grade 7 march 30th, 2020 - hemet learns together...2020/03/03 · chess double solitaire dominoes...

$: Grade 7 March 30th, 2020 - Hemet Learns Together...2020/03/03 · Chess Double Solitaire Dominoes Uno Skills to Practice Daily at Home: Adding and subtracting with fractions Finding$
Grade 7

March 30th, 2020

These and other resources are also available digitally on the

HemetLearnsTogether.org website.

If a student has a 504 plan or receives mild/mod SAI services, please refer to the

accommodations packet.

#HemetLearnsTogether

HUSD 7th Grade MATH Week of 3/30/20 Dear Parents, Guardians and Students- At HUSD the safety and education of our students is of highest importance in times like this. We are excited that during this time of being off of school that you are continuing to trust us in your child’s education. We are happy to provide resources during this time including this packet of elected work in math that your child can practice and sharpen previous learned skills that will have a lasting impact on their education. Each week you will be provided with the optional packet of work to complete in your free time at home. Continue to check hemetusd.org so that you can be provided with the most up to date information. These tasks should not be worked on longer than 20 minutes each seating. It is okay for your son or daughter to skip a few questions if needed. #HemetLearnsTogether ~HUSD Instructional Support Math Team

Games to Play at home: ● Checkers ● Chess ● Double Solitaire ● Dominoes ● Uno

Skills to Practice Daily at Home: ❏ Adding and subtracting with fractions ❏ Finding the perimeter and area of a

square and rectangle

HemetLearnsTogether.org

Topics Covered in this week’s

work:

Things to Create or Try at Home: Mancala Game Supplies Needed:

● Empty old egg carton ● 24 beads, beans, small rocks

Here is a How to make a mancala board out of egg cartons.

1. Cut the lid off of an egg carton. 2. Cut the lid in half and glue the two ends to the bottom of the egg carton

bottom so that there is a larger receptacle at both ends of the egg carton. Paint the mancala game (optional).

How to play Mancala:

1. The game begins with one player picking up all of the pieces in any one of the holes on their side. Moving counter-clockwise, the player deposits one of the stones in each hole until the stones run out.

2. If you run into your own store, deposit one piece in it. If the last piece you drop is in your own store or opponents store you get a free turn.

3. If the last piece you drop is in an empty hole on your side, you capture that piece and any pieces in the hole directly opposite.

4. The game ends when all six spaces on one side of the Mancala board are empty.

❏ Using number and quantity in a real life situation

❏ Sharing items proportionally

❏ Fluency with integer addition and subtraction

Family Challenge: Share with your family tonight the answer to this question. ● What is one thing

that you learned in math today?

Sharing Prize Money

All together, the students collected 3,760 + 2,301 + 1,855 = 7,916 box tops.

Class Fraction of Box Tops Amount of Money

Mr. Aceves 79163760 600 284.997916

3760 × $ ≈ $

Mrs. Baca 79162301 600 174.417916

2301 × $ ≈ $

Mr. Canyon 79161855 600 140.607916

1855 × $ ≈ $

Leaky Faucet

1. The faucet drips 302,400 drips in aweek.

30 drips per minute X 60 minutes = 1,800 drips per hour

1,800 X 24 hours = 43,200 drips per day

43,200 X 7 = 302,400 drips per week

2. Her leaky faucet wastes 2,735 liters per year.

302,400 X 52 weeks = 15,724,800 drips per year

27,347 100-milliliter bottles5, 24, 00 75 1 7 8 ÷ 5 ≈

milliliters7, 47 00 , 34, 48 2 3 × 1 ≈ 2 7 7

liters, 34, 48 00 , 35 2 7 7 ÷ 1 ≈ 2 7

Foursquare Addition 2

Ex. − ) − 0) − 4) − ) 3 ( 3 + ( 2 = ( 1 + ( 9 = − 2

1. − 9) − 5) − 3) − 1) 4( 1 + ( 1 = ( 1 + ( 2 = − 32. − 3) 13 + 5 = ( 1 + 2 = 83. − 9) 5 − ) − )( 1 + 1 = ( 3 + ( 1 = 44. − ) − ) − ) − 4) 6( 9 + ( 7 = ( 2 + ( 1 = − 15. 4 − 7) − )1 + ( 1 = 0 + ( 3 = − 36. − 9) − ) − 3) − ) 1( 1 + ( 2 = ( 1 + ( 8 = − 27. − )0 + 0 = 1 + ( 1 = 08. 1 − 1) 3 − 3)1 + ( 1 = 3 + ( 3 = 09. − 5) − ) − ) 2( 1 + 3 = ( 5 + ( 7 = − 110. 4 − ) 8 − ) 52 + ( 9 = 1 + ( 3 = 111. − ) 0 − 0)9 + ( 9 = 2 + ( 2 = 012. − ) 1 − 2)( 7 + 6 = 3 + ( 3 = − 113. − ) − ) 37 + 6 = ( 5 + ( 8 = − 114. − 3) 0 − ) − 8) 3( 4 + 2 = ( 5 + ( 1 = − 215. − 3) − 0) − 1) − 2) 3( 4 + ( 2 = ( 3 + ( 3 = − 6

Foursquare Addition 5

Ex. 6, 12, 44 1 2 5 2 + 2 = 9 + 1 = 6

1. , 20, (− ) 2 1 31− 9 1 + 3 = 3 + 2 = 2. 4, 4, (− 0) 0 8 − ) 0− 4 2 + 4 = 2 + ( 8 = 23. 5, , 8, 64 − 2) 5 7 24 − 4 − 1 + ( 2 = 1 + 2 = 44. 2, 78, 8, (− ) 9 6 − )− 4 − 3 7 + 3 = 3 + ( 45. 00, 63, 99 7 34 2 961 + 9 = 1 + 6 = 16. 7, 15, 30, 56 5 4 7 015 + 4 = 1 + 9 = 17. 2, 3, 67, 73 4 9 8 79 − 4 + 2 = 4 + 4 = 98. 3, 11, 24, (− 2) 1 − 9) 8 1− 6 5 + 4 = ( 3 + 2 = − 19. 8, 10, 9, (− 8) 8 − 9) 9 0− 5 4 + 3 = ( 2 + 1 = − 110. 0, 36, 7, 26 9 6− 1 − 1 + 0 = 7 + 1 = 211. 2, 2, 55 − ) 8 93 − 2 + ( 6 = 1 + 4 = 412. 2, 28, 8, 59 0 − 1) 94 − 2 + 0 = 7 + ( 1 = 513. 6, 6, (− 0) 0 2 − 2)2 − 2 2 + 2 = 7 + ( 7 = 014. 3, 6, , (− 4) − 1) − 7) − 8) 5− 3 − 1 − 5 4 + ( 2 = ( 2 + ( 3 = − 615. 8, 4, (− 5) − 3) − 7) − 1) 8− 6 − 8 3 + ( 4 = ( 2 + ( 5 = − 7

Adapted from Illustrative Math®

Sharing Prize Money

The three seventh grade classes at Sunview Middle School collected the most box tops for a school fundraiser, and so they won a $600 prize to share among them.

x Mr. Aceves’ class collected 3,760 box tops. x Mrs. Baca’s class collected 2,301 box tops. x Mr. Canyon’s class collected 1,855 box tops.

How should they divide the money so that each class gets the same fraction of the prize money as the fraction of the box tops that they collected?

Leaky FaucetThis problem gives you the chance to:• use number and quantity in a real-life situation

7

Jan estimates that the faucet in her kitchen drips at a rate of 1 drop every 2 seconds.

1. Estimate how many times the faucet drips in a week.Show your calculations.

Jan estimates that approximately 575 drops fill a 100-milliliter bottle.

2. Estimate how much water her leaky faucet wastes in a year. litersShow how you figured it out.

Page 8 Leaky Faucet Test 7: Form A

11

© 2013 by Brad Fulton and TTT Press www.tttpress.com

-6 3

-8 -12

Name____________________ Foursquare Addition 2

Add across as in the example. Then add downward. Add the sums on the right side and write the answer in the upper triangle. Then add the lower sums and right the sum in the lower triangle. Do your answers match? Congratulations!

-8 -11

-5 -10

-8 11

-5 10

-8 -11

5 10

4 -13

-6 -1

14 0

-14 -3

-25 6

12 -14

-15 15

16 -16

22 -11

11 -22

-24 9

19 -16

21 3

-3 -6

24 -15

-4 -5

18 -25

13 -7

-18 25

13 -7

-18 -25

13 7

-18 -25

-13 -7

-3

-23-23

-20

-9-14

1 2 3

5 6 7

9 10 11

13 14 15

4

8

12

Activity master

12

© 2013 by Brad Fulton and TTT Press www.tttpress.com

Name____________________ Foursquare Addition 5

Find the missing addends to solve each problem as in the example. You will need to work backwards to be successful.

18 26

9 12

44

65 65

21

38 27

8

12

-1

32

24

36

20

28

19

64

27 15

-1

34

99

62

-1

101

45

87

-19

73

24

48

29

38

19 -29

17

26

0

19

23

16

55

1

-46

46

0

72

-11

-44

-65

-38

33

41

-35

-51

35

32

39

36

17

-11

41

28

17

59

0

70

1 2 3

5 6 7

9 10 11

13 14 15

4

8

12

Activity master

7th Grade English Language Arts March 30th, 2020

Word choice and diction refer to a writer’s use of language to convey meaning. Writers who want to be serious will use formal language. Less serious writing will be informal and might use everyday language including idioms, slang, and words with strong connotations. Use the following steps to analyze a writer’s word choice and diction.

Step 1: Determine level of formality. Ask yourself: Is the word choice formal or informal? Formal language is grammatically correct and precise. Informal language is looser with rules and may use slang, idioms, or short forms of words.

EXAMPLE Formal: I hate holding a position inferior to my supervisor.Informal: I hate playing second fiddle to my boss.

Step 2: Determine level of abstraction. Ask yourself: Is the word choice abstract or concrete? Concrete words show specific details and put a reader in a scene. Abstract, more general words make a reader step back and think.

EXAMPLE Concrete: The sun blazed in the sky.Abstract: Temperature and weather always change.

Step 3: Look for charged words. Neutral words carry no connotations, or emotional associations, for the reader. Charged words do. Look for charged words to find the connotations of a passage.

EXAMPLE Neutral: Aunt Callie is always curious about others.Charged: Aunt Callie is nosy. What a snoop!

Step 4: Look for positive and negative meanings. Effective moods or feelings can be created by words with strong connotations—positive or negative. Both sentences below describe one scene. The first seems attractive and impressive. The second suggests a sickly, unpleasant scene.

EXAMPLE Positive: The sculptor displayed some imaginative pieces.Negative: The sculptor showed off some weird pieces.

Step 5: Evaluate. To form your own sense of how effective a writer’s word choice is, ask yourself the following questions:

• What is the author’s purpose or intent?• How well does the author’s word choice support that purpose?• What is the effect of substituting other words for the author’s?

STUDENT LESSON SUMMARY

Word Choice and DictionELA RL.7.4, RI.7.4, ELD PI.7.8

Copyright © by Houghton Mifflin Harcourt Publishing Company

California Standards Support and Enrichment 1 Word Choice and Diction

Read the following model. Notice the way the writer’s word choice creates a particular meaning and tone.

MODEL

The yellowish-gray funnel formed in a minute and seemed to puff its chest. The storm winds died down for a few eerie seconds. Billowy dark-gray clouds gathered swiftly. Then the twister went wild, ravaging and bashing our town.

MODEL

Word Choice and Diction



Practice and Apply Read each boxed passage. Then answer the question that follows. Underline the words in the passage that support your choice.

I don’t get the beach. What’s the point? Do you stare blankly at the water? Lay like a log in the sun? Or trudge through the waves? I usually escape into a book.

1. What feelings or ideas are suggested by the connotations in this passage?

a. boredom and irritation c. happiness and enjoyment

b. anger and frustration d. hopefulness

According to the first mate, crew members not hurled from the ship by the swell were forced to jump overboard. Twenty-one people swam to shore. Six others floated on buoys. “We’re lucky there were no fatalities,” said a Coast Guard official.

2. How would you describe the word choice in the above passage?

a. informal c. general

b. abstract d. formal

PRACTICE WORKSHEET A




A. Practice and Apply Read each item in the box below. At each numberedblank, choose a word from the Word Box that best conveys the “feeling”suggested.

WOrD BOx

1. Dragging / Drawing / Pulling

2. strolled / crawled / meandered

3. bent / hunched / crouched

4. threatening / frightening / dreaded

Feeling: A feeling of anxiety and fear

1 her feet unwillingly, Amelia 2 down the corridor toward

the dentist’s office. When she spotted the door to the office,

she 3 to tie her shoe. She’d give anything to get out of

this 4 appointment.

B. Practice and Apply Read each passage. Decide which has the more effectiveword choice. Then answer the questions.

A tall man with a flashy style, [Ethan Allen] dressed in a green jacket with enormous gold epaulets and carried an oversized sword at his side.

A large man with a showy manner, [Ethan Allen] wore a colored top with big gold decorations on the shoulders and carried a sizable weapon.

5. Which passage is more effective? Write a “+” beside it.

6. Evaluate the more effective passage. Point out specific words that carrystrong connotations or that add life to the description.

PRACTICE WORKSHEET B




review Students can analyze word choice by determining whether a writer’s words are formal or informal, abstract or concrete. Examining the connotations, or shades of meanings, of charged words helps readers evaluate how well a writer achieves his or her purpose.

A. Practice and Apply First, read the description of word choice. Next, readthe three sentences. Then, choose the one that best fits the word-choicedescription.

1. Word choice that is concrete:

a. “The car proceeded down a suburban street.”

b. “The lanky pitcher uncoiled and hurled a darting curveball.”

c. “Many nations have the capability to spread their wealth better.”

2. Word choice that suggests sadness:

a. “An elderly woman looked at us from her metal hospital bed.”

b. “From her hospital bed, an old crone stared at us with blank eyes.”

c. “From her crisp white bed, a white-haired woman looked us over.”

B. Practice and Apply First, read the passage. Then, answer the question thatfollows.

When we arrived at the cozy house, a short woman bustled out and greeted us in cheerful bursts of singsong Italian. She led us to a patio around back, chirping the whole way. We overlooked a fairytale valley checkered with lush vineyards and lovely stone houses. This was not a typical restaurant. Our jolly hostess told us what we would be eating. Soon, she brought plump white beans gleaming with fresh olive oil.

3. List three charged words and write the connotations of each.

RETEACHING WORKSHEET




7th Grade History

March 30, 2020

These and other resources are also available digitally on the Hemetlearnstogether.org website.

central historical question

? What happened when Moctezuma met cortés?

Materials

textbook Passage - Moctezuma and cortés

historical Document a - cortés's account

historical Document B - the Florentine codex

historical Document c - historian Matthew restall

student handout - Guiding questions

instructionSFind the provided textbook passage. Read it and answer each question.

.

2 how do we know that this account is true?

Think about:

(a) Who most likely wrote the accounts of the interaction between Cortés andMoctezuma?

(b) Why might we trust these accounts? Why might we doubt them?

(c) In what language would Moctezuma’s account likely have been recorded?Why does this matter?

MoctezuMa anD cortés

STANFORD HISTORY EDUCATION GROUP SHEG.STANFORD.EDU

Moctezuma and CortésMany are familiar with the popular tale of the meeting between Emperor Moctezuma and conquistador Hernán Cortés. As it goes, Moctezuma mistook the Spanish invaders for gods, thereby setting the stage for the conquest of the Aztec Empire. But how does this compare to what the historical record tells us? In this lesson, students read from two 16th century sources and one contemporary historian's interpretation of the event to answer the question: What happened when Moctezuma met Cortés?

7th grade

These questions are intended to get us thinking about who writes historical sources.Consider: How do we learn about civilizations? Whose written records no longer exist? The Spanish destroyed nearly all of the Aztecs’ records during the conquest, so much of what we know about the Aztecs was written by the conquerors. Why might this fact raise questions about reliability of accounts of the meeting between Cortés and Moctezuma?

3 Take out Document a and the Guiding questions.

Read Document A and complete the corresponding section of the Guiding Questions.

You will read and corroborate two documents about what Moctezuma actually said toCortés when they first met.

4 Reflect on:

Begin with sourcing: (a) Who wrote the document?(b) When did he write it?

Remember that sourcing is a big part of corroboration because we want to make surethat we’re dealing with reliable sources.

This may be a good opportunity to refresh our memory about reliability—what issues do we want to consider when evaluating the reliability of a source?

We should remember that reliability is connected to the author’s authority, knowledge,motivation, purpose, as well as distance (geographic and temporal) from the event. No source is perfectly objective, so we interrogate documents to determine whether we can trust the information in them.

Do you think Cortés is a reliable source for the encounter. (It is important that yourecognize that Cortés is not entirely reliable because):

(a) he is writing to the King (his boss) and might be motivated to inflate hisachievements, and

(b) he could have easily misunderstood Moctezuma, given the language andcultural barriers.

Summarize what Cortés claimed Moctezuma said.

Example answer: Moctezuma welcomed Cortés as the messenger of the king, whom they called their natural leader. He said that the ancestors had foretold their leader’s descendants would return to conquer the land, and offered Cortés obedience.

5

Finally, think about whether the document corroborates the textbook account. Weshould see that the account does not support the textbook’s claim that Moctezuma believed that Cortés was a god. The document says that Moctezuma believed that Cortés came from the same distant land as the Aztec ancestors.

Take out Document B.

Read the document and complete the corresponding section of the GuidingQuestions.



6 Reflect on:

Begin with sourcing: (a) Who wrote the document and why?(b) Is it reliable?

The source of Document B is tricky. It was written by Aztecs under the supervision of a Spanish friar. This raises the question about what they were and were not permitted to write. Also the account was written long after the actual encounter.

Consider different sides in response to the question of whether or not thedocument is reliable. In the end, you should conclude that it cannot be consideredentirely representative of the Aztec point of view.

Summarize what Document B says about the encounter between Cortés andMoctezuma:

Example student answer: Moctezuma welcomed Cortés as a returning leader. He said that the ancestors had foretold their leader would return to sit upon his throne, and welcomed the Spaniards into the palace.

Does Document B corroborate the textbook account. (Again, the account does notsupport the textbook’s claim that Moctezuma believed Cortés was a god. )

7 Take out Document c.

Read it and answer the corresponding section of the Guiding Questions.

Begin with sourcing:(a) Who wrote the document? When?(b) Is it reliable?

Given the author’s background as a leading expert on colonial Latin American history, we should conclude that this is generally a reliable source for understandingwhat happened when Moctezuma met Cortés.

How does Document C compares to Documents A and B.

We should note that Document C provides very different explanations for whyMoctezuma told Cortés that the Aztecs had been expecting him and for why Spanish missionaries said that Moctezuma believed Cortés was Quetzalcoatl.

Why might Document C differ so much from Documents A and B?

You should note that Document C was written by a historian who has been able to doa great deal of research about this period of history to understand this particular episode.

9 Reflect:

(a) What is one reason why you might believe that Moctezuma welcomedCortés into the Aztec capital?

Reflect on:

(b) What is one reason why you might NOT believe that Moctezuma welcomedCortés?

(c) Finally, how confident they you about about what really happened whenCortés met Moctezuma.

•

Finish the reflection by considering what other documents might be good sources ofevidence about the encounter and by returning to the fact that there may not be many documents from the perspective of the Aztecs due to the conquest.

______________________________________________________________________________________________________

reFerences

Textbook Passage Burstein, S. M., & Shek, R. (2006). World history: Medieval to early modern times. San Diego, CA: Holt, Rinehart, & Winston.

Document ACortés, H. (1843). Second letter to Charles V. In G. Folsom (Ed. & Trans.), The despatches of Hernando Cortes, the conqueror of Mexico, addressed to the Emperor Charles V. written during the conquest, and containing a narrative of its events (pp. 37-170). New York: Wiley & Putnam. Retrieved from http://books.google.com/books/about/The_despatches_of_ Hernando_Cort%C3%A9s.html?id=xUsTAAAAYAAJ

Document BSahagún, B. (n.d.). The Florentine codex, book 12 (N. Fitch, Trans.). (Original work published ca. 1570-1585). Retrieved from http://faculty.fullerton.edu/nfitch/nehaha/aztec10.html

Document CRestall, M. (2003). Seven myths of the Spanish conquest. New York: Oxford University Press.


naMe: ________________________________________ Date: _________________

Directions

Please read the textbook passage below and answer the following questions.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

A small group of conquistadors led by Hernán Cortés reached Mexico in 1519. They were looking for gold. Hearing of this arrival, the Aztec emperor, Moctezuma II, believed Cortés to be a god. According to an Aztec legend, the god Quetzalcoatl was to return to Mexico in 1519. Cortés resembled the god’s description from the legend.

Thinking that the god had returned, Moctezuma sent Cortés gifts, including gold. With getting more gold his motive, Cortés marched to the Aztec capital. When he got there, Moctezuma welcomed him, but Cortés took the emperor prisoner.

Source: A 2006 history textbook titled World History: Medieval to Early Modern Times.

questions

(1) Who was Hernán Cortés?

____________________________________________________________________________________

____________________________________________________________________________________

(2) Who was Moctezuma?

____________________________________________________________________________________

____________________________________________________________________________________

(3) What happened when Cortés met Moctezuma in 1519?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

textBook PassaGe - cor tés anD MoctezuMa


GlossarY

quetzalcoatlthe Aztec feathered serpent god; as the god of life, learning, and wisdom, he is one of the most important deities in Aztec mythology

DocuMent a - cortés's account (MoDiFieD)

In his letter to King Charles, Cortés describes meeting Moctezuma and claims that Moctezuma told the following story about the origins of the Aztec people:

After being seated Moctezuma spoke as follows:

“We learned from our ancestors that those of us who inhabit this region descend from strangers who came here from a very distant land. We have also learned that a prince brought our people into these parts, and then returned to his native land.

“Much later, the prince returned to this region and found that his people had intermarried with the native inhabitants. When he asked them to return with him, they were unwilling to go, nor were they willing to see him as their leader, so he left. We have always heard that his descendants would come to conquer this land.

“From what you say of the great king who sent you here, we believe that your king is our natural leader. Especially because of the direction from which you say you have come, and because you say that you first learned of us a long time ago.

“Therefore be assured that we will obey you. And you have the power in all this land to command what is your pleasure, and it shall be done in obedience, and all that we have is at your disposal. And since you are in your own proper land and your own house, rest and refresh yourselves after your journey.”

Source: Letter by Hernán Cortés to King Charles V, written in 1520.


Moctezuma addressed Cortés in these words: “Our lord, you are very welcome in your arrival in this land. You have come to satisfy your curiosity about your noble city of Mexico. You have come here to sit on your throne, which I have kept for you. . . . For I am not just dreaming, not just sleepwalking, not seeing you in my dreams. I have been worried for a long time, looking toward the unknown place from which you have come. Our ancestors said that you would come to your city and sit upon your throne. And now it has been fulfilled, you have returned. Go enjoy your palace, rest your body. Welcome our lords to this land.”

Source: Excerpt from the Florentine Codex, an account of Aztec life originally written by Mexican natives between 1570-1585 under the supervision of Spanish friar Bernardino de Sahagún, whose primary goal was to convert the natives of Mexico to Christianity.

DocuMent B - the Florentine coDex



GlossarY

GlossarY

DocuMent c - historian MattheW restall

These two excerpts come from historian Matthew Restall’s book Seven Myths of the Spanish Conquest. Restall is a professor of history at Penn State University and is considered to be one of the world’s leading scholars of colonial Latin American history. In Excerpt 1, Restall offers a possible explanation for why Moctezuma told Cortés that he had been expecting him.

Excerpt 1

In Excerpt 2, Restall offers a possible explanation for why Spanish priests said that Moctezuma believed Cortés was Quetzacoatl.

Excerpt 2

bluntlyabruptly or straight to the point

legitimacyjustification

predecessorsthose who came before

MexicaAztec

FranciscansCatholic missionaries

[In royal Aztec culture], to be polite and courteous one must avoid speaking bluntly or directly, which requires saying the opposite of what one means. Thus Moctezuma’s assertion that he and his predecessors were just safeguarding the rulership of the Mexica empire in anticipation of Cortés’s arrival is not to be taken literally. It is . . . meant to convey the opposite — Moctezuma’s stature . . . — and to function as a courteous welcome to an important guest.

Source: Seven Myths of the Spanish Conquest, written by Matthew Restall in 2003.

Motoliníaa Spanish missionary who wrote books on Aztec history

[The Franciscans’] concerns were more religious than political, and [their] emphasis was on the legitimacy and divine approval of Christianization campaigns. . . . [Motolinía seized upon the idea] that Mexico’s natives somehow anticipated the arrival of the Spaniards — an anticipation that proved the Conquest was part of God’s plan for the Americas. For this reason, Franciscans such as Motolinía appear to have invented the Cortés-Quetzalcoatl identification after Conquest.


naMe: ________________________________________ Date: _________________

questions - DocuMent a

(1) Who wrote Document A? _______________________________________________________

When? ___________________________

(2) Who was the recipient of Document A? __________________________________________

How might this influence the content of Document A?

_____________________________________________________________________________________

_____________________________________________________________________________________

(3) According to Document A, what did Moctezuma say to Cortés?

___________________________________________________________________________________________

___________________________________________________________________________________________

(4) Does Document A corroborate the textbook account?

___________________________________________________________________________________________

___________________________________________________________________________________________

(5) What is one reason Document A would be a reliable source to understand whathappened when Moctezuma met Cortés?

__________________________________________________________________________________________

___________________________________________________________________________________________

(6) What is one reason Document A would not be a reliable source to understand whathappened when Moctezuma met Cortés?

___________________________________________________________________________________________

___________________________________________________________________________________________

MoctezuMa & cortés - GuiDinG questions

continue


questions - DocuMent B

(1) Who wrote Document B? _______________________________________________________

When? ___________________________

(2) Who supervised the writing of Document B? _____________________________________

How might this influence the content of Document B?

_______________________________________________________________________________________

_______________________________________________________________________________________

(3) According to Document B, what did Moctezuma say to Cortés?

___________________________________________________________________________________________

___________________________________________________________________________________________

(4) Does Document B corroborate the textbook account?

___________________________________________________________________________________________

___________________________________________________________________________________________

(5) What is one reason Document B would be a reliable source to understand whathappened when Moctezuma met Cortés?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

(6) What is one reason Document B would not be a reliable source to understand whathappened when Moctezuma met Cortés?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

continue


(7) How does Document A compare to Document B?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

questions - DocuMent c

(1) Who wrote Document C? ______________________________________________________

When? ___________________________

Based on this information, do you think this is a reliable account of what happenedwhen Moctezuma met Cortés? Why or why not?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(2) According to Document C, why did Moctezuma tell Cortés that the Aztecs had beenexpecting him?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

(3) According to Document C, why did Spanish missionaries claim that Moctezuma believedCortés was Quetzacoatl?

__________________________________________________________________________________________

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(4) How does Document C’s account of what happened when Moctezuma met Cortéscompare to Document A and Document B?

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continue


questions

(1) What is one reason why you might believe that Moctezuma welcomed Cortés into theAztec capital?

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(2) What is one reason why you might not believe that Moctezuma welcomed Cortés?

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(3) Based on these three documents, how confident are you in knowing what happenedduring their first meeting? Explain.

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Document A: Cortés’s Account

When we had passed the bridge, Señor Muteczuma came out to receive us, attended by about two hundred nobles, all barefooted and dressed in livery, or a peculiar garb of fine cotton, richer than is usually worn; they came in two processions in close proximity to the houses on each side of the street, which is very wide and beautiful, and so straight that you can see from one end of it to the other, although it is two thirds of a league in length, having both sides large and elegant houses and temples. Muteczuma came through the centre of the street, attended by two lords, one upon his right, and the other upon his left hand, one of whom was the same nobleman who, as I have mentioned, came to meet me in a litter; and the other was the brother of Muteczuma lord of the city of Iztapalapa, which I had left the same day; all three were dressed in the same manner, except that Muteczuma wore shoes, while the others were without them. He was supported on the arms of both, and as we approached, I alighted and advanced alone to salute him; but the two attendant lords stopped me to prevent my touching him, and they and he both performed the ceremony of kissing the ground; after which he directed his brother who accompanied him to remain with me; the latter accordingly took me by the arm, while Muteczuma, with his other attendant, walked a short distance in front of me, and after he had spoken to me, all the other nobles also came up to address me, and then went away in two processions with great regularity, one after the other, and in this manner returned to the city. At the time I advanced to speak to Muteczuma, I took off from myself a collar of pearls and glass diamonds, and put it around his neck. After having proceeded along the street, one of his servants came bringing two collars formed of shell fish, enclosed in a roll of cloth, which were made from the shells of colored prawns or periwinkles, held by them in high estimation; and from each collar depended eight golden prawns, finished in a very perfect manner, about a foot and a half in length. When these were brought, Muteczuma turned towards me and put them round my neck; he then returned along the street in the order already described, until he reached a very large and splendid palace, in which we were to be quartered, which had been fully prepared for our reception. He there took me by the hand and led me into a spacious saloon, in front of which was a court, through which we entered. Having caused me to sit down on a piece of rich carpeting, which he had ordered to be made for his own use, he told me to wait his return there, and then went away. After a short space of time, when my people were all bestowed in their quarters, he returned with many and various jewels of gold and silver, feather-work, and five or six thousand pieces of cotton cloth, very rich and of varied texture and finish. After having presented these to me, he sat down on another piece of carpet they had placed for him near me, and being seated he discoursed as follows: —

“It is now a long time since, by means of written records, we learn from our ancestors that neither myself nor any of those who inhabit this region were descended from its original inhabitants, but from strangers who emigrated hither from a very distant land; and we have also learned that a prince, whose vassals they all were, conducted our people into these parts, and then returned to his native land. He afterwards came again to this country, after the lapse of much time, and found that his people had intermarried with the native inhabitants, by whom they had many children, and had built

towns in which they resided; and when he desired them to return with him, they were unwilling to go, nor were they disposed to acknowledge him as their sovereign; so he departed from the country, and we have always heard that his descendants would come to conquer this land, and reduce us to subjection as his vassals; and according to the direction from which you say you have come, namely, the quarter where the sun rises, and from what you say of the great lord or king who sent you hither, we believe and are assured that he is our natural sovereign, especially as you say that it is a long time since you first had knowledge of us. Therefore be assured that we will obey you, and acknowledge you for our sovereign in place of the great lord whom you mention, and that there shall be no default or deception on our part. And you have the power in all this land, I mean wherever my power extends, to command what is your pleasure, and it shall be done in obedience thereto, and all that we have is at your disposal. And since you are in your own proper land and your own house, rest and refresh yourselves after the toils of your journey, and the conflicts in which you have been engaged, which have been brought upon you, as I well know, by all the people from Puntunchan to this palace; and I am aware that the Cempoallans and Tlascalans have told you much evil of me, but believe no more than you see with your own eyes, especially from those who are my enemies, some of whom were once my subjects, and having rebelled upon your arrival, make these statements to ingratiate themselves in your favor. These people, I know, have informed you that I possessed houses with walls of gold, and that my carpets and other things in common use were of the texture of gold; and that I was a god, or made myself one, and many other such things. The houses you see are of stone and lime and earth.” . . . I answered him in respect to all that he said, expressing my acknowledgments, and adding whatever the occasion seemed to demand, especially endeavoring to confirm him in the belief that your Majesty was the sovereign they had looked for.

Source: Letter by Hernán Cortés to King Charles V, written in 1520.

Document B: The Florentine Codex

And when the Spaniards had arrived a Xoloco, Moctezuma dressed and prepared himself to meet them with other great rulers and princes, his major men and nobles. They then went to meet him [Cortés]. They arranged beautiful flowers in gourds used for vases, in the midst of sunflowers and magnolias, they placed popcorn flowers, yellow magnolias, and cacao blooms, and they made these into wreaths for the head and for garlands. And they wore golden necklaces, necklaces with pendants, and necklaces with [precious] stones.

And when Moctezuma went to meet them at Huitzillan, he bestowed gifts on Cortés; he gave him flowers, he put necklaces on him; he hung garlands around him and put wreaths on his head. Then he laid out before him the golden necklaces, all of his gifts [for the Spaniards]. He ended by putting some of the necklaces on him.

The Cortés asked him: “Is it not you? Are you not he? Are you Moctezuma?” And Moctezuma responded: “Yes, I am Moctezuma.” Then he stood up to

welcome Cortés, to meet him face to face. He bowed his head low, stretched as far as he could, and stood firm.

Then he addressed him in these words: “Our lord, you are very welcome in your arrival in this land. You have come to satisfy your curiosity about your noble city of Mexico. You have come here to sit on your throne, to sit under its canopy, which I have kept for awhile for you. For the rulers and governors [of past times] have gone: Itzcoatl, Moctezuma I, Axayacatl, Tiçocic, and Ahuitzol. [Since they are gone], your poor vassal has been in charge for you, to govern the city of Mexico. Will they come back to the place of their absence? If even one came, he might witness the marvel that has taken place in my time, see what I am seeing, as the only descendent of our lords. For I am not just dreaming, not just sleepwalking, not seeing you in my dreams. I am not just dreaming that I have seen you and have looked at you face to face. I have been worried for a long time, looking toward the unknown from which you have come, the mysterious place. For our rulers departed, saying that you would come to your city and sit upon your throne. And now it has been fulfilled, you have returned. Go enjoy your palace, rest your body. Welcome our lords to this land.”

When Moctezuma finished his speech, which he directed toward the Marquis, Marina explained and interpreted it for him. And when the Marquis had heard what Moctezuma had said, he spoke to Marina in a babbling tongue: “Tell Moctezuma to not be afraid, for we greatly esteem him. Now we are satisfied because we have seen him in person and heard his voice. For until now, we have wanted to see him face to face. And now we have seen him, we have come to his home in Mexico, slowly he will hear our words.”

Thereupon, Cortés took Moctezuma by the hand and led him by it. They walked with him, stroking his hair, showing their esteem. And the Spaniards looked at him, each examining him closely. They walked on foot, then mounted and dismounted in order to look at him.

Source: The Florentine Codex, an account of Aztec life originally written by Mexican natives between 1570-1585 under the supervision of Spanish friar Bernardino de Sahagún, whose primary goal was to convert the natives of Mexico to Christianity.

Document C: Historian Matthew Restall

Excerpt 1

How does the Nahuatl version of this speech, recorded in the Florentine Codex, compare to the Spanish one? The Conquest narrative in the Codex was written down several generations after the events described, and was the product of a Franciscan-Nahua collaboration. In addition, Moctezuma’s reputation had suffered in the decades between his death and the compilation of the Codex, and this may be reflected in this version of the speech. Still, the Codex version is close enough to the Cortés-Díaz versions to suggest that the Spanish accounts were interpretations of what Moctezuma actually said. . . . The theme of a long-anticipated returning lord is not only clearly present, but is the device upon which the speech is constructed. It is easy to imagine how these words could become in Spanish minds a declaration of submission, especially if one takes into account the filter of Malinche’s translation, Spanish ignorance of the Mexica cultural context, and Spanish wishful thinking on the day of the meeting for a friendly reception. Furthermore, Cortés was concerned to project to the king a positive scenario at the time he wrote down the speech (that was the following year, when the Spaniards had been defeated in the first battle of Tenochtitlán and expelled from the city). . . .

However, this does not explain why Moctezuma’s speech was so seemingly deferential. In Mexica culture—as indeed in most Mesoamerican cultures—the language of polite speech was highly developed. Elite children were taught the skill of address appropriate to the age, gender, and social standing of the addressee, and the circumstances of the meting. This type of elaborate Nahuatl is usually called huehuehtlahtolli (ancient discourse or sayings of the elders) and a considerable amount is known about such speech and its model dialogues because many were written down in the late sixteenth century (60 alone in the Florentine Codex).

Within the larger genre of huehuehtlahtolli, the only style of address that could be used in Moctezuma’s presence would have been tecpillahtolli (lordly speech), in which Nahautl words are heavily laden with the reverential prefixes and suffixes and sentences are built upon the principles of indirection and reversal. In other words, to be polite and courteous one must avoid speaking bluntly or directly, which requires saying the opposite of what one means. Thus Moctezuma’s assertion that he and his predecessors were just safeguarding the rulership of the Mexica empire in anticipation of Cortés’s arrival is not to be taken literally. It is a rhetorical artifice meant to convey the opposite—Moctezuma’s stature and multigenerational legitimacy—and to function as a courteous welcome to an important guest. It is a royal mi casa, su casa welcome whose offer to courtly hospitality would be utterly undermined if taken as a literal handing over of the keys to the kingdom. Even the claim to be poor and mortal as any man, not included in the Nahuatl or Spanish texts of the Codex but in the Cortés-Gómara versions, was very possibly delivered by Moctezuma as a piece of contrived humility intended to underscore his imperial status.

Malinche was able to understand tecpillahtolli, a legacy of her noble birth, and she had been translating it into Spanish for months leading up to the Cortés-Moctezuma meeting. Otherwise, Moctezuma’s speech could not have been conveyed to Cortés and

his colleagues with any degree of fidelity. But even with the benefit of Malinche’s education, when rendered in Spanish, with the polite adornments of Nahuatl prefixes and suffixes gone, and the principle of courteous reversal lost by the lack of genuine equivalent in Iberian culture, the speech does indeed seem to be one of surrender.

Excerpt 2

Similarly, Bernal Díaz’s account contains no consistent evidence of Spaniards being taken for gods. According to Díaz, some Cempoalans (Gulf coast natives) exclaim upon learning of guns, “Sure they [the Spaniards] must be teules!” Teules is usually translated as “gods,” but the term is more ambiguous that than. The Nahuatl for “god” is teotl, teteoh in the plural, but it has a less restricting meaning than the English “god” or Spanish dios. It could be combined with other words, for example, to qualify them not as specifically godly or godlike, but as fine, fancy, large, powerful, and so on. Thus, without the substantiating support of other evidence, the casual nicknaming of Spaniards as teules suggests a recognition not of divine status but of their political and military significance in the region. Furthermore, there is no follow-up to this moment to show that Cempoalans really did adopt the notion of Spanish apotheosis. . . .

As for Cortés himself, he neither names Teudilli/Tendile nor mentions any tales of wonder, referring to him as a local lord who offered gold and provisions to the Spaniards (as native rulers often did to avoid hostilities and encourage the invaders to move on). In his letters to the king Cortés makes no claims to having been taken either was Huitzilopochtli or Quetzalcoatl (whom he never mentions at all) or any kind of god. His concern is more to establish the political legitimacy of his invasion and, in letters written before Tenochtitlán has fallen, to convince the king that despite ongoing hostilities the Mexica empire had already in some sense been ceded to Spain.

Perhaps it is not surprising that we find over references to the apotheosis of the Spaniards in accounts by the Franciscans, whose concerns were more religious than political, and whose emphasis was on the legitimacy and divine approval of Christianization campaigns. Writing in the 1530s, fray Toribio de Benavente, who took the name Motolinía, claimed that the Nahuas “called the Castilians teteuh, which is to say gods, and the Castilians, corrupting the word, said teules.” Whereas Díaz omits discussion of the origins or implications of the term teules, Motolinía seizes upon it as supposed evidence that Mexico’s natives somehow anticipated the arrival of the Spaniards—an anticipation that proved the Conquest was part of God’s plan for the Americas. For this reason, Franciscans such as Motolinía appear to have invented the Cortés-Quetzalcoatl identification after the Conquest.

The most fully developed version of the Quetzalcoatl aspect of the myth is found in Sahagún’s Florentine Codex. Because the text was written in Nahuatl as well as Spanish and was compiled using native informants, it has mistakenly been taken as gospel evidence of native reactions to the invasion. In fact, the Codex is a native and Franciscan source, as Sahagún conceived, compiled, and formulated the questionnaires for all 12 volumes between about 1547 and 1579. Box XII (on the Conquest) was first drafted about 1555, 35 years after Moctezuma’s death, when the Codex’s informants would not have been old enough to know what went on before and

during the war, or would not have been directly privy to the emperor’s thoughts, words, and deeds. The informants were from Tlatelolco, the original Mexica island city that in the fifteenth century had become subsumed into Tenochtitlán but retained some semblance of separate identity. Its people usually called themselves Tlatelolca, rarely Mexica, and as Tlatelolco was the last part of the island to fall to the Spaniards, Tlatelolcans blamed the Mexica-Tenochca for the defeat. As a result, Moctezuma receives harsh treatment in the Codex, which portrays him as vacillating, inert with anxiety, terrorized by omens predicting his downfall, and ingratiating to the Spaniards.


7th Grade Integrated Science: Energy Flows

Week 03/30/20

Reading: ● Annotate the article: Phototropism

○ Underline important ideas○ Circle important words○ Put a “?” next to something you want to know more about

Activity: ● Make a Comic Strip Story showing how a plant moves towards the light● Optional Activity - Tropism Twist

Writing: ● Narrate your Plant Moves Comic Strp Story. Be sure to use evidence from the

Phototropism article in your story.

https://drive.google.com/open?id=1izJ11FzdBrLmT7LKUluOmWYyTWv4cLYh

https://drive.google.com/open?id=1QNbaqtpD-iLSntE0aFFFoDy0ITdZoXl1

https://drive.google.com/open?id=1tWuVL8y-MoDe05icNOpGOc2ISsqQrjYx

https://drive.google.com/open?id=1izJ11FzdBrLmT7LKUluOmWYyTWv4cLYh

Phototropism explained

Image 1. This is an example of phototropism. The plant on the windowsill is bending toward a source of light. Photo by: MartinShields/Science Source

You placed your favorite plant on a sunny windowsill. Soon, you notice the plant bending toward the window instead of growing straight upward. What in the world is this plant doing and why is it doing this?

What Is Phototropism?

The phenomenon you are witnessing is called phototropism. For a hint on what this word means, note that the prefix "photo" means "light" and the suffix "tropism" means "turning." So phototropism is when plants turn or bend toward light.

Why Do Plants Experience Phototropism?

Plants need light to stimulate the production of energy; this process is called photosynthesis. The light generated from the sun or from other sources is needed, along with water and carbon dioxide, to produce sugars for the plant to use as energy. Oxygen is also produced, and many life forms require this for respiration.

By Shanon Trueman, ThoughtCo.com on 08.27.19Word Count 750Level MAX

Phototropism is likely a survival mechanism adopted by plants so that they can get as much light

as possible. When plant leaves open toward light, more photosynthesis can take place, allowing for

more energy to be generated.

How Did Early Scientists Explain Phototropism?

Early opinions on the cause of phototropism varied among scientists. Theophrastus (371 B.C.-287

B.C.) believed that phototropism was caused by the removal of fluid from the illuminated side of

the plant's stem, and Francis Bacon (1561-1626) later postulated that phototropism was due to

wilting. Robert Sharrock (1630-1684) believed plants curved in response to "fresh air," and John

Ray (1628-1705) thought plants leaned toward the cooler temperatures nearer to the window.

It was up to Charles Darwin (1809-1882) to conduct

the first relevant experiments regarding

phototropism. He hypothesized that a substance

produced in the tip induced the curvature of the plant.

Using test plants, Darwin experimented by covering

the tips of some plants and leaving others uncovered.

The plants with covered tips did not bend toward

light. When he covered a lower part of the plant stems

but left the tips exposed to the light, those plants

moved toward the light.

Darwin did not know what the "substance" produced in the tip was or how it caused the plant stem

to bend. However, Nikolai Cholodny and Frits Went found in 1926 that when high levels of this

substance moved to the shaded side of a plant stem, that stem would bend and curve so that the

tip would move toward the light. The exact chemical composition of the substance, found to be the

first identified plant hormone, was not elucidated until Kenneth Thimann (1904-1977) isolated

and identified it as indole-3-acetic acid, or auxin.

How Does Phototropism Work?

The current thought on the mechanism behind phototropism is as follows.

Light, at a wavelength of around 450 nanometers (blue/violet light), illuminates a plant. A protein called a photoreceptor catches the light, reacts to it and triggers a response. The group of blue-

light photoreceptor proteins responsible for phototropism are called phototropins. It is not clear exactly how phototropins signal the movement of auxin, but it is known that auxin moves to the darker, shaded side of the stem in response to the light exposure. Auxin stimulates the release of hydrogen ions in the cells in the shaded side of the stem, which cause the pH of the cells to decrease. The decrease in pH activates enzymes (called expansins), which cause the cells to swell and lead the stem to bend toward the light.

Fun Facts About Phototropism

If you have a plant experiencing phototropism in a window, try turning the plant in the opposite direction so that the plant is bending away from the light. It takes only about eight hours for the plant to turn back toward the light.

Some plants grow away from light, a phenomenon called negative phototropism. (Actually, plant

roots experience this; roots certainly don't grow toward light. Another word for what they are

experiencing is gravitropism — bending toward a gravitational pull.)

Photonasty might sound like a picture of something yucky, but it is not. It is similar to

phototropism in that it involves the movement of a plant due to light stimulus, but in photonasty,

the movement is not toward the light stimulus, but in a predetermined direction. The movement is

determined by the plant itself, not by the light. An example of photonasty is the opening and

closing of leaves or flowers due to the presence or absence of light.

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

Comic Strip StoryDate: __________________________

Name: ______________________________

Title of Story: _______________________________________ Author: _____________________________

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Tropism Twist Name:

Testable Question: Does light affect the direction that a seedling will grow? Write your hypothesis for the testable question below. Remember, a hypothesis is an intelligent guess and is usually written as one complete sentence.

Hypothesis:

Materials

For your group:

` 6 oz. clear plastic cup

` Shoebox or milk carton

` Duct tape

Procedure

Follow the directions to make aphototropism box like the one pictured:

` Potting soil

` Water spray bottle

` 2 bean seeds

` Thick cardboard

` Scissors

` Craft stick

` Permanent marker

1. Carefully draw and cut out a two-inch square from the middle section of one end of the shoe box.

2. Place the lid on the front of the box. Hold the box up to the light. Look through your two-inch hole and make certain that this hole is the only source for light to get into the box. Carefully duct tape over any other cracks or crevices that may be letting light in. Do not tape the box shut.

3. Using paper to create a pattern, cut two pieces the height of the inside of the shoebox and half the width. Trace the pattern on stiff cardboard and cut them out. Tape them into the box as shown.

4. After tropism boxes are complete, use the designated planting station to plant two bean seeds for your group experiment.

5. Place planted seeds in a lighted area and wait for the seeds to germinate. When the seedlings are approximately two inches tall, place the watered seedlings into the shoebox as shown.

6. Close the box, tape it, and place it by a sunny window so the square hole on the top can be exposed to the light.

7. After five days, carefully shine a flashlight through the square hole to observe the plant growth. It is best not to disturb plants during this testing period. It can alter the final outcome.

8. In another 3-5 days, check to see if the plant has grown enough to reach the top of the box. Remove the shoebox lid once the plant has reached the top of the shoebox. Record your observations and answer the questions on your worksheet.

Results and Conclusion

1. With the lid removed, draw the inside of your tropism box along with the bean plants’ growth progress in the shoebox.

Tropism Twist (continued)

2. Did the experiment prove or disprove your hypothesis?

3. Explain how your plant grew in the phototropism box.

4. Why is phototropism important for plants?

Tropism Twist (continued)