Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Student Name: ________________________ Teacher Name: ____________________ Grade 7 Unit 2 Summative Assessment

Part 1 - Multiple Choice Questions Directions: Write the letter of the correct answer on the answer sheet. Base your answer to questions 1 and 2 on the map below and on your knowledge of social studies.

1. As a result of the French and Indian War a. The Spanish were expelled from Louisiana. b. Great Britain gained most of France’s possessions in North America. c. The Native Americans regained their lands. d. France retained control of all of Canada.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

2. The Proclamation Line of 1763, beyond which the colonists could not settle, was enacted by Britain to

a. avoid conflicts between the American colonists and Native Americans. b. send a signal to Spain not to invade the colonies. c. indicate the beginning of the Appalachian Mountains. d. move the borders of the original colonies westward.

Base your answer to questions 3 and 4 on the cartoon below and on your knowledge of social studies.

.

3. The main goal of most of the policies in the cartoon above was to a. listen to the complaint of merchants and keep prices equal to those in England. b. enable Great Britain to raise revenue and control trade. c. give Americans greater self-government. d. encourage Americans to trade with other European countries.

4. As a result of British taxation, the colonies

a. felt more attached to Britain. b. looked to Spain and France for help. c. realized that they had common problems and goals. d. gained representation in Parliament.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Base your answer to questions 5 and 6 on the engraving below and on your knowledge of social studies.

Boston Massacre by Paul Revere

Wikipedia Commons

5. The protest by the Boston colonists pictured above was caused by the a. dumping of tea in Boston Harbor by the British. b. failure of the British to protect the colonists from the Native Americans. c. attempt by the British to reverse the Treaty of 1763. d. enforcement of the Townshend Acts by the British customs officials.

6. The purpose behind Revere’s engraving was to

a. serve as an even-handed depiction of the event. b. use as propaganda to stimulate the movement for independence. c. show how disciplined the British army was. d. prepare the colonists for confrontations with foreign powers.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Base your answer to questions 7 and 8 on the events below and on your knowledge of social studies.

a. Boston Tea Party → Declaration of Independence → French and Indian War b. French and Indian War → Boston Tea Party → Declaration of Independence c. Declaration of Independence → French and Indian War → Boston Tea Party d. French and Indian War → Declaration of Independence → Boston Tea Party

7. Which series of events are in the correct chronological order?

a. a b. b c. c d. d

8. This series of events illustrates

a. causes and effects over time. b. the impact of Native Americans on colonial history. c. spatial reasoning as the main factor in colonial development. d. the importance of continuity.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Base your answer to questions 9 and 10 on the excerpt below and on your knowledge of social studies. “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.”

The Declaration of Independence

9. Based on this excerpt which claim is most plausible (believable)? a. All governments are justified. b. Government gets its power from the Creator. c. People have a right to alter or abolish government if it gets destructive. d. Unalienable rights can be changed.

10. The action suggested in this excerpt led to a turning point in history because

a. equal rights were immediately granted to all people. b. compromise with Great Britain was now possible. c. religion was no longer important in government. d. the colonies became an independent republic.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Base your answers to questions 11 and 12 and the chart below and your knowledge of social studies.

Comparison of the British and American Forces

pnwboces.org/ssela/Grade 7

11. This chart would be most useful to a person attempting to prove a. the British possessed a superior army. b. foreigners supported the American patriots. c. Native Americans were on the side of the patriots. d. The Continental Army was better trained.

12. Which evidence in the chart best supports the claim that the Americans had some

advantages because they a. had to produce weapons and money at home. b. were fighting on their home territory and did not rely on ocean voyages for supplies. c. could rely on the Germans and French to send large numbers of troops from Europe. d. had trained military leaders and a full-time army.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Part 2 – Constructed Response Question Set #1

Document 1

Thomas Paine, Common Sense. Pamphlet Excerpt 1775-1776.

www.ushistory.org/paine/commonsense/

Historical Context - refers to the historical circumstances that led to this event/idea/historical development. QUESTION 1 1. Using Document 1, explain how the historical circumstances led to the ideas shown in the reading above.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Document 2

Samuel Seabury, A View of the Controversy Between Great-Britain and Her Colonies, Vol.8

1774. Excerpt from his pamphlet.

"Upon the whole, liberty under ... Great Britain is infinitely preferable to slavery under an American Congress.... The British government is the best scheme of government.... The rights and liberties of the people are better secured by it than by any other system."

https://en.wikipedia.org/wiki/Samuel_Seabury

QUESTION 2

2a. Using document 2, identify the author’s purpose for writing this pamphlet. 2b. Explain the extent to which this excerpt is a useful source of evidence for

understanding the thinking of the Colonists before the American Revolution.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Document 1 Thomas Paine, Common Sense. Pamphlet

Excerpt 1775-1776.

www.ushistory.org/paine/commonsense/

Document 2 Samuel Seabury, A View of the Controversy Between Great-Britain and Her Colonies, Vol.8 1774. Excerpt.

"Upon the whole, liberty under ... Great Britain is infinitely preferable to slavery under an American Congress.... The British government is the best scheme of government.... The rights and liberties of the people are better secured by it than by any other system."

https://en.wikipedia.org/wiki/Samuel_Seabury

QUESTION 3 Similarity - tells how something is alike or the same as something else. Difference - tells how something is not alike or not the same as something else.

3a. Identify a similarity or difference between the ideas presented in Document 1 and Document 2.

3b. Explain a similarity or difference between the ideas presented in Document 1 and

Document 2. Be sure to use evidence from both documents in your response.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Part 2 – Constructed Response Question Set #2

Document 1

Emanuel Gottlieb Leutze, Washington Crossing the Delaware, the night of December 25–26,

1776, painted in 1853.

https://www.metmuseum.org/toah/works-of-art/97.34

QUESTION 1 Geographic Context – where this historical document is taking place and why it is taking place there. 1. Using Document 1, explain the geographic context of the painting above.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Document 2

Cody Lass, Texas Tech. Crossing of the Delaware.

“Washington's plan was to cross the river at night, march to the nearby town of Trenton, New Jersey, and attack the Hessian garrison right before dawn. Time was Washington's greatest enemy; to combat it his orders called for the various regiments to assemble at their designated crossing points no later than sunset. . . Many of the regiments did not arrive at the river until well after dark. Additionally, a severe winter storm that included wind, rain, snow, hail, and sleet met the soldiers at the banks of the river significantly slowing their crossing. Many of the boats had to combat ice jams and unfavorable currents. To make matters even worse, the extreme darkness caused by the storm made it hard for the boatmen to see the opposite shore. . . The freezing and tired Continental Army assembled on the Jersey shore without any major debacles. Once ready, Washington led his army on the road to Trenton. It was there that he secured the Continental Army's first major military victory of the war. Without the determination, resiliency, and leadership exhibited by Washington while crossing the Delaware River the victory at Trenton would not have been possible.”

http://www.mountvernon.org/digital-encyclopedia/article/crossing-of-the-delaware/

QUESTION 2

2a. Using document 2, identify the point of view of Cody Lass about the role of George Washington in the crossing of the Delaware River.

2b. Explain the extent to which this excerpt is a useful source of evidence for

understanding Washington’s role in the crossing of the Delaware River.

Grade 7 History of the United States and New York Unit 2: American Independence

Putnam/Northern Westchester BOCES:

Grade 7 Integrated Social Studies/English Language Arts Curriculum Page 1 Revised September 2018

Document 1 Emanuel Gottlieb Leutze, Washington

Crossing the Delaware, the night of December 25–26, 1776, painted in 1853.

https://www.metmuseum.org/toah/works-of-art/97.34

Document 2 Cody Lass, Texas Tech. Crossing of the

Delaware.

“Washington's plan was to cross the river at night, march to the nearby town of Trenton, New Jersey, and attack the Hessian garrison right before dawn. Time was Washington's greatest enemy; to combat it his orders called for the various regiments to assemble at their designated crossing points no later than sunset. . . Many of the regiments did not arrive at the river until well after dark. Additionally, a severe winter storm that included wind, rain, snow, hail, and sleet met the soldiers at the banks of the river significantly slowing their crossing. Many of the boats had to combat ice jams and unfavorable currents. To make matters even worse, the extreme darkness caused by the storm made it hard for the boatmen to see the opposite shore. . . The freezing and tired Continental Army assembled on the Jersey shore without any major debacles. Once ready, Washington led his army on the road to Trenton. It was there that he secured the Continental Army's first major military victory of the war. Without the determination, resiliency, and leadership exhibited by Washington while crossing the Delaware River the victory at Trenton would not have been possible.”

http://www.mountvernon.org/digital-encyclopedia/article/crossing-of-the-delaware/

QUESTION 3 Cause - refers to something that contributes to the occurrence of an event, the rise of an idea, or bringing about of a development. Effect - refers to what happens as a consequence (result, impact, outcome) of an event, an idea, or a development.

3a. Identify a cause of the events, ideas, or historical developments presented in Document 1 and Document 2.

3b. Explain the effect of the ideas, events, or historical developments presented in

Document 1 and Document 2. Be sure to use evidence from both documents in your response.