# Wizard Book 1 Lesson 7 Homework

Click here to go to the 2014

Released Algebra SOL test. Answer key is included.

Parents and students,

The following is an ongoing list of the entries for the present 9-week grading period. Each of these entries should be kept in the math section of the binder at all times. If you are missing an entry, you should redo it if it cannot be found. **Parents-- all quizzes and tests are entries so these are kept here as well. **Checking a student's agenda as well as checking this list against the binder itself are both great ways to stay on top of things.

3/12/18 No School - snow

3/9/18 E-4-7 **E-4-7** Square roots/cube roots quiz

3/8/18 Brainwarmer: 1 - From cube root worksheet do #11-15

2 - SOL from screen

3 - p. 844 Lesson 11-1 #1-4, 17-20, 13 -16

When finish brainwarmer, you may start homework which will help you practice for tomorrow's quiz

**E-4-6** From back of 11-1 Study guide worksheet do #16-20 cube roots and p. 590 #15-25

**Quiz tomorrow - Square roots and cube roots**

3/7/18 Brainwarmer: 1- p. 589 #4-8

2 - SOL from screen

3 - p. 296 #13,2923,35,21,37

Copy or print** p. 4 ONLY** of notes into **E-4-1**

** E-4-5 **From back of 11-1 worksheet (Cube roots) #1-10

3/6/18 Brainwarmer: 1 - p. 844 Lesson 11-1 #1-4

2 - SOL from screen

3 - p. 313 #15-20

Copy or print **p. 2 ONLY** of notes into **E-4-1**

We practiced lots of simplifying square roots (radicals) that included variables

** E-4-4** From 11-1 Study Guide worksheet do #13-22 on paper

3/5/18 Brainwarmer: 1 - SOL from screen

2 - p. 469 #4,6,9,16, 22, 23, 25-32 This is a review of Chapter 8

We practiced lots of problems like we learnerd fro-m Lesson 11-1 on Friday.

**E-4-3** 11-1 Study Guide worksheet #1-5 (Front of worksheet only - You should show work on paper)

This worksheet is available in the worksheets tab of this website. You can print it or copy the problems on paper to do.

3/2/18 Brainwarmer: 1 -SOL from screen

2 - p. 297 Practice Quiz 2 (This is a review of Chapter 5)

Notebook checks were turned in

Copy or print only pages 1 of Lesson 11-1 notes as** E-4-1**

**E-4-2** p. 364 #1-9 (This is a review assignment. Be sure to show work. Don't just put letter of the answer.)

p. 310 #37-43 odds (This is review like our braiwarmer today.)

3/1/18 **E-3-45** Quiz Lesson 10-1,2,4

**Notebook check due tomorrow**

2/28/18 Brainwarmer: 1 - SOL from screen

2 - p. 550 #4-8 (Solve using quadratic formula - check in equation mode of calculator)

#14,16,18,20,22,24 - solve using factoring, graphing or quadratic formula - you get to choose - then check on calculator

Classtime will be spent practicing for tomorrow's quiz using the brainwarmer.

** E-3-44** p. 560 Practice Quiz 2 #1-3, p. 575 #18,19,20 p. 500 Practice Quiz 2 #7,8

**Quiz tomorrow - Lessons 10-1,2,4**

** Notebook check tomorrow**

2/27/18 We did not have a brainwarmer so we could finish Lesson 10-4 notes

Copy or print remainder of Lesson 10-4 notes into **E-3-35**

We practiced solving several quadratics using the quadratic formula and checking on the calculator in the equation mode.

** E-3-43** p. 550 #15,17,19,21,23 Solve using quadratic formula then check in equation mode of calculator - Write "I checked in calc."

2/26/18 Brainwarmer: 1- SOL from screen

2 - p. 575 #19,22,20,17,18,21

** E-3-41** Algebra Formula sheet (This is available in the worksheets tab)

Copy or print pp. 1 & 2 **ONLY** of Lesson 10-4 notes into** E-3-35**

** E-3-42 **p. 544 Practice Quiz #1-6

Quiz coming end of week - solving quadratic equations

2/23/18 Brainwarmer: 1- SOL from screen

2 - p. 536 #16,29,30,23,24

We added the last pages (pp. 8,9) from Lesson 10-2 to **E-3-35**

**E-3-40** p. 842 Lesson 10-2 #10-15,18 (2 will factor, 3 are rational roots, and 2 are no solution)

Quiz coming next week.

2/22/18 Brainwarmer: 1- SOL from screen

2 - p. 493 #32-37 Solve by factoring/graphing. ALso, check in equation mode.

Copy or print **ONLY** pages **5,6,7** of Lesson 10-2 into **E-3-35**

**E-3-39** p. 536 #4,5,8,11,13 (Solve by factoring then draw graph with solutions shown as x-intercepts as well as showing vertex and axis of symmetry. Be sure to circle the solutions.)

2/21/18 Brainwarmer: 1- SOL from screen

2 - p 528 #7, #10-15 (follow same directions as #7)

Copy or print **ONLY** pages **3&4** of Lesson 10-2 notes into **E-3-35**

** E-3-38 ** p. 516 #38-40 Solve by factoring then draw graph with solutions shown as x-intercepts as well as showing vertex and axis of symmetry.

2/20/18 Brainwarmer: 1 - SOL practice from screen (This is a new procedure we started to begin reviewing old skills we've learned)

2 - p. 841 Lesson 10-1 #7- 12

We looked at how we solved equations by factoring in Chapter 9 then related to graphing of quadratics, seeing on the graph where these solutions show up.

Copy or print **ONLY** pages 1 & 2 of Lesson 10-2 notes into **E-3-35**

** E-3-37 **p. 528 #20,22,24,26,28

2/19/18 Brainwarmer: p. 276 #29-39 odds (Graph each using slope-intercept then graph also on the graphing calculator as a check)

Copy or print Lesson 10-1 notes as **E-3-35**

We practiced lots of graphing of quadratics on the graphing calculator identifying the vertex (whether it is a maximum or minimum) and the axis of symmetry.

** E-3-36** p. 528 #9, 19-29 odds Graph using calculator.

2/16/18 No school for students - Parent Conferences

2/15/18 No regular class - Had Civics movie in forum in a.m. then Bowling in afternoon

2/14/18** E-3-34 ** Chapter 9 test

Read Lesson 10-1 pp. 524-527

2/13/18 Brainwarmer : 1 - Factor by grouping p. 484 #9,31,35,39

2 - Solve p. 493 #37,39,35

We used the Chapter 9 Practice test to practice for tomorrow's test

**E-3-33** p. 519 #10-15,17,19-27, 30-37 (answer key was provided and is available in the worksheets tab of this website) You should complete enough to be confident that you are ready for the Chapter 9 test - not necessarily every problem.

**Chapter 9 test tomorrow.**

2/12/18 Brainwarmer: p. 505 #17,19-22,24-31 Do odds first then evens

Copy or print Lesson 9-6 notes into E-3-20

We practiced lots of perfect square trinomials.

**E-3-32** p. 512 #17-22, p. 513 #25,29-39 odds, 43, 49

**Chapter 9 test coming**

2/9/18 Brainwarmer: Students in 7th period needed to finish quiz. Students in 6th period worked on the skills they needed more practice on from the following list: Factoring by pull out p. 484 #17-29 odds

Factoring by grouping p. 484 #31-39 odds

Factoring by guess and check p. 499 #15-29 odds (skip #23)

p. 493 #17-33 odds

** **Using factoring to solve equations p. 485 #49-59 odds p. 493 #37-51 odds

** Copy or print Lesson 9-5 notes into E-3-20**

** Homework: E-3-31 **p. 504 #5-8, 10, p. 516 #27-30

2/8/18 E-3-30 Quiz Lessons 9-1 thru 9-4

2/7/18 School cancelled - ICE

2/6/18 Mrs. Campbell was out sick again today

Students worked to complete **E-3-28** (front and back) in order to improve your skills on this Guess and Check strategy. If you were absent or were at

the STEM expo you are not required to complete the "full" sheet as we worked on this for 2 full class periods. However, you should do enough practice

to be confident with the skill.

Homework: **E-3-29** p. 500 Practice Quiz 2 #1-10

Quiz coming on Lessons 9-1 thru 9-4 (likely Thursday)

2/5/18 Brainwarmer: **E-3-28** 9-3 Skills Practice/9-4 Skillls Practice (Do #1,2,3,4 front and back check with key. Do #17,18 front, 15, 16 back check on calculator and key, then continue the back 2 problems at a time and checking on calculator)

We used the full class period to practice

Mrs. Campbell went home sick

2/2/18 Brainwarmer: p. 516 #23-31

Copy or print Lesson 9-3/9-4 notes into** E-3-20**

** E-3-27** p. 493 #17-21 p. 499 #14-17

**Quiz coming Lessons 9-1 thru 9-4 (likely Tuesday)**

2/1/18 Brainwarmer: p. 485 #48-59 (solve then check on calculator)

We used today's class period to work on the brainwarmer problems.

**E-3-26** p. 485 #49-59 odds (Solve then check on calculator, Write "I checked on calculator")

1/31/18 Brainwarmer: From Study Guide 9-2 worksheet on response boards we did #14-18 from both front and back

Copy or print remainder of Lesson 9-2 notes into **E-3-20**

We practiced solving lots of equations and checking them on the calculator in Equations - Polynomial - Degree 2 (Write "I checked on calc.")

**E-3-25** Study Guide 9-2 worksheet Do #7-9 and 16-18 from the front and back (12 total problems) plus #21-24 from the back - be sure to

check on the calculator and write "I checked on calculator"

1/30/18 Brainwarmer: **E-3-23 ** Practice 9-2 worksheet #1-12 (you may write directly on the worksheet) (The worksheet can be copied or printed from

the worksheets tab of this website)

Copy or print p. 3 ONLY of Lesson 9-2 notes into** E-3-20**

We did LOTS of practice problems together like this.

Homework: ** E-3-24** Do #13-18 from Practice 9-2 worksheet (on own paper), plus p. 484 #4-7

1/29/18 Brainwarmer: p. 515 #17-22,11-16

Copy or print pp. 1&2 ONLY of Lesson 9-2 notes into **E-3-20**

We did lots of practice of factoring using distributive property

Homework ** E-3-22** p. 484 #16-29

1/26/18 Brainwarmer: p. 473 Getting Started Chapter 9 #1-16

Copy or print Lesson 9-1 notes into** E-3-20**

Homework: ** E-3-21** p. 477 #21-27 odds, p. 478 #33-61 odds

1/25/18 ** E-3-19** Chapter 8 test

Read Lesson 9-1 pp. 474-top p. 477

1/24/18 Brainwarmer: pp. 464-468 #11-69 odds (check answers in the back of the book)

In preparation for tomorrow's test, we continuted practicing by doing the evens from pp. 464-468 (answer keys were available around the room)

**E-3-18 ** pp. 464-468 #13,15,23,25,31,33,37,39,45,51,53,56,59,63,67,69

**Chapter 8 test tomorrow**

1/23/18 Brainwarmer: ** E-1-16** Skills Practice 8-7 worksheet do #1-4 then check answers on key, #19-22 then check answers on key, then continue #5-18 checking answers on the key (The worksheet and the key are in the worksheets tab of this website)

Copy or print Lesson 8-8 notes into E-3-1 (We discovered the pattern by writing out what it means.)

**E-1-17** p. 455 #5,7,9,11,25,2729,35,3,7 p. 462 #13-27 odds p. 463 #49,50

**Chapter 8 test coming (likely Thursday)**

1/22/18 **E-3-14** Quiz Lessons 8-5 and 8-6

We practiced lots of problems with the FOIL method (shown in page 2 of Lesson 8-7 notes) then we added the last page of Lesson 8-7 notes from Friday.

**E-3-15** p. 455 #16-21, 23,31-33

1/19/18 Brainwarmer 1- Lesson 8-6 practice from the screen

2 - Do even numbered problems on E-3-12 Skills Practice 8-6 worksheet

Copy or print Lesson 8-7 notes into **E-3-1**

**Quiz Monday Lessons 8-5 and 8-6**

** E-3-12** p. 467 #46-56

1/18/18 Brainwarmer - practice from the screen then p. 434 #4-13

Copy or print Lesson 8-6 notes into E-3-1 (this is merely a combination of skills we have already learned)

**E-3-12** Skills Practice 8-6 worksheet #1-19 odds (can write answer on worksheet), #21, 23,25 (show work on paper and check on calculator, write "I checked on calculator." ( The worksheet can be printed or copied from the worksheets tab of the website.)

1/17/18 School cancelled - snow

1/16/18 Brainwarmer: Lesson 8-3 problems from the screen

Copy or print Lesson 8-4 notes into **E-3-1**

We then practiced p. 838 Lesson 8-4 together orally

Copy or print Lesson 8-5 notes into **E-3-1**

** E-3-11 Skills Practice 8-5 worksheet (This worksheet can be printed from the worksheets tab of this website.)**

1/15/18 No school for students

1/12/18 Brainwarmer: p. 430 #68-82

Copy or print Lesson 8-3 Notes into **E-3-1**

** E-3-10** p. 428 #18-22, #30-39 p. 429 #45-55 odds

1/11/18 Brainwarmer: p. 430 Practice Quiz #1-6

** E-3-9** Quiz Lessons 8-1 and 8-2

Read Lesson 8-3 pp. 425-427 and Lesson 8-4 pp. 432 - top 434

1/10/18 Brainwarmer: Problems from the screen for Lesson 8-2

Classwork: **E-3-7** Skills Practice 8-1 front/8-2 back worksheet(**This worksheet and its answer key can be found in the worksheets tab of this website.**)

Homework: **E-3-8 ** pp. 464-465 #11-27 odds

Quiz tomorrow Lessons 8-1 and 8-2

1/9/18 Brainwarmer: p. 421 #14-34 evens

After brainwarmer we looked at p. 421 #32 and 36 together, being sure to work from the outside exponent and moving any parts that have negative exponents to the opposite place in the fraction sot they the expoment then becomes positive

Classwork: **E-3-5 ** Study Guide and Intervention 8-2 worksheet (front and back) - We did 3 then checked using answer keys around room, then did 3 more etc. working like this to finish both front and back **(This worksheet plus the answer key can be copied or printed from the worksheets tab of my website)**

Homework: **Finish E-3-5** front and back

**E-3-6** p. 413 #7-12, p. 421 #4-12

**Quiz Thursday on Lessons 8-1 an 8-2**

1/8/18 No school - cancelled

1/5/18 Brainwarmer: p. 464 #11-19

Copy or print Lesson 8-2 notes into E-3-1

**E-3-4** p. 421 #15-35 odds (Write out what it means)

p. 464 #12-18 evens

1/4/18 Brainwarmer: p. 413 #22-38 evens (Write what it means)

**E-3-3** Lesson 8-1 worksheet (front and back) (show work on notebook paper by writing out what it means)

(The worksheet plus the answer key can be found in the worksheets tab of this website.)

1/3/18 Brainwarmer: p. 409 #1-16

Copy or print notes for Lesson 8-1 into E-3-1

E-3-2 p.413 #21-37 odds (Write out what it means.)

12/20/17 8th grade movie and activity

12/19.17 BRCC trip

12/18/17 Students went to PowerSchool Review to redo problems missed on the exam to get the correct answer. If you were absent you need your code. You can email me for it.

12/15/17 No 6th or 7th period today due to PreAlgebra SGA

12/14/17 Algebra midterm - block scheduling (no 2nd or 3rd period today)

Notebook check turned in

12/13/17 Brainwarmer pp. 308-310 #7,9,31,33,35,37,39,41,43,51,53

We reviewed for tomorrow's midterm using various sample problems.

Homework: Review as needed for midterm exam using E-2-43 Midterms Review List and old test/quizzes

** Midterm and Notebook check Thursday, Dec. 14th**

12/12/17 Brainwarmer p. 297 #55-60

We reviewed #10, 11, and 12 from the Midterm Review List E-2-43

* E-2-47* p. 392 #50,51,52 p. 152 #17,19 p. 361 #27,29 p. 168 #5,19 p. 297 #55,57 p. 215 #21,25

**NOTE: The Algebra midterm and notebook check will be THURSDAY, DECEMBER 14TH not Friday**

12/11/17 Brainwarmer 1- Problems from the screen

2 - p. 310 #37-44

**We reviewed topics #7,8,9 from E-2-43 Midterm Review List**

* E-2-46* p. 297 Practice Quiz 2

**Midterm is Friday and so is Notebook check**

12/8/17 Brainwarmer: 1 - Equation practice from the screen - should check on calculator in Equation Mode - Solver

2 - p. 168 #13-25 odds (check answers in back of book)

We reviewed #4,5, and 6 from the Midterm Review List **(E-2-43)**

** E-2-45 p. 229 #4-6,8,10,11 p. 185 #13,15,26,27**

12/7/17 For the first part of class, we took time to finish the Chapter 7 test from yesterday

* E-2-43* Midterm Review list (This is available to print or copy in the worksheets tab of this website)

* E-2-44* p. 35 #36-38 p. 14 #32-37 p. 36 Practice Quiz 2

**Midterm is Friday 12/15/17**

12/6/17 **E-2-42 Chapter 7 test**

12/5/17 Brainwarmer 1 - p 391 #25,26

2 - p. 402 #29 p. 403 #25

3 - p. 371 #4-7

Classwork: * E-2-40* Chapter 7 word problem worksheet (We used this to practice for the test. While it is not necessary to solve "all" of the

problems, these are good examples of the type of problems you will see on tomorrow's test. This worksheet (with answers)

can be found in the worksheets tab of this website.)

* E-2-41* p. 390 #4,5 p. 386 #44,45,47,48,49 p. 385 #35

**Chapter 7 test tomorrow**

12/4/17 Brainwarmer: 1 - Set up word problems from the screen as a system of equations to be solved

2 - p. 355 #8,10,4,5

We practiced graphing systems of inequalities from Lesson 7-5 p. 397 #5,6,7,20,21,23 and p. 403 #23. THis is similar to the graphing we

did on the calculator on Friday except that it is 2 inequalities since it is a system. The calculator will leave as the shaded region, the part that is

common to both inequalities.

E* -2-39*p. 397 #5,7,21,23 p. 398 #40, p. 403 #5,6,9,11,13,14

**Chapter 7 test will be Wednesday**

12/1/17 Brainwarmer p. 392 practice Quiz 1 #5, then #1-4

We learned on the graphing calculator how to graph inequalities. You go to equations but then you have to change the y= which is at the top of the

screen to whatever the inequality symbol is. To do this, you go to "type" at the bottom of the screen which corresponds to F3. Then choose the

correct inequality symbol. When you tell it to draw it will shade the side of the line that includes all the ordered pairs that work for this

inequality. If the inequality symbol has an equal to line as part of it, then the line itself should be shaded. If it does not include the equal to line,

then the line itself should be a dotted line. We practiced this graphing by doing p. 356 #26-35, 20-23, p. 355 #7-10

We also practiced finding which ordered pairs are solutions to an inequality. This is done by just plugging the x and y in to the inequality to see if

you get a true statement. These were ones like p. 355 #4,5 and p. 356 #12-17

** E-2-38 p. 356 #30-33, 12-14**

11/30/17 Brainwarmer: We did problems from Lesson 7-2 from the screen

Copy or print Lesson 7-4 notes into **E-2-28**

* E-2-37 *p. 391 #13,15,17, 25, 27,29,31 p. 392 #45, 46

11/29/17 Brainwarmer: p. 403 #8-12 (check on calculator)

We used lots of problems from p. 385 #4-9, 12-21 to decide whether to use addition or subtratction to eliminate a variable.

Then we did p. 385 #30-32 which are word problems where we had to write the equations before solving the system.

* E-2-36 * p. 385 #12-15 p. 386 #42,43 (Check each on calc.)

11/28/17 * E-2-35* Quiz - Lessons 7-1 and 7-2 - Solving systems of equations by graphing and substitution

Read Lesson 7-3 pp. 382 - top p. 384

11/27/17 Brainwarmer: 1 - p. 381 Practice Quiz 1

2 - p. 381 #43,44,45 p. 386 #44,45,46

Copy or print Lesson 7-3 notes into E-2-28

* E-2-34 * p. 372 #11,29,35 p. 400 #11, 12 ( Check all on the calculator)

**Quiz tomorrow on substitution and graphing**

11/21/17 Short class today due to Titan's activity in the afternoon.

Puzzles - Choose either the graphing or substitution puzzle. (These can be found in the worksheets tab.)

If you were absent this is not a required make up assignment although it would help you to practice the skills that will be on the upcoming quiz. Either or both sheets can be turned in for bonus points.

**Quiz Tues. after Thanksgiving on graphing and substitution to solve systems of equations**

11/20/17 Brainwarmer: p. 379 #4-9 Check on calculator in simultaneous equation mode

We practiced several substitution problems together

** E-2-33 p. 392 #50,51,52 check on calculator**

**Quiz Tues. after Thanksgiving on graphing and substitution to solve systems of equations**

11/17/17 Brainwarmer: p. 399 #7-10, p. 372 #8-13 Check on graphing calculator

Copy or print remaining notes for Lesson 7-2 into **E-2-28**

We practiced several problems together.

* E-2-32* p. 379 #7,16-19

11/16/17 Brainwarmer p. 835 Lesson 7-1 #1,3,4,6,7,9,10,11,13,15 Be sure to check on the calculator and write "I checked on calculator.)

We did a few problems together that had no solution or infinitley many.

Copy or print p. 1&2 ONLY of Lesson 7-2 notes into **E-2-28**

* E-2-31* p. 381 #43,44,45 Practice Quiz 1 #1,2

p. 372 #10,11,31,35

11/15/17 Brainwarmer p 372 #12,13,24,26,28,30,33 Graph each on the response board. Once you find the solution,

prove that it works in both equations by plugging the ordered pair in to both equations.

We added the rest of Lesson 7-1 notes to * E-2-28* and learned how to graph on the graphing calculator. Then we practiced lots of problems.

* E-2-30 *p. 372 #23,29 Check on the graphing calculator and write "I checked on the calculator."

11/14/17 Brainwarmer: p. 367 #1-19

Copy or print Lesson 7-1 notes into** E-2-28**

* E-2-29* p. 371 #4-7, p. 372 #15-22, p. 372 #8,9

11/13/17 * E-2-27 * Chapter 5 test

11/10/17 Brainwarmer p. 313 #4-6, 8-10, 12-20,25

We practiced additional median line of best fit problems together using our calculator.

The remainder of class time was spent practicing the skills needed for Monday's test. Students chose which parts they needed to practice from the following list: Point slope equations p. 289 #15-25

Standard form of equations p. 290 #29-39

Slope Intercept equations p. 290 #41-51

Parallel equations p. 296 #13-23

Perpendicular equations p. 296 #29-35

Direct Variation equations p. 268 #33-41

Slope Intercept equations p. 310 #37-43

Graphing p. 276 #29-39

Practice Quiz 1 p. 270

Practice Quiz 2 p. 297

* E-2-26 * Chapter 5 test with answers #11-20 and bonus

** Chapter 5 test Monday**

11/9/17 Brainwarmer 1 - p. 309 #13-21 odds Check in back of book

2 - p. 310 #33-43 odds Check in back of book

3 - p. 311-312 #51,59,63 Check in back of book

We went over homework as well as the bonus from the quiz.

Copy or print Median Line of Best Fit Calculator notes into E-2-7

We did several practice problems together using our calculator.

* E-2-25* Chapter 5 test form 2A #1-10 w/answers Must show work on paper to get the given answer.

This can be found in the worksheets tab of this website.

Chapter 5 test coming on Monday

11/8/17 * E-2-23* Quiz - Lessons 5-1 thru 5-6 (Lesson 5-7 is bonus)

* E-2-24* p. 302 #10-13, p. 303 #16,17

11/7/17 No school for students - Election day

11/6/17 Brainwarmer 1 - p. 297 Practice Quiz 2

2 - p. 313 #15-20

Copy or print the remainder of Lesson 5-7 notes into E-2-7

* E-2-22* p. 310 #39,41, p. 311 #47,51 p. 312 #57,59,61,63

** Quiz Wed. Lessons 5-1,2,3,4,5,6**

11/3/17 Brainwarmer 1- p. 312 #54,59,60,64

2 - Lesson 5-6 problems from screen

Copy or print page 1 ONLY of Lesson 5-7 notes into E-2-7

* E-2-21* Practice 5-6 worksheet w/answers Show work for #1-6, 13-18 on paper

**This worksheet can be printed or copied from the worksheets tab of this website.**

11/2/17 Brainwarmer 1- p. 283 #4-6 Write the equation in both slope-intercept form as well as standard form.

2 - From E-2-18 worksheet do #16,25,17,26,18,27

Copy or print remaining notes from Lesson 5-6 notes into E-2-7

We practiced lots of problems for parallel and perpendicular

* E-2-20 * p. 295 #4-7 p. 296 #13,23 p 295 #9,10,11

11/1/17 Brainwarmer: 1- Point slope problems from the screen

2 - From E-2-18 worksheet do #13,22,14,23,15,24

Copy or print remaining notes from Lesson 5-5 notes into E-2-7

Copy p. 1 only from Lesson 5-6 notes into E-2-7

* E-2-19* p. 289 #4-8, 10-12

10/31/17 Brainwarmer: 1 - p. 291 #72-75

2 - p. 290 #30,32,34,42,44,46

We practiced writing slope-intercept equations when giving the x-intercept and y-intercept.

Copy or print page 1 and top of page 2 from Lesson 5-5 notes into E-2-7

* E-2-18* Lesson 5-5 Skills Practice worksheet Do #1-9 ON the worksheet, #10-12, 19-21 on own paper.

**This worksheet can be printed or copied fromt the worksheets tab of this website.**

10/30/17 * E-2-17* Quiz Lesson 5-1,5-2,5-3,5-4

After quiz do p. 290 #29-35 odds and #41-47 odds. Check each in back of book.

10/27/17 Brainwarmer: 1 - p. 313 #15,16,18,12,13,4,5,6,8,9,10

2 - p. 832 Lesson 5-4 #1-10

* E-2-15* was collected to be graded as a homework quiz.

We practiced for the upcoming quiz on Monday using problems from the screen for Lessons 5-1,5-2,5-3 and 5-4.

** E-2-16 pp. 308-310 #9,15,21,27,35,39,43**

**Quiz Monday Lessons 5-1,5-2,5-3,5-4 **

10/26/17 Before brainwarmer we did a few more practice problems like we put in our notes yesterday.

Brainwarmer 1- p. 310 #37-44

2 - p. 283 #4-9

Today's brainwarmer was also classwork.

Homework: * E-2-15 * p. 284 #21,23,25 pp. 308-310 #7,13,19,25,31,37,41

**Quiz coming Lessons 5-1 thru 5-4**

10/25/17 Brainwarmer 1 - p. 310 #31,33,35 Check in back of book, #32,34

2 - p. 831 Lesson 5-3 #7-12, 1-6

** Copy or print Lesson 5-4 notes into E-2-7**

* E-2-14* p. 284 #13,15,17 and p. 275 #4-10

10/24/17 Brainwarmer: p. 267 #9-11, 6-8, 4,5

We practiced what we learned yesterday, the slope-intercept equation, using it to graph equations as well as to write equations.

Then we added the last page of notes and practiced several problems like that where we had to rewrite the equation into slope

intercept form first before then being able to graph it.

**Copy or print last page of Lesson 5-3 notes into E-2-7**

* E-2-13 * pp. 275-276 #14-26 evens p. 276 #27-39 odds (Be sure to always check odds in the back of the book.)

10/23/17 Brainwarmer 1 i- p. 309 #19-24, 13-18

C* opy or print ONLY pp. 1-6 of Lesson 5-3 notes* into

**E-2-7** * E-2-12* p. 270 Practice Quiz 1

10/20/17 Brainwarmer: 1- Graph the following equations: 1 - y=3x 2 - y = -2x 3- y = 5x

4- y = 2/3x 5- y = -1/2x

2 - p. 308 #7-10

3 - Find slope of lines on screen

**C****opy or print remainder of Lesson 5-2 notes into E-2-7**

* E-2-11* p. 268 #33-36, p. 831 Lesson 5-2

10/19/17 Brainwarmer: 1 - p. 260 #23-30

2 - Find slope of lines on screen using rise/run

**Copy or print ONLY p. 1 and 2 of Lesson 5-2 notes into E-2-7**

* E-2-10* p. 831 Lesson 5-1 #3-12, p. 268 #15-17, 21-24

10/18/17 Brainwarmer: Find slope of lines on screen using rise/run

**Copy or print remainder of Lesson 5-1 notes into E-2-7**

* E-2-9 * p.260 #17-22 p. 261 #41,42

10/17/17 Brainwarmer: p. 255 #1-20

**Copy or print ONLY pages 1 & 2 of Lesson 5-1 notes into E-2-7**

* E-2-8* p. 8331 Lesson 5-1 #1,2 p. 260 #15,16

10/16/16 * E-2-6* Chapter 4 test

Read Lesson 5-1 pp. 256-259

10/13/17 8th grade reward time

No regular academic classes

**Chapter 4 test Monday**

10/12/17 Brainwarmer 1- p. 249 #40,41 p. 262 #65-68

2 - Graphing equations from the screen

We did lots of practice for the upcoming Chapter 4 test

**Chapter 4 test Monday**

* E-2-5 pp*. 248-250 #21,23,25,31,33,41

10/11/17 Brainwarmer 1 - p. 830 Lesson 4-6 #1-5

2 - Graphing equations from the screen

Copy or print the remaining pages of Lesson 4-6 notes into** E-2-1**

Chapter 4 test coming

* E-2-4 * p. 230 #30-35 p. 231 Practice Quiz 2 #1-8

10/10/17 Brainwarmer: Lots of graphing practice

Copy or print * ONLY* pp. 1&2 of Lesson 4-6 notes into

**E-2-1** * E-2-3* p. 829 Lesson 4-5 #9,10,12,14 p.229 #18-24

10/9/17 Brainwarmer: Graphing equations from the screen

Copy or print remaining pages of Lesson 4-5 notes into** E-2-1**

We practiced lots of graphing of vertical lines, horizontal lines and lines that go through (0,0)

Homework: * E-2-2* p. 221 #8, 26,27,32,33

10/6/17 * E-1-45* Quiz - Lesson 4-1,4-3,4-4

** ****Renumber E-1-38 notes as E-2-1**

* Turn in entries E-1-34 thru E-1-44 for today's notebook check * Put other entries from the 1st 9 weeks in a folder at home labeled Algebra.

The only entry that should now be in your math section should be E-2-1.

10/5/17 Brainwarmer: Determining if equations are linear and if they are then writing them in standard form.

Copy or print ONLY pp. 4-6 of Lesson 4-5 notes into E-1-38

**Homework: E-1-44 p. 221 #10-13, 29,31**

** Notebook check Friday **

** Quiz Friday Lessons 4-1, 4-3, 4-4**

10/4/17 We will be doing LOTS of practice together of the skill we learned yesterday - determining if an equation is linear and if it is, then writing it in standard form. In the worksheets tab of this website I have included some of the problems with an answer key so those who were absent can practice as well. This includes p. 829 Lesson 4-5 #1-6 then the 9 problems at the top of the Lesson 4-5 SKills Practice worksheet.

We also did some additional practice for the upcoming quiz using problems from p. 214 #5 and #9

**Homework: E-1-43 p 221 #4-7, 16-25**

**Quiz Friday Lessons 4-1,4-3,4-4**

**Notebook check Friday**

10/3/17 Brainwarmer 1- Lesson 4-4 practice from screen

Copy or print ONLY pp. 1-3 of Lesson 4-5 notes into **E-1-38**

Homework: * E-1-42* p. 231 #59, p. 248 #21-29 odds only (Becareful with the negative y in #27. Be sure to graph #25,27,29 which should create a line.

10/2/17 Brainwarmer: 1- Review of Lesson 4-3 from screen

2 - Use calculator to do p. 152 #18,2,22,24,26 then solve yourself to get same answer

Copy or print Lesson 4-4 notes into * E-1-38* notes

Homework: * E-1-40* p. 215 #15,17,19,21,23,25

Quiz coming on Lessons 4-1, 4-3,4-4

9/29/17 Brainwarmer: We did problems from the screen for Lesson 4-1

We learned how to do fractions on the calculator and how to solve basic one variable equations on the calculator.

If you were absent today, you can call a friend to have them talk you through the use of the calculator or come

see Mrs. Campbell during homeroom on Monday.

Copy or print Lesson 4-3 notes into * E-1-38* notes

Homework: * E-1-40* p. 209 #22-30 evens p. 181 #27-31 (Use the calculator to solve these like we learned. You only need to write the answers.)

9/28/17 * E-1-37* Quiz - Lessons 3-6 and 3-8

After quiz do the following: 1 - Read pp. 192-194

2 - Print or copy notes for Lesson 4-1 and label as **E-1-38**

3 - Do p. 195 #13-22 (check odds), 14-36 (check odds) This is graphing so you will want graph paper or you

will need to draw your own graph using the lines of your paper.

Homework: * E-1-39* p. 828 Lesson 4-1

You will need to have graph paper.

9/27/17 Brainwarmer - 1 - 2 scale model problems from the screen

2 - p. 845 Lesson 11-6 #4

3 - p. 182 #43

4 - p. 168 #14-30 evens

Classwork was mainly the brainwarmer today as practice for tomorrow's quiz

Homework: * E-1-36* p. 184 #50-53, p. 170 #49-51 p. 637 #23

* Quiz tomorrow*- Lesson 3-6 and 3-8 (proportions and solving equations with multiple variables)

9/26/17 Brainwarmer - Problems from screen to practice similar figures

We practiced many problems together to practice solving equations with multiple variables.

Homework: * E-1-35* p. 168 #13-25 odds

Quiz coming - Lesson 3-6 and 3-8

9/25/17 Brainwarmer 1 - p. 845 Lesson 11-6 #4,5

2 - p. 182 #33,35,37,36

Copy or print Lesson 3-8 notes into* E-1-30* notes

Homework: * E-1-34* p. 152 #19,20,22,24,26,29

9/22/17 No school for students - Parent conferences

9/21/17 Brainwarmer 1- p. 619 #21,23

2 - 4 inequalities from the screen

Copy or print remainder of Lesson 3-6 notes into * E-1-30* notes

* E-1-33* p. 164 Practice Quiz #7-9 p. 158 #10, p. 159 #31-33 p. 619 #17,21

9/20/17 Brainwarmer 1- p. 827 Lesson 3-6 #15,17,18

2 - p. 185 #9,15,13

Copy or print page 5 of Lesson 3-6 notes into * E-1-30* notes

* E-1-32* p. 618 #7,9,6

9/19/17 Brainwarmer 1- Finish quiz (if not finished from Monday)

2 - p 361 #27-31, 33-35 (do odds first and check each before doing evens)

Copy or print **pp. 1-4 *** ONLY* of Lesson 3-6 notes into

*notes*

**E-1-30** * E-1-31* p. 158 #7-9, p. 827 Lesson 3-6 #7,9,11,12,14

9/18/17 Brainwarmer: p. 335 #27,28 15,17

* E-1-9-29* Quiz Lessons 6-1-2,3

Ater quiz, on response board do pp. 181-182 #27-33, skip #34, #35-38 odds first then evens. Do checking for each.

9/15/17 TEAM DAY - shorter academic classes

Brainwarmer: Problems from the screen for practice

We practiced additional problems together (ones like p. 634 Lesson 6-3 #6,10,12,13,16)

Homework: * E-1-28* p. 335 #4-8, 25,35

Quiz Monday - Lessons 6-1,2,3

9/14/17 Brainwarmer: We practiced solving inequalities using x/division from the screen (being careful to switch the inequality symbol when you multiply or divide by a negative.

No notes were added today since you solve a 2 step inequality just like you do an equation EXCEPT if you multiply or divide by a negative you must switch the inequality symbol. We practiced lots of problems together (p. 335 #5,7.15,17,19,21,23,27,28,35,36)

Homework:* E-1-27* p. 361 #27-31, p. 185 #9,11,13,15,19 (These are equations - the answers are not in the back of the book since this is a Practice Test page.)

9/13/17 Brainwarmer: We practiced solving inequalities using +/- from the screen

Copy or print Lesson 6-2 notes into E-1-24

We practiced lots of problems together, being careful to switch the inequality symbol when we divided or

multiplied by a negative.

Homework: * E-1-26* p. 360 #18-23

9/12/17 Brainwarmer: p. 317 #1-3, 5-12

Copy or print Lesson 6-1 notes into** E-1-24**

Homework: * E-1-25* p. 322 #21-35 odds

9/11/17 * E-1-23* Quiz - Equations

After the quiz verify that all entries #1-22 are labeled and in order in your binder with the latest entry on top then in descending order from there.

Homework: ** Read Lesson 6-1 pp. 318 - top of p. 321**

9/8/17 Brainwarmer: From the screen there were 5 equations to solve

Classwork Practice session: * E-1-22* Equation worksheet #2 (This worksheet can be printed or copied from the worksheets tab of this website.)

Homework: Finish **E-1-22**

Equation quiz Monday

9/7/17 Brainwarmer: p. 825 Lesson 3-5 #4,6,7,16,20 Lesson 3-4 #16,13,5,8,1

Classwork/Homework: * E-1-21* Lessons 3-1 thru 3-5 worksheet w/answers Show work on own paper to get the given answer then

do checking to prove it works. (This worksheet can be printed from the worksheets tab of this website.)

Equation quiz Monday.

9/6/17 Brainwarmer: p. 826 Lesson 305 #1,2,3,11,13

Copy or print remainder of Lesson 3-5 notes into **E-1-14**

We practiced lots of problems together.

Homework: * E-1-20* p.152 #19,23,29,20 p. 153 #31

9/5/17 Brainwarmer: 1 - p. 185 #9,11,18,20

2 - p. 146 #32,29,31

Copy or print * ONLY* p. 1 of Lesson 3-5 notes into

**E-1-14**We practiced lots of problems with variables on both sides.

Homework: * E-1-19* p. 159 #43-45, p. 152 #5,17,18,19

9/1/17 Brainwarmer: p. 146 #22-30 evens, p. 181 #27-30

Copy or print * ONLY* p. 3 of Lesson 3-4 notes and add to

**E-1-14** Homework: * E-1-18* p. 826 Lesson 3-4 #16-19, 1-3, 13,14

8/31/17 Brainwarmer: 1- p. 138 #4,5,16-18

2 - p. 132 #43-46, 48

Copy or print * ONLY* pp. 1&2 of Lesson 3-4 notes as

**E-1-14**We practiced solving lots of multi-step equations

Homework: * E-1-17* p. 146 #23-31 odds

8/30/17 Brainwarmer 1- p. 131 ##4-8

2 - p. 180 #15-19

Copy or print Lesson 3-3- notes into **E-1-14**

We practiced solving lots of problems with multiplication and division

Homework: * E-1-16* p. 826 Lesson 3-3 #1-7

8/29/17 Brainwarmer: 1 - p. 180 #11-14

2 - p. 132 #15-20 (Solve equation and do checking. I want to see your work.

Copy or print Lesson 3-2 notes into **E-1-14**

We practiced lots of problems involving addition and subtraction.

Homework: * E-1-15* p. 825 Lesson 3-2 #1-6, 11, 15

8/28/17 Brainwarmer: p. 119 #1-14

We did p. 123 #4-9, p. 146 #13-20, 23-28, p. 125 #29-36 together as guided practice.

Classwork and/or finish for homework: * E-1-13* Lesson 3-1 SKills Practice Sheet #1-16

8/25/17 Brainwarmer: p. 34 #8,9,11-13, p. 35 #36-40, p. 36 Practice Quiz 2

* E-1-12* Quiz - Distributive Property and SImplifying

After quiz read Lesson 3-1 pp. 120-123

8/24/17 Brainwarmer: 1 - p. 57 #1-10

2 - p. 60 #60-65, 56-59

Classwork: * E-1-11* Distributive Property/Simplifying worksheet #1-30 (#1-10 can be done directly on the worksheet. #11-30 must

be written on paper so you can show the steps of your work. (If you were absent, this worksheet can be either

copied or printed from the worksheets tab of this website.)

Homework: Finish **E-1-11**

Quiz tomorrow - Properties and Simplifying

8/23/17 Brainwarmer: 1 - p. 821 Lesson 1-4 #1-10

2 - p. 821 Lesson 1-5 #16-24

Copy or print Lesson 1-6 notes into** E-1-7**

We practiced lots of simplifying/distributive properties together

Homework: * E-1-10* p. 42 #54,55,57-59, 61-66

Study properties

Quiz coming Friday (properties and simplifying)

8/22/17 Brainwarmer: p. 58#11-35 odds only (check in back of book), #45,47

* E-1-9* Quiz - Lessons 1-1, 1-2, 1-3

## Lesson 7: A History of Conflict Resolution and the Jury System

**OBJECTIVE**

Students will gain an understanding of the modern jury system and historical methods of conflict resolution. They will compare and contrast the different trial methods of past and present, and analyze each as a way to resolve conflict. They will examine jury trials and the responsibility to decide the facts pertaining to key questions that jurors must answer. Then students will write a persuasive essay arguing for their preferred method of trial.

In a Lesson Extension, students will learn that the Seventh Amendment guarantees a right to a jury trial in civil cases in the federal courts. With a line-by-line analytical reading of the Sixth and Seventh Amendments, students will fully understand their meaning and application. They then will compare the historical context in which James Madison wrote the Seventh Amendment to the contemporary context in which the amendment is read and understood today.

Through the activities and discussions in all parts of this lesson and its extensions, students will come to appreciate the profound importance of the U.S. jury trial and how the United States guarantees the right to trial by jury.**Essential Question:**

Write the question below on the board. Explain that the lesson activities are geared to help students explore and then respond to this question later during the Lesson Wrap-up.

**What effect does the method of a trial have on the resolution to a conflict?**

Skills Supporting Common Core State Standards for English Language Arts and History/Social Studies:

- Identify key ideas and inferences along with text support
- Determine the central idea
- Determine the meaning of words
- Determine point of view or purpose
- Trace and evaluate arguments
- Write arguments with support
- Organize reasons and evidence in written argument
- Write conclusions to support arguments
- Use appropriate and precise language
- Trace and evaluate arguments as per grade reading standards
- Participate in group discussions
- Prepare for discussions
- Pose and respond to questions
- Review ideas from more than one perspective
- Distinguish claims through reason and evidence

**Lesson Duration:**

45 minutes for the main activity; 15 minutes for Lesson Extension 1; 25 minutes for Lesson Extension 2

**MATERIALS**

**DIRECTIONS**

**Introduce Trials Within a Historical Context**

• On the board, write the word *ordeal* and ask students to provide examples of an ordeal, based on their experiences. Follow the same procedure with the words *oath* and *combat*. Explain that in history people have been tried by ordeal, oath, and combat, in addition to the U.S. system of trial by jury as required in the Constitution. Allow for students to speculate about what these kinds of trials, plus the U.S. system of trial by jury, involve. Then provide the following historical context for each kind of trial before engaging in the lesson activities that follow:

**Trial by Ordeal:** A trial by ordeal was common in the Middle Ages. Accused persons underwent dangerous tests, even torture, because people believed that the innocent would not be hurt or that their wounds would heal miraculously. Ask students if they can think of examples of trial by ordeal in colonial America. (They might suggest the Salem witch trials.)**Trial for Oath:** In a trial by oath, people accused of a crime only had to swear, or take an oath, that they were innocent (unless others swore against them). To lie under oath would be to risk being banished from the community. **Trial by Combat:** In Europe during the Middle Ages, disputing parties could settle their disagreement by combat. They could either fight their own battles or choose a champion to fight for them. You might take a quick survey to see which choice students would make if faced with a trial by combat.**Trial by Jury:** Americans are granted the right to trial by jury by the Sixth Amendment (criminal trials) and Seventh Amendment (civil trials) to the United States Constitution. In a jury trial, lawyers for the prosecution and defense present evidence to a jury of citizens who collectively determine the guilt or innocence of the accused.

**Activity Directions (Part 1):**

• Tell students that through simulations, they will experience what a trial by ordeal, oath, and combat are like. In preparation, distribute the Comparing Trial Systems from History Reproducible and a blank sheet of paper. For each form of trial that will be simulated, students should take notes on the blank paper about what they observe and the verdict that is reached. They will use these notes in a group activity when all the simulations are completed; in a Lesson Extension, they will have the opportunity to complete the chart.

• Point out that in a trial, the court always keeps a complete written record of the proceedings, as well as a transcript of everything that is said. Elicit from students any examples they may have seen of this procedure in the media, and why the transcripts are produced.

• Explain that in each simulation there will be an accused and an accuser. Have one student act as the accuser and three other students stand as the accused. Have the class come to a consensus on a school rule that has been broken, such as cheating on a test. The accuser should state that the other three students broke the agreed-upon rule. The accused students should deny the charge.

• Now, try this case by using the directions that follow. In preparation, first place three slips of paper, two with an X marked on them, in the hat. Place the towel in an accessible location.

**1. Trial by Ordeal**

Have the accused students draw a slip of paper out of a hat. Two of the slips have an X drawn on them, while one slip is blank. Tell the students who draw the slips with X’s that they have been found guilty. The student with the blank slip is innocent. Write the verdict for each of the accused on the board. Then ask students to connect this experience with the history of trial by ordeal discussed earlier. **2. Trial by Oath**

Have each of the accused students swear to his or her innocence before a council of “nobles.” Then have each of the accused students choose two supporters to testify under oath about the student’s good character. Before the witnesses testify, tell them that if the nobles find one of the accused parties guilty, they will punish any witness who supported that person. Have the nobles vote and give their verdict for the accused. Write that verdict on the board. Then ask students to connect this experience with the history of trial by oath discussed earlier. **3. Trial by Combat**

Have a student who represents “the local lord of the classroom” choose one champion for the class, and the three accused students choose another champion to compete on their behalf in a boundary tug contest. Draw two lines on the floor with chalk, about five feet apart. Between the lines have the two contestants face each other, with right toes touching and left feet firmly planted to the back for balance. Have the contestants grasp a towel and try to pull their opponent across one of the lines. Record the verdict on the board. Then ask students to connect this experience with the history of trial by combat discussed earlier.

• With the simulations completed, break the class into three groups and assign each group one of the types of trials (ordeal, oath, combat). Have the group members share notes they recorded during their assigned trial. In particular, have them share their observation notes about the trial method. Groups should focus on the following questions:

Were the observations consistent among the group members?

Did the students all hear and see the same thing during their trial? If they didn’t, why do group members think that might be the case?

What were some advantages or disadvantages to this type of trial, and how did they affect the outcome?

• Have a spokesperson from each group report to the full class about the verdict and the group members’ observations. Afterward, ask each group to take questions from the rest of the class, especially about additional observations from students outside of the group. Group members can take turns providing responses.

• Conclude this activity by reconvening the class. Elicit from students their thoughts about why verdicts under each method were the same or different. Have students compare the advantages and disadvantages in the three types of trials.

**Activity Directions (Part 2):**

• Explain that Americans are granted the right to trial by jury by the Sixth Amendment (criminal trials) and Seventh Amendment (civil trials) to the United States Constitution. In a jury trial, lawyers for the prosecution and defense present evidence to a jury of citizens who collectively determine the guilt or innocence of the accused. Juries have the responsibility to decide the facts pertaining to key questions. Have students reassemble in their groups from earlier or work in smaller groupings. Have them write down the following six key jury questions after you write them on the board. Suggest that they keep these questions as a resource for homework you will assign at the end of class. The questions are:

WHO (is responsible for the act committed?)

WHAT (was the act committed, what happened?)

WHEN (at what time did it occur?)

WHERE (at what location did it occur?)

WHY (what might be the motivation or reason for the act committed?)

HOW (in what way was the act committed?)

Have each group discuss the six key jury questions for about 10 minutes. During that time, visit with each group to check on their understanding. Have a spokesperson from each summarize the group’s findings to the class about whether these questions cover all the basic information jurors need in order to decide a case. As needed, explain that juries must listen closely to the judge’s description of the law and apply the law to the facts. If jurors are presented with conflicting facts, it is the jury’s responsibility to decide which interpretation or set of evidence is more convincing, based on the credibility of the witnesses. Also, explain that how honest or reliable a witness appears determines credibility.

•

*Lesson Extension Alert:*To further explore trial by ordeal, oath, and combat, along with trial by jury, see Lesson Extension 1.

•

*Lesson Extension Alert:*To have students analyze the Sixth and Seventh Amendments and then distinguish between criminal and civil cases, see Lesson Extension 2.

• In preparation for homework you will assign by the end of class, distribute the Choose Your Method of Trial Reproducible, and allow time for students to complete “Part 1: Make Your Choice.”

**Wrap-up With the Essential Question**

Return to the Essential Question that was written on the board at the beginning of the lesson.

**What effect does the method of a trial have on the resolution to a conflict?**

Open a discussion in which students respond to this question, based on their class experience. Encourage students to support their responses with text and details from the Constitution and the Bill of Rights.

**Assignment:**

As homework, assign Part 2: Defend Your Choice of the Choose Your Method of Trial Reproducible. Review the following strategies of argumentative writing with the class:

- Develop both sides of the issue.
- Offer several claims for your side while acknowledging valid counterclaims from the opposing point of view.
- Give the reader another perspective to consider on the topic.
- Cite data and evidence that support your point of view.
- Have a strong, logical, and convincing conclusion.

Remind the students that argumentative writing is like a debate on paper and that both sides are represented by facts, evidence, and relevant support. Explain that students need to think of themselves as both prosecutor and defense attorney. They must review their facts, cite evidence, and argue their viewpoint and opinion while including valid points from the opposite point of view. Let them know that there are reminder essay points on the homework sheet.

Have students refer to the completed Comparing Trial Systems from History Reproducible as they craft their essays. Suggest that students also compare the ideas and details covered in their argument to the six key questions for juries that they discussed in class groups. Even though these questions pertain to jury trials, they may help students decide whether they have included the best material and enough supporting details to persuade a reader of his or her trial choice.

**Lesson Extensions:****(1)** After students have experienced simulations of trial by ordeal, oath, and combat, plus engaged in an activity related to trial by jury, have them work with a partner to review all four of these kinds of trials by completing the Comparing Trial Systems from History Reproducible. For each form of trial, partners should discuss and agree on two positive and two negative attributes. Remind students to consider the concepts of fairness, impartiality, and bias that they learned about in Lesson 6. Afterward, review one type of trial at a time by having the student pairs share the two advantages and disadvantages they listed.

**(2)** Explain that a jury guarantees people in the United States the right to a trial in both civil and criminal cases. Civil cases involve individuals arguing over private matters, such as agreements, money owed, and property. Criminal cases involve a crime against society, such as theft and drunk driving. Students might want to cite examples of civil and criminal trials that they are aware of from books, film, or television, as well as civil or criminal trials reported in the media.

Further explain that when the framers wrote the Bill of Rights (the first 10 Amendments to the Constitution), they understood how important it was to have a fair court system. In writing the Seventh Amendment, they made sure that the right to have a trial by jury was a fundamental law of the country.

Have a volunteer read aloud a printed or online version of the Sixth Amendment (see Materials for the document link). Ask that student to elicit from classmates the specific conditions required for a jury trial under this amendment. Invite the volunteer reader to reread the amendment as needed so that the students can check that they have named all the conditions and details as noted in each of the amendment phrases.

Follow the same procedure for the Seventh Amendment as you did for the Sixth Amendment.

Then, write the list below on the board. Working in small groups, have members take turns explaining why the items on the list are examples of a situation that requires either a civil or criminal trial. Suggest that groups refer to the text of the Seventh Amendment as a reference. Visit groups and guide them through any questions they have in making these distinctions. If unsure of what any of the listed items represents, encourage groups to come up with a possible real-life scenario that would produce the outcome and lead to a trial.

a. Owing back rent (civil)

b. Trespassing (criminal)

c. Shoplifting (criminal)

d. Nondelivery of promised goods (civil)

e. Nondelivery of promised services (civil)

f. Vandalism (criminal)