7th Grade

3.9.26  This week we are moving quickly through Chapter 6: The American Revolution. Our focus will be on the big ideas of the war rather than memorizing individual battles. Students will explore the differences between Patriots and Loyalists, examine the strengths and weaknesses of the British Army and the Continental Army, and discuss how foreign alliances—especially France—played a critical role in the American victory.

To bring the era to life, we will also analyze a few lyrics from the musical Hamilton and connect them to the historical events and perspectives we are studying in class.

A quiz on the Revolution will be scheduled soon (date TBD).

We will also begin our next unit, which includes Chapters 7 and 8, focusing on the Articles of Confederation and the creation of the U.S. Constitution. Students will examine the challenges faced by the new nation and how the Constitution was designed to address those weaknesses.

3.2.26  Seventh-grade students are concluding Chapter 5: The Causes of the American Revolution. Students have analyzed British policies, colonial responses, and the escalating tensions that led from protest to open conflict. We focused on key concepts such as taxation, representation, boycotts, the role of the Sons of Liberty, and the shift from resistance to revolution.

Students should anticipate a Chapter 5.3-5.4 quiz later this week.

We will then move quickly into Chapter 6: The Revolutionary War, where students will examine the outbreak of fighting, major battles, key turning points, and the strategies used by both the Patriots and the British. As we move through this chapter, we will emphasize cause-and-effect relationships and how early decisions shaped the outcome of the war.

2.11.26 We have officially begun Chapter 5: The Spirit of Independence. This week, students explored the growing frustrations of the American colonists with England, including the principle of “no taxation without representation.” We discussed the various taxes imposed by Parliament and examined Britain’s reasoning following the French and Indian War.

To conclude the week, students will participate in an engaging classroom simulation of the Boston Massacre. Acting as detectives, they will analyze evidence and eyewitness accounts to determine whether the event should be classified as an accident, murder, or self-defense. This activity helps students practice critical thinking and evaluate historical events from multiple perspectives.

As a note, we will move fairly quickly through Chapters 5–6 as we cover the Revolutionary War. Since this material serves largely as a review from Grade 5, our focus will be on the larger themes, major turning points, and key ideas that shaped the American Revolution. I have embedded short Liberty’s Kids episodes within our slides to provide additional context and reinforcement. These episodes would also be very helpful for students to watch on their own time for extra review and support.

Please encourage your child to stay organized, keep up with notes, and review materials regularly as we continue through this unit.

2.3.26  We are finishing up our unit on the French and Indian War this week. Students have a few remaining assignments to complete and review as we wrap up this topic. A quiz is scheduled for the end of the week to assess understanding of the key causes, participants, and outcomes of the war.

Students will also be assigned an independent creative project in which they will design a modern-day meme that reflects the perspective or feelings of a participant in the French and Indian War. Along with the meme, students will write a brief reflection explaining their choices and historical connections. More details and guidelines will be shared soon.

Looking ahead, next week we will begin Chapter 5: The Road to Revolution. This chapter serves as a review of material students were first introduced to in Grade 5 and helps build the foundation for our upcoming study of the American Revolution.

Please encourage students to stay on top of Google Classroom updates and reach out with any questions.

UPDATE:  

One of my New Year’s resolutions is to post daily updates in each class’s Google Classroom stream outlining the material we covered that day.

My goal is to provide students and families with a clear, consistent reference—especially if a student is absent due to illness, band activities, or other school obligations. These daily posts will help students quickly see what was covered in class and what they need to review or make up.

As always, please encourage your child to check Google Classroom regularly, as it will continue to be our central hub for class materials and updates.

Thank you for your continued support!

Best,

Ms. Breuder

1.21.26  Midterm grades will be posted in PowerSchool on Monday, January 26. Midterms are categorized as an Assessment of Learning and account for 20% of the overall course grade.

If your child did not perform as well as anticipated, this can be a valuable opportunity to reflect on study habits and discuss strategies they might try differently in the future. 

I will be reviewing midterm grades with students in class this week.

1.21.26  Students are wrapping up their partner project on Colonial Culture this week. We will then begin Chapter 4.4: The French and Indian War.

This conflict is an important cause of the Revolutionary War, as it led Great Britain to increase taxes and tighten control over the colonies in order to pay off war debts. These actions heightened tensions and contributed to growing colonial dissatisfaction with British rule.

Students should expect homework assignments and quizzes, as well as a meme-based project in which they will creatively depict the perspectives of different groups involved in the conflict, including British leaders, American colonists, Native American tribes, the French, and the Spanish.

1.12.26  Grade 7 students will be taking their midterm assessment this week. To support review and reinforce key concepts, we will be playing a Kahoot review game in class.

Following the midterm, students will continue learning about colonial culture in America, with a focus on topics such as the Enlightenment, the Great Awakening, smallpox, education in the colonies, and freedom of the press. These lessons help students understand how ideas, beliefs, and everyday life shaped colonial society.

Students will also complete a simple partner project that involves researching one of the topics listed above and creatively demonstrating their understanding. For this project, students will create a colonial-themed text message conversation or postcard exchange that explains their topic in a historically accurate and engaging way.

1.7.26  Seventh-grade students are continuing their study of Life in Colonial America as we work through Chapter 4. In this chapter, students are examining how the colonial economy developed and how British economic policies affected everyday life in the colonies.

We are exploring key topics such as trade, taxation, and mercantilism, and discussing how British control over colonial commerce gradually increased tensions between the colonies and Great Britain. Students are also learning about the French and Indian War and how its outcome changed Britain’s relationship with the colonies, setting the stage for growing conflict and, eventually, war.

In addition, students are studying aspects of colonial culture, including family life, social classes, and regional differences, to better understand what daily life was like for colonists during this period.

This chapter helps students connect economic decisions and historical events to the larger question of why the American colonies began moving toward independence

12.18.25  Please note:  The 7th grade Social Studies Midterm is Thursday, January 15th.

12.12.25  FYI: Midterm study guides are posted in Google Classroom.

12.11.25  We are wrapping up Chapter 3: Colonial America and will be moving into Chapter 4. This next chapter focuses on Britain’s influence on the colonies, including the foundations of government, the colonial economy, and the French and Indian War. Students will complete a few small projects during this unit to help deepen their understanding of these topics.

Midterm study guides will be posted later this week in Google Classroom.

11.19.25  We wrapped up our discussions on the Pilgrims and Puritans and are now moving into the New England Colonies. Over the next two weeks, students will dissect each colonial region in detail. Much of this material should feel familiar, as it is a review of concepts introduced in the Grade 5 Social Studies curriculum—but our pace will begin to pick up.

To help reinforce key content, students will have occasional pop quizzes. I’ve recommended that they create vocabulary flashcards for important people, places, and events as we work through Chapters 3 and 4 on Colonial America. Building these study habits early will support their confidence and success as the content becomes more complex.

Thank you for your continued support at home!

11.10.25  We are moving into our Colonial America unit, which should feel like a review from the Grade 5 curriculum. Students just completed a “Crime Scene Investigation” station project, developing theories about the Lost Colony of Roanoke and analyzing evidence to support their conclusions. This week, we’ll explore the first successful British colony at Jamestown and examine the founding of the Massachusetts Bay Colony, focusing on the beliefs and daily life of the Puritans and Pilgrims. 

11.6.2 5 Students performed well on their recent unit test! I’ll review the tests in class once all absent students have completed their make-ups.

We are now moving into Chapter 3: Colonial America, beginning with British exploration, the Lost Colony of Roanoke, and the founding of Jamestown.

All related materials and assignments are posted in Google Classroom.

10.22.25  Due to the school’s new academic grading system, all students are now required to complete a unit test at the end of each major content area. This ensures that students are assessed on overall understanding, not just individual assignments.

📌 For 7th Grade, the upcoming unit test will be on Tuesday, November 4th.   I have posted a Unit Study Guide in Google Classroom.   

• Social Studies Skills and Map Reading

• The First Americans (Early Native Civilizations)

• European Exploration

• The Protestant Reformation

• The 13 Colonies (TBD)
  
  

This assessment will help measure students’ mastery of key concepts and skills from our first units of study. A study guide will be provided in advance to support student preparation.

Thank you for your continued support at home!

10.20.25  Students are currently working on a creative writing project in which they will write and illustrate a children’s story about an assigned European explorer, designed for a Kindergarten audience. The goal is for students to simplify historical events while still accurately explaining the explorer’s journey, motivations, challenges, and accomplishments.

Students have received a graphic organizer to help structure their ideas, and they have multiple research resources available to ensure accuracy. They will have class time on Monday and Tuesday to continue researching and planning. Any unfinished work becomes homework, and the final children’s novel is tentatively due on Friday.

Please remind your child to closely follow the project rubric, as it explains the specific criteria required for full credit—such as historical accuracy, age-appropriate language, illustrations, and story structure.

Students may use Canva or Google Slides to create and illustrate their digital children’s book.

10.15.25  This week, students are continuing their study of European exploration with a focus on the Spanish conquistadors. We are learning how to read, analyze, and evaluate primary sources — a necessary but challenging skill that helps students think like historians. Through guided practice and group discussion, students are developing the ability to interpret evidence, identify perspective, and draw conclusions about the impact of Spanish exploration on the Americas. 

10.09.25 7th grade students will have a quiz on European Exploration. In class, students have learned about:

• The influence of the Crusades, the Renaissance, and the Silk Road
  
  

• The achievements of early Portuguese explorers
  
  

• The motivations for exploration (Gold, God, and Glory)
  
  

• The voyages of Columbus and Vespucci
  
  

• The growth of trade and global connections
  
  

To prepare, students should review their homework assignments, class slides, notes from class, and their textbook.

Encourage your student to study over the weekend so they feel ready for Monday’s quiz!

10.08.25  Students have just wrapped up their independent learning about four of the earliest Portuguese explorers. This week, we’re shifting focus to the competition between European nations during the Age of Exploration. Students are learning about the key motivations behind exploration — often summed up as “Gold, God, and Glory.”

To deepen their understanding, students will begin analyzing primary sources together in class, with guided instruction to help them uncover how these motivations shaped European exploration

10.2.25  This week students learned about the Crusades, the Silk Road, and the Renaissance, and advancements in technology that spurred European Exploration via the ocean.  In class today, students are reading independently and then creating a timeline/presentation about the first Portuguese explorers.  

9.30.25  Students have completed Chapter 1: Early Human Migration and we are starting on Chapter 2: European Explorers.  Students will have a project in the next few weeks that will be completed at home.  More information TBD.

9.16.25 In our recent classes, we have been practicing important social studies skills such as examining perspectives, reviewing evidence, and drawing conclusions. We also began Chapter 1, which focuses on early human migration to the Americas. 

Welcome to 7th Grade Social Studies!

This year, students will explore U.S. History, beginning with the Age of Exploration and continuing through the Civil War. During our first week together, we will focus on classroom expectations. A copy of the expectations has been posted in Google Classroom so students can review them anytime. 

Students have received a very heavy textbook!

Next, we will begin discussing the question, “What is Social Studies?” as we set the stage for our year of learning together. 

Back To School Night Slides 

Homework Connection

Homework Connection is offered for both Elementary students (Gr 1-4) and Middle School students (Gr 5-8). Students may work on homework with the help of teachers on duty, if needed. A snack is provided. Interest forms are being sent home with students. If you are interested in Friday sessions, please indicate this on the form.

• Download the form for Gr 1-4 HERE. Questions about Elementary Homework Connection? Email Mrs. Bennett or Mrs. Meyer.

• Download the form for Gr 5-8 HERE. Questions about Middle School Homework Connection? Email Ms. Westfall.