3rd Nine Week s

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Suffolk Public School’s

Portfolio Packet

3rd Nine Weeks

Student’s Name: ________________________________

School: ________________________________________

Accelerated Course: 6th Grade US History .

Core Teacher: __________________________Block: ___

Gifted Resource Teacher: _________________________

This packet must be submitted at the conclusion of this nine

week grading period, along with evidence of completed work.

Date Submitted: __________________________________

___________________________________ ____________________________________

Student Signature GRT Signature

GRT Comments:

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US History Reconstruction through the Great Depression

The Building Blocks of Modern America

Times of Change

Pamela Stark, M.S.Ed Gifted Resource Teacher

Spring 2013

Students will explore the many facets of US History ranging in from Reconstruction through the Great Depression. Students will work on this ongoing independent project/research based activity using internet, texts, INB and supplemental materials. Students will continue to use skills of historical and geographical analysis as they examine American history since 1865. The standards for this course relate to the history of the United States from the end of the Reconstruction era to the present (Although this packet is specific to 1986 – 1939). Students should continue to learn fundamental concepts in civics, economics, and geography within the context of United States history. Political, economic, and social challenges facing the nation reunited after civil war will be examined chronologically as students develop an understanding of how the American experience shaped the world political and economic landscapes. The study of history must emphasize the intellectual skills required for responsible citizenship. Students practice these skills as they extend their understanding of the essential knowledge defined by all of the standards for history and social science.


Welcome to 6th Grade US History

During this semester, you will be responsible for studying preselected events from United States History ranging from 1865 – to the present. 6th grade US history begins at the end of the Civil War (1861-1865) with Reconstruction (1865-1877) and continues on to modern conflicts (including the terrorist attacks of September 11, 2001). Students are expected to remember state standards from 5th grade US history, which included events and people of the Civil War. 6th grade standards will touch upon 5th grade standards, but will not re-teach them. Below is an overview of some the topics that will be explored throughout this course:

Reconstruction (1865-1877) Great Depression (1929-1939) Westward Expansion (1850-1900) World War II (1939-1945) Spanish-American War (1898) The Cold War (1945-1991) Imperialism (1890-1917) The Korean (Police Action) War (1950-1953) World War I (1914-1919) The Vietnam (Conflict) War (1958-1975) The Progressive Movement (1900-1920s) Space Race (1960s) Roaring 20s, Harlem Renaissance (1920s) Modern America/Terrorism (1990 – 2011)

In addition to people, places and events of these times periods, students are also expected to be able to:

read and interpret maps, charts, graphs and political cartoons identify locations based on latitude and longitude coordinates make reasonable comparisons to different time periods be able to match quotes/images to their respective time periods without dates use context clues to decipher time periods/events/images

While each history teacher may have their own individual rules and procedures for their classrooms, there are a few universal expectations and guidelines for ALL 6th grade history students enrolled in Suffolk Public Schools Accelerated Courses:

1. Cheating of any kind will result in a “0”/”F” grade and an administrative referral. 2. Using sources of information and not citing the source or plagiarizing (copying) the source will be

considered cheating and will result in a “0”/”F” grade and an administrative referral. 3. All assignments are due on the assigned date. Late work, non-absence related, will not be accepted

unless extenuating circumstances exist and said circumstances have been discussed between parent/guardian and teacher and all parties involved have agreed to a solution.

4. ALL students will conduct themselves in a respectful manner and in accordance to Suffolk Public Schools conduct guidelines.

5. Students will be responsible for seeking out missing work due to absences.

These unit packets can be electronically accessed at www.starkclassroom.com. If there are ever any questions or concerns, please do not hesitate to contact your assigned History Teacher or GRT. Core Teacher: ___________________________________ Email: ______________________________________________________ GRT (JFK, KFMS, JYMS): Pamela Stark Email: [email protected] or [email protected]___________ GRT (KFMS): Debra Curran Email: [email protected] __________________________ GRT (JYMS): Renee Wagner Email: [email protected] ___________________________________ GRT (FGMS, JYMS): Linda Ellis Email: [email protected] _______________________________________ Student Name (please print)_____________________________Parent Signature: ________________________________________

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3rd Nine Weeks Unit Lesson Plan Time Allottment: 9 weeks (one quarter) Curriculum Standards: Adaptations from Skills USII.1 The student will demonstrate skills for historical and geographical analysis, including the ability to

a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1877 to the present; b) make connections between past and present; c) sequence events in United States history from 1877 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; f) analyze and interpret maps that include major physical features; g) use parallels of latitude and meridians of longitude to describe hemispheric location; interpret patriotic slogans and excerpts from notable speeches and documents.

Geography USII.2 The student will use maps, globes, photographs, pictures, and tables for

a) explaining how physical features and climate influenced the movement of people westward; b) explaining relationships among natural resources, transportation, and industrial development after 1877; c) locating the 50 states and the cities most significant to the historical development of the United States.

Reconstruction: 1865 to 1877 USII.3 The student will demonstrate knowledge of the effects of reconstruction by

a) analyzing the impact of the 13th, 14th, and 15th Amendments to the Constitution of the United States; b) describing the impact of Reconstruction policies on the South and the North; c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederic Douglas;

Reshaping the Nation and the Emergence of Modern America: 1877 to the Early 1900s USII.4 The student will demonstrate knowledge of how life changed after the Civil War by

a) identifying the reasons for westward expansion, including the impact on American Indians; b) explaining the reasons for the increase in immigration, growth of cities, new inventions, and challenges arising from this expansion; c) describing racial segregation, the rise of “Jim Crow,” and other constraints faced by African Americans in the post-Reconstruction South; d) explaining the impact of new inventions, rise of big business, the growth of industry, and life on American farms; e) describing the impact of the Progressive Movement on child labor, working conditions, the rise of organized labor, women’s suffrage, and the temperance movement.

Turmoil and Change: 1890s to 1945 USII.5 The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century

through World War I by a) explaining the reasons for and results of the Spanish American War; b) describing Theodore Roosevelt’s impact on the foreign policy of the United States; c) explaining the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war.

USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth

century by a) explaining how developments in factory and labor productivity, transportation (including the use of the automobile), communication, and rural electrification changed American life and standard of living; b) describing the social changes that took place, including prohibition, and the Great Migration north and west; c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, and Georgia O’Keeffe and including the Harlem Renaissance; d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal.


Lesson Objectives: Students will demonstrate their knowledge of the ever evolving American culture,

geographic regions and localities, as well as internal and external conflicts by exploring

American history standard topics –

Regions and Geography of the US Reconstruction Westward Expansion

Impact on Native Americans Jim Crow Laws Spanish-American War

Progressive Movement Industrialization Immigration

World War I Roaring Twenties & Jazz Age Great Depression & the New Deal

Students will also be expected to describe the legacy of the following individuals:

Individuals required to be identified as part of Virginia’s USII SOLs

Abraham Lincoln Robert E. Lee Fredrick Douglass

Chief Joseph Sitting Bull Geronimo

Booker T. Washington W.E.B. DuBois Thomas Edison

Alexander Graham Bell John D. Rockeller Andrew Carnegie

Cornelius Vanderbilt Jane Addams Susan B. Anthony

Elizabeth Cady Stanton President Theodore Roosevelt President Woodrow Wilson

The Wright Brothers Georgia O’Keeffe F. Scott Fitzgerald

John Steinbeck Aaron Copland George Gershwin

Jacob Lawrence Langston Hughes Duke Ellington

Louis Armstrong Bessie Smith President Franklin D. Roosevelt

Individuals expected to be presented as part of the Accelerated Course (based on American History SOLs)

Jefferson Davis Ulysses S. Grant President Grover Cleveland

Colonel Custer Boss Tweed Ida B. Wells

J.P. Morgan Cyrus McCormick Commodore Dewey

Arch Duke Franz Ferdinand Gavrilo Princip Wilhelm II

Arthur Zimmermann Al Capone President Herbert Hoover


Longitude line run North to South but measure East to West.

Latitude lines run East to West but measure North to South.

Coordinates mark the intersecting points of

Longitude and Latitude lines.

Geography Review

There are ____ continents on Earth. These continents are:

1. ____________________________________ 5. ___________________________________

2. ____________________________________ 6. ___________________________________

3. ____________________________________ 7. ___________________________________

4. ____________________________________

In addition to the ____ continents, there are ____ oceans. They are:

1. ____________________________________ 4. ___________________________________

2. ____________________________________ 5. ___________________________________

3. ____________________________________

Being able to locate the various continents and oceans will help you in understanding various events in history.

LOCATION, LOCATION, LOCATION!

Using geographic coordinates called Latitude and Longitude lines help locate specific places on the Earth.

Modern GPS’ use latitude and longitude coordinates from satellites to help us find places such as stores,

restaurants, etc…

Mrs. Longitude Mr. “Fat”itude Coordinates


USII. 2c Regions: Review for Understanding

A state is an example of a political region. There are _____ states in the United States.

States may be grouped as a part of different regions, depending upon the criteria used. In U.S. History II, we group the states by seven regions. The seven regions are:

1. Northeast 5. Western/Rocky Mountains 2. Southeast 6. Pacific 3. Midwest 7. Noncontiguous 4. Southwest

These seven regions have the following states in each: DIRECTIONS: [1] Circle the Region you were born in – [2] highlight the region you live in now – [3] Underline all the states you have visited

Northeast: Maine, Vermont, New Hampshire, Massachusetts, Connecticut, Rhode Island, New York, Pennsylvania, New Jersey

Southeast: Maryland, Delaware, West Virginia, Virginia, Kentucky, Tennessee, North Carolina, South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, Arkansas

Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, Minnesota, Iowa, Missouri, Kansas, Nebraska, South Dakota, North Dakota

Southwest: Texas, Oklahoma, New Mexico, Arizona

Western/Rocky Mountains: Colorado, Utah, Nevada, Montana, Wyoming, Idaho

Pacific: Washington, Oregon, California

Noncontiguous: Alaska, Hawaii

Non-Contiguous

Pacific Western or

Rocky

Mountain

Midwest

Southwest

Southeast

Northeast


Name: _______________________________________________________________ Date: _______________________

starkclassroom® Latitude and Longitude’s Coordinated Image

Directions: Lines of Latitude and Longitude allow us to pin point exact locations on a map. When lines of latitude and longitude intersect they create coordinates. Use your text books to research events that have transpired in American history. Mark the coordinates of 6 events (any time period) on this map with a “ “mark. Then on the back of this map, write the numeric placement of the coordinates in terms of latitude and longitude. Next to each of the coordinates on the back of this page, you will find a prompt asking you to briefly describe the event that you marked. The goal on this map is to create a picture, abstract is fine, by drawing lines to connect the plot coordinates, based on the events in American history that you have already marked. Good Luck!


Latitude and Longitude Coordinates

Directions: As you work on the map of the United States be sure to add the required information below. Remember – On map of the United States you must

begin your coordinate with the line of Latitude, followed by the line of Longitude. Example: Suffolk, Virginia is located at 36° 43' 41" N X 76° 35' 2" W but

we would round the coordinate to 36°N X 76°W.

Plot 1

Coordinate: ___________________________

State/Region___________________________

Date:_________________________________

Event:________________________________

_____________________________________

Plot 2

Coordinate: ___________________________

State/Region:__________________________

Date:_________________________________

Event:________________________________

_____________________________________

Plot 3

Coordinate: ___________________________

State/Region:__________________________

Date:_________________________________

Event:________________________________

_____________________________________

Plot 4

Coordinate: ___________________________

State/Region:__________________________

Date:_________________________________

Event:________________________________

_____________________________________

Plot 5

Coordinate: ___________________________

State/Region:__________________________

Date:_________________________________

Event:________________________________

_____________________________________

Plot 6

Coordinate: ___________________________

State/Region:__________________________

Date:_________________________________

Event:________________________________

_____________________________________

Now, Looking at the placement of your coordinates on the US map, connect the lines in a way that enables you to create an image. In this box, please describe

the image you created on the original map:


Making a Modern Connection to Reconstruction Directions: The amendments below guarantee equal protection under the law for all citizens. Using the internet, magazines, newspapers, or any other accredited news source, find a modern “story” that shares a specific link to each the following amendments (3 articles total). In the boxes below, describe the connection you see between the article and the “Reconstruction Amendments”. Be sure to have a copy of each article for full credit.

13th Amendment 15th Amendment 14th Amendment


Famous People Cards of the Civil War and Reconstruction Era Directions: For each of the following 12 people cards, you are responsible for writing a biographical excerpt about how their involvement in the Civil War and/or Reconstruction shaped American History. You will need to [1] cut out each card and [2] write a biographical excerpt on the back of each card. You may add details, color, or modify the cards in any fashion you see fit as long as the integrity of the biography is present and accurate.

Cut along the dotted lines to release the cards from this packet

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READING PROMPT: Developing a Political Voice

The south was devastated – physically, economically, and spiritually – after the Civil War. Lincoln’s plan had been to bring the rebellious states back into the Union with as little trouble from them as possible. After Lincoln’s death, his successor Andrew Johnson (1808-1875), wanted to follow Lincoln’s plan, but Radical Republicans wanted to make it much more difficult for the states that had seceded to rejoin the Union. The Radical Republicans were more powerful than Johnson, and had their way. They divided the South into military regions under the command of generals. They also required the states to adopt constitutions that allowed blacks to vote and to accept the Fourteenth Amendment, which extended citizenship to blacks.

[1] Write a response either in favor of moderate reconstruction or in favor of harsher reconstruction. [2] Which argument do you believe is stronger? [3] Defend your reasoning. [4] Why do you think many northerners wanted to make readmission to the Union difficult for the rebellious states? _________________________________________________________________________________________________________________________

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Westward Expansion

Directions: Using the information that you have learned from class and your own independent research, create one of the following projects.

Collage A collage is the art of creating pictures by sticking cloth, pieces of paper, photographs, and other objects onto a surface. You may also draw pictures to make a collage. Using any medium, design and make a collage about the Great Plains and westward expansion. Your collage must contain the following:

At least 3 reasons for westward expansion At least 4 inventions At least 1 physical feature Aesthetics, collage should be neat, and colorful

Name on back of project

Diary or Journal Entry A diary or journal is a daily record, especially a personal record of events, experiences, and observations. Create a pioneer personality for yourself and write a week’s worth of experiences you encounter along the Great Plains during westward expansion. Your diary entry should contain the following :

Describe who you are, what your name is, where you are from, where you are going and why, and who is with you.

At least 3 reasons for westward expansion At least 4 inventions At least 1 physical feature At least 2 illustrations

Propaganda Poster Propaganda is the use of publicity to promote something like westward expansion. It is information put out by an organization or government to promote a policy, idea, or cause. Using propaganda, create a propaganda poster on the Great Plains and westward expansion. Your poster must contain the following:

At least 3 reasons for westward expansion At least 4 inventions At least 1 physical feature

Ballad A ballad is a poem that tells a story similar to a folk tale or legend which often has a repeated refrain. Many ballads also contain a moral which is expressed (most often) in the final stanza.

At least 3 reasons for westward expansion At least 4 inventions At least 1 physical feature At least 5 stanzas

John Henry Appalachian Folk Ballad

John Henry said to his Captain I ain't nothing but a man, But before I'll let your steam drill beat me down, I'll die with my hammer in my hand, Lord, Lord, I'll die with my hammer in my hand."

John Henry got a thirt pound hammer, Beside the steam drill he did stand. He beat that steam drill three inches down, And he died with his hammer in his hand, Lord, Lord, He died with his hammer in his hand.

Example of a Ballad


Progressive Movement

Directions: You are responsible for creating a Progressive Movement Project that will contain information on ALL of the following four topics:

1. The Rise of Big Business and Industrialization 2. Unions, AFL, and Progressive Era

3. 18th Amendment and Prohibition 4. 19th Amendment and Women’s Suffrage

Each topic above should explain what influence the Progressive Era had on it. Each topic should be explained by covering the 5 W’s: Who, What, When, Where, and Why in no less than 5 complete sentences (1 sentence for each W)= 20 complete sentences total. You are welcome to use more sentences, but you will be graded by the 5 W’s for each topic. UNDER NO CIRCUMSTANCES CAN THE 5 Ws BE COPIED DIRECTLY FROM THE INTERNET, OUT OF A TEXTBOOK OR ENCLYCLOPEDIA – ALL SENTENCES MUST BE IN THE STUDENT’S

OWN VOICE. ANY PLAGIARISM WILL RESULT IN A GRADE OF “0/F”.

Each topic should have one or more picture(s) to describe it and will be graded according to the elaboration of the topic (FOR A TOTAL OF 5+ PICTURES)

You have several choices as to how you would like to present your project:

Poster format - broken into the 4 topics Flip-book form covering all 4 topics Report form covering all 4 topics 4 Sided box format - each side covering one topic=4 topics total

If you have any other creative ideas to present your project, please be sure to get approval before you begin. Use your imagination! This should not be a chore---have fun!

Rough Draft Space The Rise of Big

Business and Industrialization

Unions, AFL, and Progressive Era

18th Amendment and Prohibition

19th Amendment and Women’s Suffrage

Who

What

Where

When

Why


World War I

PART I: Alliance Game (In Class Activity)

Student Instructions:

1. The class will be divided into five more-or-less equal groups. The groups represent: Austria-Hungary, Russia, Germany, France and Great Britain. The teacher will play as Serbia and Belgium.

The date is the end of July, 1914 (just after the Austrian ultimatum).

2. Each member of the group must choose one of the following positions:

Prime Minister = Hear arguments and accept or decline alliances; sign alliance agreements Secretary of State = Travels to other countries to make alliance offers Scribe = Documents alliance offers Minister of War (if necessary) = Makes the decision to accept or decline alliances.

3. Each country will then receive a package containing the following:

A factsheet about the 5 countries involved The military strength of each country Secret instructions from their government Multiple “alliance agreements”

4. Each nation will have 15 minutes to study their positions, beliefs and alliances. These should determine your actions for at least the first round of the game.

5. The Game:

Starting with the major aggressors (Austria-Hungary then Russia, Germany, France and Great

Britain), each country has the opportunity to declare war on another country. When war is

declared, the countries involved have the opportunity to call on their alliances for assistance.

These countries can then either enforce their allegiance or decline.

The dice is then rolled by the teacher to determine the winner. The number of rolls is determined

by the number of troops/navy for each country (including the troops of their allies). Every

100,000 = 1 roll.

The results of the battles can be a draw, a defeat or a conquest. A defeated country looses ½ of

their troops to the winner. A conquered country looses all their troops ( ½ to the winner and ½ to

the winners allies) and their land.

The game is played until there is only 1 winner.

6. After the first round, each remaining country has the opportunity to create new alliances. You will have 15 minutes between each round to send your Secretary of State around to offer alliances. Countries may choose to align themselves with other countries either fully, both offensively and defensively, or solely defensive. You can only make 1 new alliance each round.

7. When war is declared, both countries can call on their alliances for support. Their allies can then choose to enforce their alliance or refuse. REMEMBER: if you refuse, other countries will be less likely to trust you and form alliances with you in the future.


WWI MILITARY STRENGTH

COUNTRY ARMY SIZE RATING

-------------- -------- ----------- -------------

Belgium Yes 95,000 Poor

Great Britain Yes 220,000 Good

Serbia Yes 100,000 Fair

Germany Yes 775,000 Excellent

Russia Yes 850,000 Poor

France Yes 375,000 Good

Austria-Hungary Yes 275,000 Good

COUNTRY NAVY SIZE RATING

-------------- -------- ----------- -------------

Belgium Yes 5,000 Fair

Great Britain Yes 80,000 Excellent

Serbia No --------- None

Germany Yes 25,000 Fair

Russia Yes 50,000 Fair

France Yes 25,000 Good

Austria-Hungary Yes 25,000 Poor

COUNTRY TOTAL STRENGTH COUNTRY TOTAL STRENGTH --------------- --------------------------- --------------- ------------------------

Belgium 100,000 Austria-Hungary 300,000

Great Britain 300,000 Germany 800,000

Russia 900,000 France 400,000

Serbia 100,000


PART II: Reflection (At Home Activity)

Directions: In 2-3 complete sentences each, respond to the following questions based on The Alliance Game we

played in class.

1. What was the purpose for playing this game? In other words, what did it have to do with WWI?

2. Why do you think alliances were necessary for countries to form before WWI? (Hint: think about the military strengths!)

3. How did the alliance system help cause WWI?

4. In our version of the game, did alliances help balance the war or make things uneven? How?

5. In our game, which countries were able to choose any alliances they wanted and why?

6. After playing this game, do you have a better understanding of the alliance system during WWI? Please elaborate on your thoughts:


Roaring Twenties

Directions: The student will present their interpretation of the complexities associated with the rise in artistic

expression of the 1920s by designing a museum which will feature wings/exhibits reflecting specific people, artistic

genres, as well as economic and cultural characteristics of the 1920s.

Each of the following people/events/topics must be present in your museum layout:

Langston Hughes

Bessie Smith

Harlem Renaissance

Georgia O’Keeffe

F. Scott Fitzgerald

John Steinbeck

Aaron Copland

George Gershwin

Jacob Lawrence

Duke Ellington

Louis Armstrong

Jazz Age

The Museum map on the next page should be [1] cut out and glued down to a large piece of

construction paper. You have the freedom to modify the museum blueprint (add/delete walls).

[2] label each exhibit – Name and Number. You may add a gift shop, restrooms and office if you

choose but they do not count towards the exhibit requirements. [3] Around the boarder of your

museum blueprint (on the construction paper), you must write 3 details about what a visitor

would be able to see/hear in each exhibit – 12 exhibits total.

Example:


Museum Blueprint


The Great Depression

Who’s to Blame for America’s Great Depression?

The effects of the Great Depression were:

Strongly Agree

5

Agree

4

Neutral

3

Disagree

2

Strongly Disagree

1

Long Lasting Isolated

Widespread

Without Warning

The Great Depression:

*effected all social classes in the US 5 4 3 2 1

*could have been avoided 5 4 3 2 1

*is the result of economic mismanagement by government 5 4 3 2 1

*is the result of economic mismanagement by the people 5 4 3 2 1

When and where was the Great Depression first identified?

Who was president of the US when the Stock Market crashed?

What events had transpired prior to the Stock Market crash?

How could the Great Depression have been avoided?

Are there any positive attributes of the Great Depression?

Who do you believe is ultimately responsible for the catastrophic events of the Great Depression?

______________________________________________________________________________


The New Deal

Directions: Using the spectrum scale below, please [1] rank the following New Deal programs in accordance to influence/impact on American Society and [2] describe in detail, the effectiveness of each program.

Works Progress Administration

Agricultural Adjustment

Administration Security and Exchange

Commission Federal Deposit

Insurance Corporation Social Security Administration

Most Positive Influence Least Positive Influence


Times of Change

Required Assignments The following are required assignments that each student must complete

Due Date Assignment US History Portfolio 3rd 9 weeks Activity Page/s

Score 4= Advanced 3= Proficient 2= Basic 1=Below Basic

Geography Review & USII. 2c Regions: Review for Understanding Pgs. 6 & 7 (In-Class)

Latitude and Longitude’s Coordinated Image Pgs. 8 & 9 ( Begin In-Class, unfinished work must be completed at home)

Progressive Movement (Will also count as a Project/Class work grade) Pg. 17 (At Home)

World War I Part I: Simulation Pgs. 18 & 19 (In-Class)

The Roaring Twenties Museum Exhibit (Will also count as a Project/Class work grade) Pgs. 21 & 22 (In-Class)

Student Selected Activities Students must complete 3 out of the 6 assignments below. These home-based activities must be turned in on the assigned due date to receive credit. Additional activities may be completed to earn bonus points.

Due Date Assignment US History Portfolio 3rd 9 weeks Activity Page/s

Score 4= Advanced 3= Proficient 2= Basic 1=Below Basic

Making a Modern Connection to Reconstruction Pg. 10

Famous People Cards of the Civil War and Reconstruction Era Pgs. 11, 12 & 13

Reading Prompt: Developing a Political Voice Pgs. 14 & 15

Westward Expansion Pg. 16

World War I Part II: Reflection Pg. 20

The Great Depression & The New Deal Pgs. 23 & 24

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Teacher Comments:

Total Points Earned

40

Test Score Earned