John could not focus on the assignment with the incessant chatting that was occurring all around him.

Definition: ___________________________________________________________________________


7. felicity: When John received the job offer, he was so overcome with felicity that he could barely find the words to

accept it.

Definition: ___________________________________________________________________________


8. discreet: The librarian won't take away your candy, so long as you are considerate and consume it in a discreet

manner.

Definition: ___________________________________________________________________________


9. inconsequential: Since our team will not make the playoffs this year, the results of the remaining games are pretty

much inconsequential.

Definition: ___________________________________________________________________________


10. dilapidation: Several houses on Larry's block had been foreclosed years ago. With no concerned homeowners to

maintain these properties, these houses have fallen into various states of dilapidation.

Definition: ___________________________________________________________________________


11. prudence: This political landscape is full of dangers so a good politician must exercise prudence in their policymaking.

Definition: ___________________________________________________________________________


12. boisterous: The teacher was afraid to take the boisterous students into the library. She knew that the gymnasium

was a setting that would better match their moods.

Definition: ___________________________________________________________________________


THURSDAY

Name: _____________________________

Context Clues 3.4

Directions: read each sentence and determine the meaning of the word using cross sentence clues or your prior

knowledge. Then, explain what clues in the sentence helped you determine the word meaning.

1. lamentable: Lia, it is lamentable that you and Derrick separated, but it has almost been a year. Don't you think that it's

about time to move on with your life?

Definition: ___________________________________________________________________________


2. adorn: To prepare the cafeteria for the big dance, the planning committee adorned the walls with colorful streamers

and balloons.

Definition: ___________________________________________________________________________


3. ambuscade: Ducked down in the tall grass, the warriors waited patiently on the hillside for the next group unfortunate

enough to walk through their ambuscade.

Definition: ___________________________________________________________________________


4. uninhabitable: The flood caused toxic molds to grow on the walls of our old house and now it is uninhabitable.

Definition: ___________________________________________________________________________


5. opaque: Brian attempted to see who was riding inside of the limousine, but the opaque window tinting prevented him

from getting even the slightest glimpse.

Definition: ___________________________________________________________________________


6. parsimonious: Due to his parsimonious nature, Brian enjoys borrowing movies from the library and copying them,

buying day old bread from the bakery, and recording music from the radio even though he has a lot of money.

Definition: ___________________________________________________________________________


7. insolence: Katie talked back to the principal and called him by his first name so he sent her to the office for her

insolence.

Definition: ___________________________________________________________________________


8. rebuke: After the players got caught cheating on the exam, the coach rebuked them harshly.

Definition: ___________________________________________________________________________


9. eminence: Large companies and wealthy clients wanted Donzo to take their pictures, as Donzo was well known for his

eminence in photography.

Definition: ___________________________________________________________________________


10. obsequies: "Teacher, you forgot to assign homework," said James, expressing the obsequies nature that made him

unpopular.

Definition: ___________________________________________________________________________


11. aversion: John gave me two tickets to the basketball game, but I have an aversion to going to crowded places like

sports arenas, so would you like to have them?

Definition: ___________________________________________________________________________


12. pertinent: The principal concluded his speech, "Now that I have introduced the new program, I will answer a few

questions, so long as they are pertinent to the matter at hand."

Definition: ___________________________________________________________________________


Name: _____________________________

Jacob the Great

Jacob hated finishing things almost as much as he loved starting them. As a result, he had gotten into a million

hobbies and activities, but he never stuck with any of them long enough to get any good.

He begged his mother for months for a guitar so that he could play Black Eyed Peas songs to Angie, a girl he

liked, but after he finally got one for Christmas, he found out that guitars don’t play themselves. He took a few

lessons, but strumming the strings hurt his fingers and he didn’t like holding the pick, so now the five-hundred

dollar guitar lives under his bed.

After reading an ad in the back of one of his comic books, Jacob decided that he wanted a Wonder-Sweeper

5000 metal detector, so that he could find buried pirate treasure. So he mowed lawns all summer and didn’t

spend his money on ice-cream like his younger brother, Alex. He saved it all in a shoe box in his closet. Then

he shoveled driveways all winter, and he didn’t spend his money on candy and chips like his classmates. By the

time spring came he had saved $200, and he purchased the Wonder-Sweeper 5000 metal detector. He beeped it

around the park for a while, be he soon found out that no pirates had ever set sail in his neighborhood, and if

they had they didn’t leave any treasure. Even though he found a key ring, forty-seven cents, and all the bottle

caps he could throw, he buried the metal detector in his closest.

Given Jacob’s history with hobbies, it was no surprise that Jacob’s father was reluctant to buy him a magician’s

kit for his birthday. “Geez, Jacob… You sure you wouldn’t rather I got you more guitar lessons?” He

suggested. Jacob was insistent. “Dad, you’ve got to get me the magician’s kit. This time I’ll stick with it for

real. I promise! Come on, Dad,” Jacob begged. Jacob’s father sighed and then replied, “Oh, I don’t know,

Jacob. Things are awfully tight right now.” But Jacob’s father was reminded of his own youth long ago, when

he quit football and started karate practice before hardly getting his equipment dirty. So when Jacob’s birthday

came around, Jacob was both surprised and pleased to find the magician’s kit that he had desired so badly with a

big bright bow on it.

Jacob opened up the box and unwrapped the many parts in the kit. As he did so, he imagined sawing his pet cat

in half and putting it back together to the amazement of his friends and family. He took the many fake coins,

trick cards, and rope pieces of varying length on the kitchen table and imagined pulling rabbits out of his hat and

turning them into pigeons with a mysterious puff of smoke. As Jacob continued pulling plastic thumbs, foam

balls, and giant playing cards out of the magic kit, a commercial on the TV caught his attention. “Hey kids!

Have you ever wanted to go to space? Experience what it’s like to be an astronaut? Do you want to explore the

universe? Well, now you can.” As the commercial continued playing, Jacob walked away from the magic kit on

the kitchen table and stared at the TV screen longingly. “For only $195 you can go to space camp and live life

like an astronaut for a whole weekend. Enroll now for a once in a life time experience.” Jacob’s cry rang

throughout the house as he yelled, “MOM!” He now knew what his true purpose in life was.

Comprehension and Inferential Questions

Directions: After reading the story, choose the best answer for each question. Circle one answer.

1. According to the text, why does Jacob stop playing the guitar?

a. It hurt his fingers. b. He’d rather play drums. c. It was too easy. d. He failed math.

2. To whom did Jacob want to play Black Eyed Peas songs?

a. Alex b. Angie c. Mom d. Dad

3. According to the passage, why does Jacob decide that he wants a metal detector?

a. He sees a man at the park with one. b. His father had one as a child.

c. He saw a TV commercial for one. d. He read an ad for one in a comic book.

4. How does Jacob get the items that he wants in the story?

a. He asks his mom. b. He asks his dad.

c. He shovels driveways and mows lawns. d. He does all of these things to get what he wants.

5. When did Jacob buy the metal detector?

a. In the fall b. In the summer c. In the spring d. In the winter

6. True or False: The metal detector was a good investment for Jacob.

a. True b. False

7. Why doesn’t Jacob’s father want to get him the magician’s kit for his birthday?

a. Jacob failed math class. b. Jacob quits too many expensive activities.

c. Jacob has been mean to his younger brother. d. Jacob went to the park without permission.

8. Why does Jacob’s father buy Jacob the magician’s kit?

a. Jacob mowed the lawn. b. Jacob reminded his father of himself.

c. Jacob bought ice cream for his brother. d. Jacob found his father’s key ring.

9. Which word is closest in meaning to the italicized word in the following sentence from paragraph four: “It

was no surprise that Jacob’s father was reluctant to buy him a magician’s kit for his birthday”?

a. Happy b. Willing c. Proud d. Hesitant

10. What distracts Jacob from the magician’s kit?

a. A TV commercial b. His father c. The kitchen table d. A comic book

11. Based on the end of the story, Jacob is most likely to go on and do which of the following?

a. Become a great magician b. Learn to play guitar well

c. Detect an incredible hidden treasure d. Raise money to go to space camp

12. Which happened first in the text?

a. Jacob asked his dad for the magician’s kit. b. Jacob got a guitar for Christmas.

c. Jacob mowed lawns. d. Jacob shoveled driveways.

13. Which happened last in the text?

a. Jacob saved up $200. b. Jacob found forty-seven cents in the park.

c. Jacob took guitar lessons. d. Jacob was influenced by a comic book.

Literary Elements Questions

Directions: After reading the story, choose the best answer for each question.

14. Which character trait best describes Jacob in regards to his hobbies?

a. Dedicated b. Impulsive c. Committed d. Devoted

15. What was the author’s purpose in writing this text?

a. Inform b. Persuade c. Entertain d. Confuse

16. In what genre is this story?

a. Fiction b. Nonfiction c. Folklore d. Poetry

17. In what subgenre is this story?

a. Biography b. Historical Fiction c. Realistic Fiction d. Fable

18. In which pattern is the text organized?

a. Problem and Solution b. Chronological c. Sequence d. Cause and Effect

19. From what point is view is the story narrated?

a. First-Person b. Third-Person Objective

c. Second-Person d. Third-Person Omniscient

20. Which poetic technique is used in the following line: “He beeped it around the park for a while”?

a. Onomatopoeia b. Simile c. Personification d. Hyperbole

21. Which technique is used in the following line: “He had gotten into a million hobbies and activities”


22. Which technique is used in the following line: “The five-hundred dollar guitar lives under his bed.”


7th ELA WEEK 2 COVERSHEET

MONDAY

Name: ______________________________

Figurative Language Worksheet 4

Directions: Read the lines of poetry. Figure out which technique is being used: simile, metaphor, hyperbole, or

personification. In the boxes, explain how you figured out your answer. It is possible that more than one technique is

being used. If you can, explain each.

1. When the wind is low, and the sea is soft,

And the far heat-lightning plays

Which technique is being used? ________________________________________________________

Simile, Metaphor, Personification, or Hyperbole

How do you figure? (write a sentence explaining your answer)

2. Your beauty was a web of frail delight.




3. Now that I am without you, all is desolate;

All that was once so beautiful is dead.




4. The little Road says, Go,

The little House says, Stay:




5. I could grow very still

Like an old stone on a hill




6. My heart is but a haughty snail!




7. Your kiss lies on my face

Like the first snow

Upon a summer place.




8. How sweet the sobbing violin!




9. An endless quiet valley spreads out

Past the blue hills into the evening sky;




10. His pigtail is long and thick,

Like a pump-handle stuck on the end of a stick.




TUESDAY Name: ______________________________

Figurative Language Worksheet 2

Directions: Read the lines of poetry. Slashes represent line breaks. Figure out which technique is being used: simile,

metaphor, hyperbole, or personification. In the boxes, explain how you figured out your answer. It is possible that more

than one technique is being used. If you can, explain each.

1. He would write, but his hours are as busy / As bees in the sun,

Which technique is being used?

__________________________________________________________________________________



2. My words are little jars / For you to take and put upon a shelf.

Their shapes are quaint and beautiful, / And they have many pleasant colors and lusters


__________________________________________________________________________________



3. All round the house is the jet-black night; / It stares through the window-pane;

It crawls in the corners, hiding from the light,


__________________________________________________________________________________



4. Oh, never, if I live to a million, / Shall I feel such a grievous pain.


__________________________________________________________________________________



5. But words are things, and a small drop of ink, / Falling, like dew, upon a thought produces


__________________________________________________________________________________



6. And then my heart with pleasure fills, / And dances with the daffodils.


__________________________________________________________________________________



7. Sifted through the grass were daisies, / Open-mouthed, wondering, they gazed at the sun.


__________________________________________________________________________________



8. With processions long and winding / With the countless torches lit


__________________________________________________________________________________



9. My brain is fire--my heart is lead! / Her soul is flint, and what am I?


__________________________________________________________________________________



10. Carven cathedrals, on a sky

Of faintest colour, where the gothic spires fly

And sway like masts, against a shifting breeze.


__________________________________________________________________________________



Wednesday Name: _________________________________

Figurative Language Poem 5

Sleep By Annie Matheson

SOFT silence of the summer night!

Alive with wistful murmurings,

Enfold me in thy quiet might:

Shake o’er my head thy slumb’rous wings,

So cool and light:

Let me forget all earthly things

In sleep to-night!

Tired roses, passionately sweet,

Are leaning on their cool green leaves,

The mignonette1 about my feet

A maze of tangled fragrance weaves,

Where dewdrops meet:

Kind sleep the weary world bereaves

Of noise and heat.

White lilies, pure as falling snow,

And redolent2 of tenderness,

Are gently swaying to and fro,

Lulled by the breath of evening less

Than by the low

Music of sleepy winds, that bless

The buds that grow.

Review Questions

The air is like a mother’s hand

Laid softly on a throbbing brow,

And o’er the darksome, dewy land

The peace of heaven is stealing now,

While, hand in hand,

Young angels tell the flowers how

Their lives are planned.

From yon deep sky the quiet stars

Look down with steadfast eloquence,

And God the prison-door unbars

That held the mute world’s inmost sense

From all the wars

Of day’s loud hurry and turbulence;

And nothing now the silence mars

Of love intense.

1. A plant with spikes of small fragrant flowers

2. Strongly reminiscent or suggestive of something

Directions: Respond to these questions to the best of your ability. Answer the questions completely. If you

need more space, use the back or a separate sheet.

1. Identify three examples of personification: explain each example.

2. Identify two examples of simile: explain which two things are being compared in each simile.

3. Identify two examples of metaphor: explain which two things are being compared.

4. What is the mood of this poem? How does this poem make you feel? Refer to text in your response.

5. What is the subject of this poem? What is it about? Explain your response.

6. What is the tone of this poem? How does the speaker treat the subject of the poem? Refer to text.

THURSDAY Name: _________________________________

Figurative Language Poem 4

The Dawn’s Awake By Otto Leland Bohanan

The Dawn's awake!

A flash of smoldering flame and fire

Ignites the East. Then, higher, higher,

O'er all the sky so gray, forlorn1,

The torch of gold is borne.

The Dawn's awake!

The dawn of a thousand dreams and thrills.

And music singing in the hills

A paean2 of eternal spring

Voices the new awakening.

The Dawn's awake!

Whispers of pent-up harmonies,

With the mingled fragrance of the trees;

Faint snatches of half-forgotten song--

Fathers! torn and numb,--

The boon of light we craved, awaited long,

Has come, has come!

1. Pitifully sad and abandoned or lonely:

2. A song of praise or triumph.

Review Questions

Directions: Respond to these questions to the best of your ability. Answer the questions completely. If you

need more space, use the back or a separate sheet.

1. Identify two examples of personification: explain what is being personified & how in each example.

2. Identify an example of hyperbole: explain how it is exaggerated.

3. Identify an example of metaphor: explain which two things are being compared.

4. Find three examples of imagery in the poem that access three different senses. Explain which senses are

called on by the speaker for each example.

5. Contrast the tone of this line “Fathers! torn and numb,--” with the tone of the rest of the poem. How is this

line different and why do you think that it is?

6. This poem was written by an African American poet during the Harlem Renaissance. Knowing this, how

might one interpret the “Dawn” beyond its literal meaning? What might the “Dawn” represent?

FRIDAY Name: ________________________

Creating Complex Sentences

Directions: Write ten complex sentences. A complex sentence is two or more clauses joined by a subordinating

conjunction.

1. Underline your subjects.

2. Circle your predicates.

Some Subordinating Conjunctions: after, although, as, as if, because, before, even if, if, lest, now that,

since, than, though, unless, until, when, whenever, while

Example: While the cats were sleeping, the mice came out and played. Subordinator Subject Predicate Subject Predicate Predicate

1. __________________________________________________________________________________

____________________________________________________________________________________

2. __________________________________________________________________________________

____________________________________________________________________________________

3. __________________________________________________________________________________

____________________________________________________________________________________

4. __________________________________________________________________________________

____________________________________________________________________________________

5. __________________________________________________________________________________

____________________________________________________________________________________

6. __________________________________________________________________________________

____________________________________________________________________________________

7. __________________________________________________________________________________

____________________________________________________________________________________

8. __________________________________________________________________________________

____________________________________________________________________________________

9. __________________________________________________________________________________

____________________________________________________________________________________

10. _________________________________________________________________________________

__________________________________________________________________________________

7th SCIENCE WEEK 2 COVERSHEET

Understanding the science of animal classification

By ThoughtCo.com, adapted by Newsela staff on 10.15.19

Word Count 965

Level 1030L

Image 1. An engraving depicting the Linnaean classification of plants into 24 orders from Simeon Shaw's "Nature Displayed," which was

published in 1823 in London, England. Photo by: Universal History Archive/Universal Images Group via Getty Images

For centuries, the practice of naming and classifying living organisms into groups has been a key

part of the study of nature. The Greek philosopher Aristotle (384 B.C.–322 B.C.) developed the

first known method of classifying organisms. He grouped them according to whether they

traveled by air, land or water. A number of other naturalists followed with their own

classification systems. Today, the Swedish botanist Carolus (Carl) Linnaeus (1707-1778) is

considered to be the pioneer of modern taxonomy. Taxonomy is the science of classifying

organisms.

In his book "Systema Naturae," first published in 1735, Linnaeus introduced a clever way to

classify and name organisms. This system, now referred to as Linnaean taxonomy, has been

used to varying extents ever since.

About Linnaean Taxonomy

Linnaean taxonomy categorizes organisms into a hierarchy, a family tree of relatedness.

Linnaean taxonomy today includes eight ranks: domain, kingdom, phylum, class, order, family,

genus and species.

Groups at the top of the hierarchy – domain, kingdom, phylum and class – are more broad in

definition and contain a greater number of organisms. The more specific groups that are lower

in the hierarchy – families, genera and species – have fewer. Genera is the plural of genus.

With each group of organisms assigned to a domain, kingdom, phylum, class, family, genus and

species, they can be uniquely characterized. Their membership in a group tells us about the

traits they share with other members of the group. It also tells us about traits that make them

unique.

Many scientists and textbooks still use the Linnaean classification system to some extent today,

but it is no longer the only method for grouping and characterizing organisms.

To best understand the science of classification, it will help to first clarify a few basic terms.

Classification is the systematic grouping and naming of organisms based on shared structural

similarities, functional similarities or evolutionary history. Taxonomy is the science of

classifying organisms. Systematics is the study of the diversity of life and the relationships

between organisms.

Types Of Classification Systems

Phenetics is a method of classifying organisms that is based on their overall similarity in physical

characteristics and other observable traits. Phenetics does not take phylogeny – evolutionary

history of the group – into account.

Cladistics determines relationships between organisms based on their evolutionary history. In

order to evaluate evolutionary history, this classification method uses three kinds of analysis:

genetic, biochemical and morphological. Genetic analysis includes analysis of the DNA.

Biochemical analysts study the substances living things are made of and the chemical reactions

they involve. Morphological analysis takes into account such identifying factors as size, shape,

color, etc. Cladistics is also called phylogenetics or phylogenetic systematics.

In general, Linnaean taxonomy relies on phenetics. Yet the similar physical characteristics

studied in phenetics are often the product of shared evolutionary history. Linnaean taxonomy,

therefore, can indeed reflect the evolutionary background of a group of organisms.

Biological Classification

Biological classification changes often. As our knowledge of organisms expands, we gain a better

understanding of the similarities and differences among them. In turn, those similarities and

differences shape how we assign animals to the various groups, or taxa. Taxa refers to a group of

organisms that has been classified.

Factors That Shaped High-Order Taxonomy

In the 16th century, the microscope was invented. It revealed a minute world filled with

countless new organisms that had previously escaped classification because they were too tiny to

see with the naked eye.

Throughout the 20th century, there have been rapid advances in understanding evolution and

genetics. These advances continue to reshape our understanding of how organisms relate to one

another. New understandings can change previous classifications. As a result, science is

constantly reorganizing the branches and leaves of the tree of life.

The history of taxonomy stretches back to the 4th century B.C. This was the time of Aristotle and

the natural philosophers, who were the first scientists. Since the first classification systems

emerged, scientists have wrestled with the task of how to organize life into various groups.

Let us examine how the highest-level taxa have changed throughout history. The three

highestlevel taxa are domain, kingdom and phylum.

Classification Systems Based On Phenetics

Two Kingdoms - Aristotle

Aristotle was among the first to document the division of life forms into animals (animalia) and

plants (plantae). He introduced his two-kingdom classification system in the 4th century B.C.

Three Kingdoms - Ernst Haeckel

The three kingdom system was introduced by Ernst Haeckel in 1894. To the long-established

two kingdom system, Haeckel added the kingdom Protista, which included two phyla: one for

singlecelled eukaryotes and one for bacteria, which are prokaryotes. All life is composed of either

eukaryotic cells, which have a nucleus, or prokaryotic cells, which do not.

Four Kingdoms - Herbert Copeland

Herbert Copeland added the kingdom Bacteria in 1956. This reflected the growing

understanding that bacteria – single-celled prokaryotes – were very different from single-celled

eukaryotes. In making this change, Copeland elevated Haeckel's two Protista phyla to the level of

kingdom.

Five Kingdoms - Robert Whittaker

Robert Whittaker's 1959 classification added a fifth kingdom, Fungi, to Copeland's four. Fungi

include single and multi-cellular osmotrophic eukaryotes. Osmotrophic describes life forms that

absorb nutrients by osmosis.

Classification Systems Based On Cladistics/Phylogeny

Six Kingdoms - Carl Woese

In 1977, Carl Woese extended Whittaker's Five Kingdoms, replacing the kingdom of Bacteria

with two kingdoms, Eubacteria and Archaebacteria. Eubacteria and Archaebacteria differ from

each other in many complex ways. The differences were revealed by molecular genetic analysis.

Three Domains - Carl Woese

In 1990, Carl Woese put forth a classification plan that greatly overhauled previous classification

plans. The three-domain system he proposed is based on studies in molecular biology and it

resulted in the placement of organisms into three domains: bacteria, archaea and eukarya.

Quiz

1 Which section of the article BEST explains why cladistics and phenetics are not entirely distinct classification

methods?

(A) "Types of Classification Systems"

(B) "Biological Classification"

(C) "Classification Systems Based On Phenetics"

(D) "Classification Systems Based On Cladistics/Phylogeny"

2 Read the following statement.

Linnaean taxonomy communicates both the common and distinct features of an organism.

Which selection from the article provides the BEST support for the statement above?

(A) Groups at the top of the hierarchy – domain, kingdom, phylum and class – are more broad in

definition and contain a greater number of organisms. The more specific groups that are lower in the

hierarchy – families, genera and species – have fewer.

(B) With each group of organisms assigned to a domain, kingdom, phylum, class, family, genus

and species, they can be uniquely characterized. Their membership in a group tells us about the traits

they share with other members of the group. It also tells us about traits that make them unique.

(C) Classification is the systematic grouping and naming of organisms based on shared structural

similarities, functional similarities or evolutionary history. Taxonomy is the science of classifying

organisms.

(D) As our knowledge of organisms expands, we gain a better understanding of the similarities

and differences among them. In turn, those similarities and differences shape how we assign animals to

the various groups, or taxa.

3 Which of the following MOST influenced the changing nature of classification systems?

(A) the shift from phenetic to cladistic methods

(B) Aristotle's division of organisms into animal and plant kingdoms

(C) the development of Linnaean taxonomy

(D) the rapid advancement of science and technology

4 Why was Carolus (Carl) Linnaeus considered a pioneer of modern taxonomy?

(A) He was the first naturalist to develop an effective system for classifying organisms.

(B) His system of categorizing organisms into a hierarchy is still used in modern classification

systems.

(C) His use of phenetics inspired other scientists to continue to use this method of classification.

(D) He was the first to understand that shared evolutionary history produces similar physical

characteristics.

Opinion: Fear about the coronavirus is normal, but don’t let it control you

By Gideon Meyerowitz-Katz, The Guardian, adapted by Newsela staff on 03.09.20

Word Count 750

Level MAX

Wash your hands more often, and practice not touching your face. Yes, it seems boring, but often the best advice is precisely that. Photo: Ferrantraite/Getty Images

The novel coronavirus, called SARS-CoV-2, and the disease it causes, COVID-19, are sweeping the globe. With

thousands of deaths already, and many tens of thousands of people infected across the world, it's safe to say that the

coronavirus has become one of the biggest events of the 21st century. It may only be a matter of time until we see

outbreaks everywhere, with public health authorities warning that the disease will probably soon start spreading

locally regardless of where you are on the planet.

If nothing else, the coronavirus is scary. And that is, in and of itself, an issue. Let me explain.

The problem with scary things is that we aren't very good at reacting to them. Humans are, when push comes to

shove, awful at interpreting risk. We're much more freaked out over turbulence on a plane than a near-miss in traffic,

even though of the two a car crash is far more likely to be the source of our untimely demise.

We fear what we don't understand. And what we fear, we seek to control.

In the case of the coronavirus, there are some pretty obvious examples. Reports are out that people are panic-buying

everything from toilet paper to ibuprofen, even if there is no outbreak in their local area nor a strong likelihood of a

shortage of either any time soon. People are taking to pharmacies in droves, dragging masks off the shelves like there's

no tomorrow, even though the evidence strongly suggests that masks are a waste of time for most people. The main

reason to buy a mask – something that health authorities have been saying for weeks – is if you yourself are sick,

because it stops your phlegm from getting on other people's faces. And don't get me started on those selling

supplements to cure coronavirus, because if we want to look at exactly why each immunity-boosting echinacea tea is

probably worthless we'll be here until the end of time itself.

There's no shortage of people selling supplements to cure this new infectious disease. There is, however, a distinct lack

of evidence that any of it works.

Which brings us to one of the scariest parts of the coronavirus, that is, perhaps, what's really got people on edge. Most

of the recommendations are things that other people have to do. Wearing masks when you're sick. Staying home if

you feel unwell. Covering your mouth and nose when you cough or sneeze. Seeking medical care early. And relying on

other people – without having much control over your own fate – is something that none of us likes. Yes, you should

wash your hands and stop touching your face, but neither of these feel like an intervention. They don't make us feel

safe.

And really, that's what this panic is all about. Coping with the fear. Trying to find a small measure of control over a

situation that seems to be made of pure chaos. Even though it's probably not going to work, we all really want to be

able to do something to keep ourselves from getting sick. Buying 15 tubs of hand sanitizer feels like a buffer against the

darkness, even if you'd really be just as well off getting a normal bar of soap.

So amid the scary stories it's worth remembering that, while we may not have control over everything, there are

evidence-based things you can do to help yourself. The World Health Organization has a series of simple tips on its

website that anyone can follow. Wash your hands more often, and practice not touching your face. Yes, it seems

boring, but often the best advice is precisely that. Even if the pharmacy shelves are entirely clear of N95 respirators,

you can probably find boring old soap that'll be more useful anyway.

Ultimately, the most important thing to do is not to panic, because panic is a killer. Take a deep breath, remember that

"pandemic" describes a disease's spread not its severity, and keep an eye on the news.

Fear is OK. Fear is natural. We're all afraid, with even the experts admitting that there is a huge number of things about

this outbreak that we just don't know yet.

Just don't let the fear control you. You'll probably have to live with it for a while yet.

Gideon Meyerowitz-Katz is an epidemiologist working in chronic disease. The opinions in this article belong

to the author and do not necessarily represent the views of Newsela or its editors.

Quiz

1 According to the article, why are people buying large amounts of hand sanitizer?

(A) Hand sanitizer is more effective than regular soap at battling diseases.

(B) Buying hand sanitizer makes people feel safer during the coronavirus scare.

(C) Hand sanitizer is the only way to effectively stop the spread of the coronavirus.

(D) Buying hand sanitizer is a good alternative if face masks are sold out.

2 Why are people more concerned with turbulence on a plane than a close call in a car?

(A) People are generally bad at interpreting risk.

(B) Being concerned is a natural way to stay safe.

(C) Planes are a more dangerous way to travel than cars.

(D) Turbulence happens more often than car accidents.

3 Which piece of evidence from the article is MOST relevant to the author's argument?

(A) The novel coronavirus, called SARS-CoV-2, and the disease it causes, COVID-19, are sweeping the

globe.

(B) Reports are out that people are panic-buying everything from toilet paper to ibuprofen, even if there is no

outbreak in their local area nor a strong likelihood of a shortage of either any time soon.

(C) Take a deep breath, remember that "pandemic" describes a disease's spread not its severity, and keep

an eye on the news.

(D) We're all afraid, with even the experts admitting that there is a huge number of things about this outbreak

that we just don't know yet.

4 The author claims that there are steps that individuals can take to protect themselves from the coronavirus.

Which selection from the article provides the MOST sufficient evidence to support the claim?

(A) It may only be a matter of time until we see outbreaks everywhere, with public health authorities warning

that the disease will probably soon start spreading locally regardless of where you are on the planet.

(B) People are taking to pharmacies in droves, dragging masks off the shelves like there's no tomorrow,

even though the evidence strongly suggests that masks are a waste of time for most people.

(C) Which brings us to one of the scariest parts of the coronavirus, that is, perhaps, what's really got people

on edge. Most of the recommendations are things that other people have to do.

(D) The World Health Organization has a series of simple tips on its website that anyone can follow. Wash

your hands more often, and practice not touching your face.

These creepy lemurs are the only six-fingered primates on Earth

By Washington Post, adapted by Newsela staff on 11.07.19

Word Count 928

Level 1040L

Image 1. An aye-aye, the Madagascan lemur with six fingers. Photo by: David Haring-Duke Lemur Center.

Unusual animals called aye-ayes are a species of Madagascan lemur. They look like something

that could have jumped from the pages of a scary story.

Aye-ayes are primates, like humans and monkeys. However, they display a collection of

delightfully ghoulish traits. Like rodents, their teeth grow continuously. Two oversized ears,

similar to those of bats, adorn their heads. Their hands are stranger still, with slender middle

fingers they beat against rotten wood to sense bugs to eat.

Scientists have discovered a new oddity: Aye-ayes have a tiny sixth finger, a "pseudo-thumb,"

that sprouts from their palms, researchers reported October 21 in the American Journal of

Physical Anthropology.

Their "Really Long, Creepy, Needle-y Claw"

Aye-ayes, like bats, use echolocation, meaning they locate objects by judging the reflections of

sound. The lemur also has a woodpecker's appetite for grubs.

Adam Hartstone-Rose is a lemur expert at North Carolina State University.

"They take that long, skinny middle finger and they tap, tap, tap along dead and rotten wood,"

Hartstone-Rose said. They also have "the largest brains of any lemurs relative to their body size."

That blend of brainpower, huge ears and sound vibrations enables the animals to generate

mental maps of hollow spaces within tree trunks.

Once aye-ayes locate a highway of insect tunnels, they bite open a hole in the wood. Into that

hole, they insert their slender middle fingers, which swivel on ball-and-socket joints. Using a

"really long, creepy, needle-y claw," Hartstone-Rose said, the predators snatch insects out of

their tunnels and drag them to the surface.

Wild Aye-Ayes Are Endangered

Hartstone-Rose had dissected hundreds of other primate limbs before he was able to dissect an

aye-aye hand. Aye-ayes are very rare. Only about 30 captive aye-ayes live in the United States.

Hartstone-Rose dissected aye-aye museum specimens and those that died of natural causes at

the Duke Lemur Center in North Carolina. He also dissected a wild aye-aye that died in

Madagascar, an island off the southeastern coast of Africa.

Wild aye-ayes are endangered and their population is decreasing, according to the International

Union for Conservation of Nature.

In the aye-aye, Hartstone-Rose and his coworkers were

tracing a muscle called the abductor pollices longus. In

humans, this muscle allows us to stick out our thumbs,

like hitchhikers. "This muscle goes from our forearm

to the base of our thumb in you, me and essentially

every other primate that has ever been documented,"

Hartstone-Rose said. As they followed the aye-aye's

muscle, a funny thing happened on the way toward the

thumb. A part of the muscle branched off to the aye-

aye palm, below the thumb, and connected to a small

nub of bone called the radial sesamoid, named after the tiny sesame seed.

Humans do not have these bones on the thumb side of our hands. But if you trace the pinkie

edge of your hand, palm-side-up, you can feel a similar bone called the pisiform where your

hand meets your wrist. "If you look at the base of your own wrist on the pinkie side, there's a

little pointy-out bone," Hartstone-Rose said. That's a sesamoid bone. Our kneecaps are enlarged

sesamoid bones, too.

The bone nub, in the aye-aye, moves in three directions. It has its own fingerprint. The scientists

examined six other specimens, using special CT scans as well as dissections. All of the aye-ayes

had the pseudo-thumbs.

Hiding In Plain Sight

Matt Borths is a paleontologist at the Duke Lemur Center. Borths said the pseudo-thumb hid in

plain sight, probably because it was overshadowed by the curiousness of the aye-aye's other

fingers. "Now that we know to look for them, there's the potential we may find this" adaptation

in fossils of other animals, Borths said. Borths also wants to know more about how the aye-ayes

use this thumb. "I just want to watch a lot of videos of aye-ayes climbing around," he said.

The scientists who found the odd thumb suggested this finger evolved to make up for the aye-aye

hands' extremely specialized nature. "If you scaled the aye-aye's arm up to the size of a human

arm, their fingers would be about 9 inches long, as opposed to yours, which are like 3 inches,"

Hartstone-Rose said. Those oversize fingers are not very good at grasping.

Pseudo-thumbs have a special place in evolutionary biology. The ancestors of bears and pandas

lacked the need for specialized toes on their paws. Their five digits are aligned in a neat and

unopposed row. However the pressures of panda existence - a reliance on a diet of tough

bamboo led to their adaptation of sesamoid bones into pseudo-thumbs. They use these thumbs

to hold bamboo shoots. Elephants also have long sesamoid bones, in their feet, that help them to

balance.

Aye-Ayes Are All In The Family

Aye-ayes, elephants and pandas are very distantly related mammals. Aye-ayes and pandas came

together on the same evolutionary trait through opposite paths: the hyper-specialization of the

aye-aye hand and the loss of specialization in bear paws.

"Because the anatomy evolved essentially exactly the same in primates and bears," Hartstone-

Rose said, "then we know that this is a trait that can happen in mammals."

Our human wrist muscles and sesamoid bones could have helped us at some point, he

hypothesized. "If, for some reason, we needed to start grasping more with wrist structures."

Quiz

1 Which statement would be MOST important to include in a summary of the article?

(A) Aye-ayes use their large brains and echolocation to help them draw mental maps to locate

food.

(B) Aye-ayes look like some type of creature that could come from a scary story.

(C) Aye-ayes were dissected and examined after they died of natural causes or disease.

(D) Aye-ayes, elephants and pandas are all mammals, but they are distantly related.

2 Read the following paragraphs from the section “Wild Aye-Ayes Are Endangered."

In the aye-aye, Hartstone-Rose and his coworkers were tracing a muscle called the abductor

pollices longus. In humans, this muscle allows us to stick out our thumbs, like hitchhikers. "This

muscle goes from our forearm to the base of our thumb in you, me and essentially every other

primate that has ever been documented," Hartstone-Rose said. As they followed the aye-aye's

muscle, a funny thing happened on the way toward the thumb. A part of the muscle branched

off to the aye-aye palm, below the thumb, and connected to a small nub of bone called the

radial sesamoid, named after the tiny sesame seed.

The bone nub, in the aye-aye, moves in three directions. It has its own fingerprint. The

scientists examined six other specimens, using special CT scans as well as dissections. All of

the aye-ayes had the pseudo-thumbs.

How is the central idea developed in these two paragraphs?

(A) They both illustrate a type of challenge that aye-ayes face with their sixth finger.

(B) They both demonstrate how scientists studied the aye-aye's newly found sixth finger.

(C) They both illustrate the reason why aye-ayes are rare and are decreasing in population.

(D) They both demonstrate that the aye-aye is incredibly intelligent and very strange looking.

3 According to the article, why did the aye-aye MOST likely develop a pseudo-thumb?

(A) to reach into tight spaces and locate the bugs that are inside

(B) to help them to create holes in the hollow spaces of objects

(C) to grasp items that their longer fingers are incapable of grabbing

(D) to have better balance and improve their echolocation

4 How does having long middle fingers affect the way aye-ayes obtain their food?

(A) The aye-ayes' long middle fingers help the creatures to bore openings into the trees that they

get their food from.

(B) The aye-ayes' long middle fingers assist the creatures in being able to get their food from a

hole in a tree.

(C) The aye-ayes' long middle fingers are actually a hindrance for them as they try to grab and

pull insects from trees.

(D) The aye-ayes' long middle fingers sometimes frighten the insects and make the process of

hunting them more difficult.

What we lose when animals become extinct

By Elizabeth Kolbert, National Geographic on 01.28.20

Word Count 1,611

Level MAX

Image 1. An Asian elephant eating a watermelon at the Melbourne Zoo in Australia. Elephants are endangered because of habitat loss and

poaching. Photo: Fir0002/Wikimedia

The International Union for Conservation of Nature says more than 28,000 species of animals and plants are

threatened with extinction. That number actually understates the risk. Since 1964, when the IUCN established a "red

list" of threatened species and began compiling data gathered worldwide, the list has become the preeminent global

database of endangered life and an essential tool for conservation policy. Yet the IUCN has been able to assess only

about 106,000 species of the more than 1.5 million species of animals and more than 300,000 plants that scientists

have described and named — which they estimate is less than a quarter of what's really out there. An

intergovernmental report on the biodiversity crisis estimated that extinction threatens up to a million animal and plant

species, known and unknown. The IUCN hopes to raise the number of species assessments to 160,000 by 2020. Next

up on its agenda: a "green list" of conservation successes. It will be much shorter than the red one.

The Biggest Threat: Humans Habitat loss — driven primarily by human expansion as we develop land for housing, agriculture and commerce — is

the biggest threat facing most animal species, followed by hunting and fishing. Even when habitat is not lost entirely, it

may be changed so much that animals cannot adapt. Fences fragment a grassland or logging cuts through a forest,

breaking up migration corridors; pollution renders a river toxic; pesticides kill widely and indiscriminately. To those

local threats one must increasingly add global ones: Trade, which spreads disease and invasive species from place to

place, and climate change, which eventually will affect every species on Earth — starting with the animals that live on

cool mountaintops or depend on polar ice. All of these threats lead, directly or indirectly, back to humans and our

expanding footprint. Most species face multiple threats. Some can adapt to us; others will vanish.

If we lived in an ordinary time — time here being understood in the long, unhurried sense of a geologic epoch — it

would be nearly impossible to watch a species vanish. Such an event would occur too infrequently for a person to

witness. In the case of mammals, the best-studied group of animals, the fossil record indicates that the "background"

rate of extinction, the one that prevailed before humans entered the picture, is so low that over the course of a

millennium, a single species should disappear.

But of course we don't live in an ordinary time. Everywhere we look, species are winking out. Just in the past decade,

two mammal species have gone extinct: a bat known as the Christmas Island pipistrelle and a rat, the Bramble Cay

melomys.

The International Union for Conservation of Nature lists more than 200 mammal species and subspecies as critically

endangered. In some cases, like the Sumatran rhino or the vaquita — a porpoise native to the Gulf of California —

there are fewer than a hundred individuals left. In others, like the baiji (also known as the Yangtze River dolphin), the

species, though not yet officially declared extinct, has probably died out.

And unfortunately, what goes for mammals goes for just about every other animal group: reptiles, amphibians, fish,

even insects. Extinction rates today are hundreds — perhaps thousands — of times higher than the background rate.

They're so high that scientists say we're on the brink of a mass extinction.

The last mass extinction, which did in the dinosaurs some 66 million years ago, followed an asteroid impact. Today the

cause of extinction seems more diffuse. It's logging and poaching and introduced pathogens and climate change and

overfishing and ocean acidification.

But trace all these back and you find yourself face-to-face with the same culprit. The great naturalist E.O. Wilson has

noted that humans are the "first species in the history of life to become a geophysical force." Many scientists argue

that we have entered a new geologic epoch — the Anthropocene, or age of man. This time around, in other words, the

asteroid is us.

What's Lost?

One way to think of a species, be it of ape or of ant, is as an answer to a puzzle: how to live on planet Earth. A species'

genome is a sort of manual; when the species perishes, that manual is lost. We are, in this sense, plundering a library

— the library of life. Instead of the Anthropocene, Wilson has dubbed the era we are entering the Eremozoic — the

age of loneliness.

Joel Sartore has been photographing animals for his Photo Ark project for 13 years. In an ever growing number of

cases, animals housed in zoos or special breeding facilities are among the last remaining members of their species. In

some instances, they are the only members.

Toughie, a Rabbs' fringe-limbed tree frog from central Panama, lived at the Atlanta Botanical Garden. He became the

last known of his kind when a fungal disease swept through his native habitat and a captive-breeding program failed.

Toughie died in 2016, and it's likely the Rabbs' fringe-limbed tree frog is now extinct.

Romeo, a Sehuencas water frog that lives at the natural history museum in Cochabamba, Bolivia, was likewise believed

to be a sole survivor. Scientists created an online dating profile for him. It linked to a donation page, and the $25,000

raised helped fund expeditions in the eastern Andes, where the species was once abundant.

Amazingly, the search has revealed five more Sehuencas water frogs, two males and three females. All were taken to

Cochabamba; the one female mature enough to breed with Romeo was named Juliet. Whether she will prove a worthy

mate and perpetuate the species, no one knows.

Was the Rabbs' fringe-limbed tree frog beautiful? Not in the flashy way of, say, the Spix's macaw (which is believed to

be extinct in the wild) or the Gee's golden langur (which is endangered). But with its expressive brown eyes and gangly

limbs, it had its own kind of charm.

Sartore treats all creatures — great and small, handsome and homely — with reverence. His photos capture what's

singular and, I'd also like to say, soulful about every living thing. One of my favorite images of Joel's is of a Partula

nodosa, or niho tree snail, laying down a trail of slime. There used to be dozens of Partula species in the South Pacific,

occupying different islands and different ecological niches. Much like Darwin's finches, they are the darlings of

evolutionary biologists — living, slime-producing illustrations of the power of natural selection. The introduction of

carnivorous snails from Florida drove nearly a third of the Partula species extinct; several survive solely thanks to

captive-breeding programs.

Precisely because extinction takes place so frequently now, it's possible to become inured to it. This desensitizing is

what makes Sartore's images so crucial: They show us just how remarkable each species is that's being lost.

We live in an extraordinary time. Perhaps by recognizing this, we can begin to imagine creating a different one — one

that preserves, as much as is still possible, the wonderful diversity of life.

Threat: Disease Since the 1980s, a fungal disease called chytridiomycosis, likely spread through direct contact and by infected water,

has ravaged global amphibian populations. More than 500 species have been affected; 90 of these may be extinct. The

fungus disrupts transmission of electrolytes through the skin of a frog or toad, ultimately stopping its heart.

Threat: Invasive Species Like many island species, the nearly flightless kagu, native to the French Pacific territory of New Caledonia, was

seriously affected by the arrival in the late 1700s of European settlers and their animals. Roughly chicken size, the kagu

continues to fall prey to non-native pigs, cats and dogs. The birds nest on the ground, and rats eat their eggs. Recent

population estimates suggest fewer than a thousand kagu survive. Scientists nevertheless have some hope for the

future: Decades of successful captive breeding have resulted in the reintroduction of the birds to the wild, and

predator control has allowed some populations to rebound.

Threat: Fragmentation This subspecies of the dama gazelle was once widespread across

the western Sahara. Now there are fewer than 300 damas

combined in Mali, Chad and Niger. Their range is broken up by

grazing lands for livestock, and they're at risk from hunting.

Reintroduction of captive-bred animals has had mixed success.

Threat: Habitat loss Butterflies can fly long distances and feed on many types of

flowers, but caterpillars are locavores, eating plants they hatch on

or near. As those plants are lost to development or farming,

butterflies disappear. The ones here aren't listed by the IUCN —

which has evaluated only 8,100 insect species — but are considered

at risk by other authorities.

Threat: Poaching Early in the 20th century, perhaps 100,000 elephants roamed

across Asia. Since then, their population likely has been cut in half.

They're killed not just for their ivory tusks but also for their meat

and hides — and sometimes in retaliation for the damage they do to crops.

Threat: Deforestation For tree-dwelling lemurs, there's no life without the forest — or Madagascar, their only home. Yet the island nation

has lost 80 percent of its trees to development, charcoal production, and slashand-burn agriculture. Lemurs are

squeezed into limited protected areas; 38 species are critically endangered. Fuel-efficient stoves are being introduced

to encourage people to reduce wood use and protect forest habitat.

Quiz

1 Read the introduction of the article [paragraph 1].

How does the introduction develop the main idea?

(A) It provides background information about the data on species extinction and suggests the problem is

much larger than it appears.

(B) It summarizes the various human activities that threaten to cause the extinction of one million animal and

plant species.

(C) It contrasts the number of species on the "red list" with species on the "green list" to indicate a high level

of progress toward conservation.

(D) It narrates the experiences of scientists and government agencies as they study species in danger of

extinction in their own habitats.

2 How are the sections organized to help develop understanding?

(A) The sections indicate that mass extinctions have caused many species to disappear in the planet's

history, then provide a chronology of all mass extinctions, and finally propose solutions for preventing

another such event in the future.

(B) The sections summarize how human actions have become a threat to species compared with the past,

then describe efforts to document disappearing species, and finally provide a list of human-related

threats with specific examples.

(C) The sections contrast the information scientists have about biodiversity today with the lack of information

about the age of dinosaurs, then elaborate on the problems that international groups have gathering

accurate data on extinction.

(D) The sections explain that humans can still conserve animal and plant species by describing the causes

and effects of the last mass extinction, then explore a list of theories for how to end the threats facing

specific plant and animal species.

3 How does the author develop their own perspective in the article?

(A) by using passionate and emotional language to encourage others to protest against deforestation, and

describing personal visits to affected areas

(B) by praising the work being done to save and photograph endangered species, and emphasizing the

need for humans to focus more on preservation

(C) by arguing that the world has entered a new geologic epoch called the Anthropocene, and analyzing the

arguments of others against this claim

(D) by developing a logical explanation for human effects on climate, and providing reassurance that most

species will continue to thrive despite extinctions

4 Based on the article, what is MOST likely the reason the author includes the perspective of E.O. Wilson?

(A) to show that humans are the strongest and best-adapted species living at this time

(B) to suggest that rapid species extinction is now something we should accept as normal

(C) to explore the differing theories about extinction and evolution created by various scientists

(D) to emphasize the devastating effects that humans have had on the planet and its species

Search speeds up for vaccine against the new coronavirus

By Tina Hesman Saey, Science News for Students on 03.12.20

Word Count 1,356

Level MAX

This conceptual illustration shows vials of blood in a centrifuge being tested for coronavirus infection. Today, several companies are working

to develop vaccines that will prevent the spread of the new coronavirus. Graphic: KTSDesign/Science Photo Library/Getty Images

A mystery illness emerged in China late last December. As word of its spread got out, researchers at Inovio

Pharmaceuticals paid close attention. This was even before anyone knew what was making people sick, a new

coronavirus.

Inovio, based in San Diego, Calif., is no stranger to such viruses. A different novel coronavirus had emerged in 2012. It,

too, caused potentially deadly infections. This disease would come to be known as MERS. (That's short for Middle East

respiratory syndrome.) Inovio became one of the first companies to develop a vaccine against MERS. (That vaccine is

still experimental.)

Early in the latest outbreak, Chinese researchers posted details of the genetic makeup of the virus that was making so

many people sick. The disease, which causes fevers, pneumonia and other serious symptoms, is now called COVID-19.

The virus responsible has just been named SARSCoV-2. Based on Inovio's work on the MERS vaccine, its scientists

sprang into action. They thought they might be able to roll out a version of the MERS drug to tackle COVID-19.

Kate Broderick is Inovio's senior vice president for research and development. "We'd all hoped that there would be

enough overlap that our previously developed MERS vaccine would be helpful in this case," she recalls. Like MERS and

another severe coronavirus — one that causes the disease SARS — the new virus uses RNA as its genetic material.

But in the end, Inovio's researchers found, SARS-CoV-2 was too different for its vaccine against MERS to take down

this virus. So the scientists set to work on creating a new vaccine.

Its design relies on a relatively new approach. Vaccines usually are made from weakened or killed forms of viruses or

parts of viruses. Those viral parts may include some proteins that serve as building blocks of the germ. When injected

into somebody new, their immune system recognizes these viral bits as an invader. It now makes antibodies. These

should help to fight off future invasions by the whole, live virus. But to make enough vaccine for millions of people, it

can take months or even years to grow enough disabled virus or to purify enough viral proteins.

So for their SARS-CoV-2 vaccine, Inovio scientists took a different approach. They converted the virus's RNA into DNA.

They also selected pieces of the virus that computer models suggested would prod the immune system into making

antibodies. Then they inserted selected bits of the DNA into bacteria. Those bacteria now used instructions in the bits

of DNA to make large quantities of the viral protein. And it's those proteins that will be used in the vaccine.

This approach drastically shortens how long it takes to make a vaccine, Broderick says. Normally, it might take two to

three years. For Inovio's product, it took three hours to design. Then it took roughly a month to make, Broderick

reports.

The company started testing the vaccine in animals at the beginning of this month. It hopes to begin safety tests in

people by early summer.

Even so, Inovio's vaccine is still at least a year away from widespread use. As the number of cases of COVID-19

continues to rise, several other research teams are also racing to develop vaccines and treatments. They, too, are

using unusual ways to fight the new virus.

Novel vaccines for a novel coronavirus Messenger RNAs are copies of protein-making instructions found in the DNA of genes. Cells "read" these instructions

to build proteins. Researchers are now developing a messenger RNA — or mRNA — vaccine. Its goal would be to

stimulate the body to produce vaccine components.

Part of the research team behind this project works for Moderna. It's a Cambridge, Mass.–based biotechnology

company. The other scientists work for the National Institute of Allergy and Infectious Diseases, or NIAID. It's one of

the National Institutes of Health.

Kizzmekia Corbett is an immunologist at NIAID's Vaccine Research Center. It's in Bethesda, Md. She's also the scientific

leader on the center's effort to develop a COVID-19 vaccine. Scientists on this project have selected portions of the

SARS-CoV-2 virus that may spark a vigorous immune reaction. This mRNA vaccine, she explains, would then tell human

cells which viral proteins to make.

"We're literally giving the cells a genetic code," Corbett says. It's being delivered as RNA. And it will tell cells, 'Hey,

make this protein.'"

Those proteins — Corbett wouldn't say which ones — will then prod the immune system to make antibodies against

the virus. Here, the body does all of the protein-making work. That means researchers can skip the time-consuming

and costly step of making those proteins in some lab.

This approach could be used in making vaccines against future new coronaviruses or other new infectious diseases,

Corbett says. "What we feel we have developed," she adds, "is [a new way] to quickly deploy a vaccine if another

novel coronavirus should pop up."

Other mRNA vaccines for other infections are still undergoing tests.

On February 24, Moderna announced that the new mRNA vaccine is ready for testing in people. It will be tested first in

45 adults to see if it is safe. If it passes that test, researchers will do more testing to see if it also protects against the

virus.

But even if the vaccine works, there is another problem. The researchers don't yet have a company willing or able to

produce the huge amounts of mRNA doses. And that would be needed to make enough vaccine to treat a large share

of the public.

Beating vaccines to the punch

People who get over infections will retain antibodies to the germ that made them sick. It may stick around in their

blood for years — even decades. Those antibodies can give them some protection when that person later encounters

a similar germ. But those antibodies also might protect others.

How? Give people a shot of somebody else's protective antibodies. This might prevent infections in healthy people. It

might even treat infections in people who are already sick. And these injections could work faster than vaccines.

Vaccines can take weeks or months to prod the immune system into making enough antibodies to stave off an

infection.

Regeneron is now developing antibodies against the COVID-19 virus. For instance, the team has learned more about

which parts of the virus make the best antibody targets. The proteins on the surface of a virus that are needed to

infect cells — such as the spike protein — generally are best.

Regeneron researchers have made SARS-CoV-2 proteins in the lab. They have injected them into mice that have

human versions of antibody-producing genes. These "humanized" mice make human antibodies. Such mice could

provide a ready supply of antibodies to treat people.

As soon as those antibodies are available, the company hopes to run lab tests on how well they work against the virus.

If they work well, safety tests in animals and people might be able to start soon.

The team also hopes to get some blood from people who recovered from COVID-19 and retrieve some of their

antibody-producing cells. But, mining antibodies from people's blood won't easily yield enough to treat masses of

people.

As these programs all show, getting a treatment for a new virus is not something that can be done overnight. It can

take months or years.

So in the midst of a new outbreak, "You're not going to just pull a vaccine out of your pocket," notes Anthony Fauci.

He directs NIAID in Bethesda, Md. If the current outbreak proves to be "really bad," the FDA might allow emergency

use of promising vaccines that haven't completed their full safety and efficacy testing. But researchers won't know for

at least six months whether any of the vaccines in development will help against COVID-19 virus.

Other strategies to fight the new virus, including using existing drugs designed to fight other diseases (such as AIDS

and hepatitis C), also are underway. But no one knows which ones are winners. So for now, people exposed to the

new virus must rely on their own immune systems and care from doctors and nurses to fight off COVID-19.

Quiz

1 One conclusion a reader could make after reading the article is that creating a vaccine for a virus is a long,

complicated process.

Which of the following statements accurately paraphrases evidence from the article to support the conclusion?

(A) To make enough vaccine for millions of people, it can take months or even years to grow enough disabled

virus or to purify enough viral proteins.

(B) As these programs all show, getting a treatment for a new virus is not something that can be done

overnight. It can take months or years.

(C) Despite secure and thorough animal testing, it might take a year for any of the vaccines in development to

be effective against the COVID-19 virus.

(D) Even with suspending safety and efficacy testing, it might take more than six months for researchers to

determine if any of the developed vaccines are effective against the COVID-19 virus.

2 Read the conclusion below.

Scientists can use existing vaccines to develop vaccines for new viruses.

Which detail from the article provides the BEST support to the statement above?

(A) Inovio became one of the first companies to develop a vaccine against MERS. (That vaccine is still

experimental.)

(B) Early in the latest outbreak, Chinese researchers posted details of the genetic makeup of the virus that

was making so many people sick.

(C) "We'd all hoped that there would be enough overlap that our previously developed MERS vaccine would

be helpful in this case," she recalls.

(D) Vaccines usually are made from weakened or killed forms of viruses or parts of viruses.

3 Read the following selection introducing the benefits of mRNA vaccines.

Those proteins — Corbett wouldn't say which ones — will then prod the immune system to make

antibodies against the virus. Here, the body does all of the protein-making work. That means

researchers can skip the time-consuming and costly step of making those proteins in some lab.

What does the author MOST LIKELY want the reader to think about creating mRNA vaccines based on this selection?

(A) Because of the time and cost-saving benefits, researchers are exploring the option of only creating mRNA

vaccines in the future.

(B) The process of creating an mRNA vaccine is highly competitive because of the potential savings

associated with it.

(C) The creation of an effective mRNA vaccine will make the job of researchers obsolete.

(D) mRNA vaccines are favorable because they reliable of the body producing antibodies.

4 Which answer choice accurately characterizes Anthony Fauci's reaction to the demand for a COVID-19 vaccine?

(A) He feels confident that researchers will produce a COVID-19 vaccine, even it if takes time.

(B) He thinks people are being unnecessarily hysterical and expect an unrealistic solution.

(C) He feels that the United States government is putting too much pressure on researchers to develop a

vaccine to fight off COVID-19.

(D) He thinks people view a vaccine creation as a simple solution when it is actually a lengthy, costly and

complicated process.

7th SOCIAL STUDIES WEEK 2 COVERSHEET

Name: Date: Class:

Chapter 2: Government and Civics

Section 3: Citizen Participation in Government

Section 3: Systems of

Government

Directions: Complete the chart using information from your textbook.

Systems of Government

AUTOCRACY OLIGARCHY DEMOCRACY

Definition Definition Definition

Fact or Example Fact or Example Fact or Example

Draw an image to symbolize. Draw an image to symbolize. Draw an image to symbolize.

Continued on next page.

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Directions: For each question, write the letter of the BEST response on the line beside each question.

1. Which of the following does not represent a way in which citizens participate?

a. elections

b. emigration c. protesting d. taxation

2. Which of the following most likely shares power?

a. absolute monarch b. autocrat c. dictator d. representative

Use the chart below to complete the next item.

3. Which of the following BEST describes the people in the list?

a. autocratic b. military dictator

c. absolute monarch d. democratically elected leader

4. Which of the following does NOT describe the United States government?

a. absolute monarchy b. democracy

c. federal system d. republic

5. Which of the following best describes a federal system?

a. levels of government sharing power

b. a single government body that does not distribute power c. a government that shares power but does so with independent nations d. none of the above

I. Kim II Sung of North Korea

II. King Salman of Saudi Arabia

III. King Louis XIV of France

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Name: Date: Class:


Section 4: Two Types of Democracies

Section 4: Types of Democracies

Directions: Complete the Venn diagram comparing and contrasting the two types of democracies. Write

two facts to show their differences and one to show a similarity.

PARLIAMENTARY PRESIDENTIAL

Directions: For each item, write the type of democracy that BEST fits the description.

1. The prime minister is the executive.

2. The head of state is not directly elected.

3. The people elect the head of state.

4. The leading party in the legislature elects the executive.

5. Governments can be dissolved and a new election called.

6. The constitutional monarch is largely a symbolic but influential role.

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Name: Date: Class:


Quick Review

Directions: For each question, write the letter of the BEST response on the line beside each question.

1. In which type of democracy is the prime minister head of government?

a. autocratic democracy

b. confederate democracy c. presidential democracy d. parliamentary democracy

2. In which type of government is power shared among different levels of government?

a. confederation b. democracy c. federation d. unitary

3. In which type of government does the national (central) government hold most of the power?

a. confederation b. democracy

c. federation d. unitary

4. In which type of government is most power held by local governments and the central

government is weak and dependent on the local governments?

a. confederation b. democracy

c. federation d. unitary

5. Which describes a form of government in which the ruler has absolute, total power?

a. autocracy b. democracy

c. confederation d. oligarchy

6. Which describes a form of government in which power is shared by the citizens with each

being equally represented?

a. autocracy b. democracy c. confederation d. oligarchy

Continued on next page.

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.

7. Which describes a form of government in which power is controlled by a small group of

people?

a. autocracy b. democracy c. confederation d. oligarchy

8. Which branch of government issues rulings on laws and hears court cases?

a. executive b. judicial c. legislative

d. sovereign

9. Which branch of government carries out the laws and may include a president?

a. executive b. judicial

c. legislative d. sovereign

10. Which branch of government makes the laws and sets a budget?

a. executive

b. judicial

c. legislative

d. sovereign

11. In a parliamentary democracy, which leader would have a symbolic role as head of state?

a. monarch b. prime minister

c. governor-general d. member of parliament

12. Which of the following is a way in which citizens control the government?

a. They pay taxes. b. They follow laws.

c. They follow leaders. d. They vote for leaders.

13. Which of the following best describes the role of citizens in an autocracy?

a. They can vote for leadership. b. They are controlled by a small group. c. They are controlled by the religious leaders. d. They are not allowed a voice in choosing leaders.

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Documents

7 MATH WEEK 2 COVERSHEET · 15 12 Replace x with _____ and multiply. 15 12 12 Simplify. 5 Solving Two -Step Equations with positive variables Test Pratice: Solving a Two-Step Equation