Good morning.

I hope everyone had some outdoor fun this weekend--it was beautiful!

There is a problem occurring on homework and it needs to stop.  

It looks like some of you are going to websites for answers 

then copying word-for-word into homework assignments.  

I'm confident in saying this as I have NEVER heard any of you use the word "whilst" in a sentence but I'm sure a history website would use it in a sentence.  

Also, in the process of cutting and pasting, some of you repeat the words you've already typed.  

So, going forward, don't spend all kinds of time "researching" the answers--that's not necessary.  Read the material I give you, think about it, then tell me what you've learned from the reading and thinking--Google is NOT necessary.  Plus, I'm seeing the people who are thinking about what they've read and writing ideas in their own words are scoring better.  

8ELA

-Last week we read chapters 3 and 4 of I am David.  I invited you to send me your "big ideas" for the chapters which I would then use to generate a set of pink questions.  Please find the Chapter 3/4 Summary Pink Questions below.

1.  David chooses a god and prays and "talks" to God several times in these two chapters.  Think about why people pray.  Think about a time you prayed.  Write a paragraph on the power of prayer.
2.  David encounters Carlo and gets beaten by him.  Think about David's life experience and the beating he received from Carlo.  Write a paragraph explaining why David chose not to fight back.
3.  David helps out in several instances in these chapters.  Write a paragraph explaining why David "put himself out there"--why does he put his safety and freedom at risk for strangers?
4.  David enters the house of the Levana del 'Varchi family and has many new experiences.  Think about David's life experience; think about the differences between a home and a shelter.  Write a paragraph on the power of having a home.

-I'm not collecting them tomorrow; instead, I want to collect your rough drafts instead.  Write up the body of the paragraph (no intro or close), point form is okay, and send it to me by lunchtime tomorrow and I'll take a look at it, give you feedback, and return it to you later in the day (maybe after dinner).  You can then add the intro/close and make revisions.  Final drafts will be due Thursday.  If you send me what looks like a final draft tomorrow, I will still only give you feedback on the body of the paragraph.
-Because we aren't in the classroom to have discussions, feel free to bounce your ideas off your group mates--they've read the same material as you and you've discussed the book with them.  Your group mates or other classmates may help you see new perspectives on the chapters.
-I am still marking your I am David chapter 1/2 pink questions and have noticed some problems.  Many of you didn't include TAG and some of you used quotation marks around the book title when it should have been an underline or italics.  Some of you didn't cite text; you must prove your opinion so the obvious way to do that is to pull the words right from the text, use quotation marks and give me the page number!  I would like to see more of you use transition phrases (secondly, another reason is...); those cues to let the reader know there is a shift in topic.  There were some great titles:  Soapy Symbolism, A Bar of Soap? or Something Bigger than That, The Strength of Freedom--they are original and give the reader a hint as to the paragraph's topic.  I think we can do better than David's Journey, David's Strengths AND yes, I am David.
-I'd like to see you finish your ideas.  For instance, a student will state an idea or opinion (good) then find a quote from the book to support it (good) but then that's it (not so good).  You need to explain how the quote supports your idea/opinion.  This can be done in two sentences--it's not a three sentence task.
-For today's pink questions, they are "big ideas"; this means that they could apply to other books and real life--they are about your thoughts on common themes in life and not just in books.  Feel free to support an idea with your personal life experience to support your idea; however, limit your personal experience/view to one idea and examples from the book for the other two ideas.

8SS

-Last class we learned about the birth of Islam.  The following students need to send me their homework today:  8M-Roman, Emily, Kristine, Samuel, Dwayne, Marvic, Sesinna, Aiden, Naod and 8B-Athaniel, Theodore, Josh, Allyssa, Nina, Eric, Sherah-Mae, Matteo, Nevaeh.

7SS

-Last class we learned about alternatives to democracy and the magazine article made you think about this in regards to the global pandemic.  The following students need to send me their homework today:  Kailee, Riley, Feven, Catherine, AJ, Julie, Owen, Luciana, Deion, Auriel, Khrystle.

Good morning everyone!

It's going to be a wonderful weekend filled with sunshine and warm weather.  Get outside to play a little, help your parents in the yard, do some gardening, and get some Vitamin D!

No School Monday!

Ms. Cruse is putting together the yearbook and is looking for some help.  

If you have pictures of yourself and classmates from this past school year, please send them to her via her address on School Notes.  She has also asked me to post the handout below.  You can print it and drop it off at school (with any overdue library books) or send it to her via the School Notes page.  

She needs all yearbook related information by May 22 (that's next Friday).

ELA

-Yesterday you were supposed to read chapter 4 and I asked you to flag big ideas.  I am not assigning a pink question today but I will on Tuesday.  Instead, I'd like you to contribute to the assignment.  Today, email me with what you think are the big ideas in chapter 4; think about what caused David to grow/change as a character or what concepts about life the author wants you to think about.  On Tuesday then, I will post the pink questions based on chapter 3/4 with your ideas included.  You don't have to contribute but this is your chance to build the assignment.  I'll need your input by the end of day today.

8SS

-Working on Intro to Islam; it's due on Tuesday.

7SS

-Working on Alternatives to Democracy; it's due on Tuesday.

Good morning.

From Mrs. Lampman

MUSIC MONTH RECITAL opportunity: This month, if you would like to perform for the school on an instrument of choice, please send your video to Mr. Cooper (gcooper@holycrossschool.mb.ca) or Mrs. Lampman (hlampman@holycrossschool.mb.ca) by May 20th, along with a note from a parent giving permission for the video to be shared on-line. We may not be able to ensure it is only seen by people in the school community. Videos should showcase something that took time and practice to learn.  We hope to create a video recital to share with the school by the end of May.

Many students have not signed up for Seesaw  (app.seesaw.me or Seesaw Class app) to keep up with music assignments, and of those who have, many are not doing music work.  Please sign up and look at the assignments. They workload is not difficult or time-consuming, but you should be attending to it. The Seesaw code for grade 7 is currently  IBRU HNQN; for grade 8 it is NQCE HQHE.  If you have questions, please contact Mrs. Lampman. For Mr. Cooper’s classes, he is also using Seesaw and if you have not been participating yet, you need to sign up and do so. You can get the code from him.

8ELA

-Read chapter 4-flagging interesting "big ideas".

8SS

-Last class we learned about the Manorialism system and how it is part of the feudal system of the Middle Ages.  Find the answers below and compare yours to mine.  Then work on the new topic:  Intro to Islam


Answers

1.  (answers will vary but should include the following)  I think it was illegal because they were necessary to producing the food from the lord’s land—without the serfs there would be no produce, which means nothing for the lord to sell/use—so the threat of death would scare them into staying.

2.  A bailiff collected taxes from the common people.

3.  Serfs had to pay taxes because they were getting the benefit of the lord’s land and equipment to provide for themselves.

4.  Since serfs wanted to go to Heaven and have a happy eternity, the priest would tell them how to do that so serfs listened to everything the priest said.

5.  The common people had to work the lord’s land, pay taxes and provide labour for taking care of the castle, church, roads, etc.

6.  The owner of the manor had to protect the people from war and famine.
7.  The manorial system focuses on the land and how it’s used whereas the feudal system is a political arrangement of loyalty.

-Our new topic is about the birth of one of the world's major religions, Islam

-we know that after the fall of Rome, manorialism and feudalism became a way of life in Europe

-we know that after the fall, the Byzantine empire was still very strong; let’s refer to a map—review the map on page 166, noting the power over Egypt and the Middle East

-reflecting on this map, what religion was dominant in Europe?  Western?  Eastern?  What about the lands to the south and east of the Mediterranean Sea?

-today we begin learning about a new faith that grew up in the Middle East during the time of the Byzantine Empire—it’s called Islam

-read p. 236, including green box

-do the following questions.  Because it's the long weekend and it's finally going to be warm and sunny, the questions are DUE ON TUESDAY NOT TOMORROW!

Intro to Islam

1.  Islam began with a man named Muhammed.  What troubled him?  How did he react?  /2

2.  How was Muhammed inspired and what are five general faiths of Islam?  /6

3.  What is the Hajj?  Why do you think this exists?  /3

4.   Review the Five Pillars of Islam—consider these the rules of Islam and complete the Vocabulary Circle handout found below; you may print it or draw the graphic onto loose-leaf (the instructions are on this handout--you don't need to copy them out onto loose-leaf).  /9

7SS

-Last class we learned how democracy affects the collective or group quality of life.  Find the answers below and compare yours to mine.  Find our new topic below the answers.

Answers

1.  The six characteristics of Canada’s democracy are a freedom of expression, free elections, majority rule and minority rights, political parties, private organizations, and a constitutional government.

2.  Because Canada has a democratic government, we have laws that allow equality and freedom for all, we establish programs with support people in need, a new government gets elected regularly so people can have a say often, and economic and social changes are more likely to happen if people are encouraged to discuss their ideas to make communities better.

3.  a)  Tommy Douglas is best known for creating the National Medicare Program in 1967.  This provides Canadians with equal access to medical care; this means it doesn’t matter how much money you have, you’ll have the same medical care as everyone else.

b)  The Depression of the 1930s inspired Tommy Douglas because he saw that suffering was too hard to solve as an individual and that governments had to help their citizens.

4.  Everyone can help Canada’s democracy by voting, having educated citizens, stopping discrimination, and considering the needs of everyone in Canada.

5.  (answers will vary)

6.  (answers will vary)

-Our new topic today is Alternatives to Democracy

-We've been focussing on democracy, how it makes life better for all citizens, and what it looks like here in Canada

-read p. 106, What do the words monarch and monarchy mean?  Review the information in the box about authoritarian

-read p. 107, including first blue box (Democracy Is Not Perfect)

 -do the following questions.  Because this is a long weekend and it's supposed to be warm and sunny, the questions will be DUE ON TUESDAY NOT TOMORROW!  

Alternatives to Democracy

1.  What is divine right?  /1  (Think about the meaning of each word then connect it to what you read)

2.  Explain the meaning of authoritarian government.  /1

3.  What are three characteristics of an authoritarian government.  /3

4.  a)  Identify five free/democratic countries. (You cannot identify Canada, USA, or Mexico)

b)  Identify five not free/undemocratic countries.  (Use an online political atlas if necessary)  /10

5.  We learned that there are democracy stop signs/ rights we lose or give up for the benefit of our society.  Think of a limit on your personal freedom that makes life better for others?  Explain the benefit.  /2

6.  Thinking about the internment of Canadian citizens of Japanese descent, what are your thoughts on the Canadian government’s actions?  Are you surprised/happy/angry by this action?  Tell me why.  /2

7.  During this time of Covid-19, our lives have changed.  The government tells us we aren’t supposed to leave our homes, we cannot shop as a family group, that private businesses have to close, and some cities have curfews.  Is that the way a democracy works?  Read the article “How the Covid-19 Crisis is Threatening Freedom and Democracy Across the Globe” then answer the following question.  Copy this link into your browser line to read the article:. 

https://www.forbes.com/sites/evangerstmann/2020/04/12/how-the-covid-19-crisis-is-threatening-freedom-and-democracy-across-the-globe/#798788be4f16

 

a)  What are the four ways democratic governments are becoming less democratic?  /4

b)  Are you okay with our democratic government behaving this way?  Tell me why.  /3

c)  Explain the last sentence of the article “the price of democracy is eternal vigilance”.  /2

Good morning.

8ELA

-We're having small group meetings between 12 and 2 and a large meeting at 2.

8SS

-Last class we learned about a characteristic of the Feudal system, that is manorialism.  The following people need to send in their homework today:  8M-JE, Jayson, Roman, Quentin, Ramsen, Gabrielle, Lucas, Athena and 8B-Israel, Theodore, Gabbi, Sara, Joel, Aidan, Dominic, Shaun.

7SS

-Last class we continued our learning about democracy.  The following people need to send in their homework today:  Angelica, Chimdi, Lola, Joseph, Julie, Johanna, Lauren, Zac, Samara.

Good morning.

All library books should now be returned to school.  Please return books by the end of the week.

Watch for two invitations today for meetings tomorrow.

8ELA

-Yesterday you read chapter 3 and today is small group work.  You were told this yesterday.  You'll be receiving your invitations early this morning with the topic your small group will work on and present to me.
-Remember your meetings tomorrow:  you'll have one between 12 and 2 (your group of 12-ish) and you'll have a second one at 2 (8M and 8B)

8SS

-I collected homework yesterday on Feudalism.  Please find the answers below; compare your work to mine then move onto the new topic.


Feudalism Answers

1.  Feudalism developed because there was no central government and people needed protection and law and order from the lords (the powerful people in the area) and were willing to trade loyalty and service for it.

2.  a)  king-someone who holds absolute power and rules with divine right

b)  vassal-someone who received land from a king/higher lord

c)  knight-a specially trained warrior who works for a lord

d)  fief-the land granted to a lord from a king

3.  Feudalism is a political system/way of running government where land is exchanged for loyalty

4.  When a vassal is “doing homage” he is make a solemn promise to honour all his vassal commitments.

5.  A mercenary knight is not loyal to a specific lord and he acts as a professional soldier whereas a knight is loyal to a vassal and follows commitments.

6.  king above vassal above knight above peasant above serf  **a serf is tied/bound to the land and doesn’t have the freedom of a peasant.

-Today's new topic:  Manorialism
-Imagine you live in a place that is really pretty. There are hills all around you and lots of open space. There’s a beautiful river and good rainfall. You have good neighbors and a home of your own. It’s just a little home with a dirt floor and a thatched roof, but you like it. It’s what you know.

-You also know that there are other people who live on the hill right next to yours. You’ve never actually seen them, but you’ve heard about them. You’ve heard that the people who live on the other side of the hill burn down houses just for the fun of it. They’d burn down yours if they knew where you lived.

-You are really afraid of the people who live on the other side of the hill, so you don’t want to travel past them. Instead, you stay home where things are pleasant. You make your own shoes, bake your bread, and live among people you’ve known all your life. You never travel anywhere because to do so you would have to pass the people who live on the other side of the hill, and that would be too scary.

-One person in your community is the leader—he is a warrior and has weapons. He showed up one day with some other men with weapons. Pretty soon, he had taken on the job of protecting all the people on your hill. He promised that if trouble came, if the people who lived on the other side of the hill came and tried to burn down your house, he would protect you. You believe him. He has weapons and he knows other people with weapons. You agree that if he will protect you, you and all the other good people who live on your hill will promise to work together to grow the crops, tend the livestock, bake the bread, sew the clothes, make the tools, and do the work. That is your job.

-That’s what people did for a very long time. They lived on their hill, they made everything they used, they grew all their food, and they never went anywhere. In exchange, the lord of the manor, who lived in the best house and did none of the work, promised to protect them. In these violent times, that was a really important promise. The people did not believe he would live very long, but better him than them.

-This was called the Manorial System. The manor was the smallest unit of feudal government.

-To us today, it sounds like peasants lived a pretty tough life. Even though their work was very hard and their lives were harsh, most peasants and serfs were at least content. They counted on the lord to take care of them in times of trouble, and he did. The lords understood that without the serfs and peasants, their comfortable lives would soon be gone. They might tell a peasant man in a harsh voice, ‘You must plow an acre of field today.’ They might tell a peasant child, ‘You must bake 14 loaves of bread today for my guests tonight.’ But what he could not say was, ‘Go away. Leave my land now.’

-Serfs stayed with the land, and that gave them a lot of comfort. The lord could not tell them to go away. Most peasants chose to stay. People stayed on the manor their whole lives. They were afraid to travel past the people who lived on the other side of the hill. By comparison to that terror, most peasants believed their life on the manor was a good one.

-Read the handout:  The Manorial System.  If you are able, print and highlight the major ideas as we would in class.







-Do the following questions; they are due tomorrow and I'll be collecting homework then.

The Manorial System

1. Why do you think was it illegal for serfs to run away and then be killed if caught?  Think about their relationship to the manor.  /2

2. What was the job of a bailiff?  /1

3. Why did serfs have to pay taxes to the lord?  /1

4. Why did serfs do everything their parish priest told them to do?  /1

5. Identify three feudal obligations the common people had to the owner of the manor?  /3

6. What feudal obligation did the owner of the manor have to the common people?  /1

7. While the manorial system is a characteristic of the feudal system, how are they different from each (think about what each one focusses on)?  /2


7SS

-Last class we learned the basics of democracy and what it looks like in democratic countries.  We now have a better idea of what is and what is not democracy.
-Please find the answers for Democracy Basics below; compare your work to mine then move onto the new topic.

Answers

1.  The five characteristics of democracy are that it is a process/it’s ongoing, people listen to each other, people can say what they think about things, people make decisions by talking and working together, and when decisions are made they are based on everyone’s opinions not just those of the decision-makers.

2.  Informal democracy works in a small group and there are no written rules because each person understands how to relate to each other; for instance, when a family decision needs to be made, you have an idea of what your parents might think about it or what your sibling might think about it.  Informal democracy in a school setting would be when a student council has to make a decision about whether to hold a dance or not OR informal democracy in the school setting would be when the class has to make a decision about whether to have a Secret Santa at Christmas or not.

3.  Representative democracy is when the group is very large so the people vote for someone to represent them—it’s about giving someone else your voice to act on your behalf.

4.  A constitution is a written set of rules that a country uses to govern.  It is necessary because without it everyone would want to do things his or her own way and it would be confusing and difficult to get things done—this way everyone follows the rules to get things done easily and efficiently.

5.  Athenian democracy was about male citizens making laws for their community BUT women and slaves were not allowed to help make these laws.  So, it was and was not democratic.  The male citizens working together is democratic because it wasn’t a king (one person) deciding for all—it was about Athenians deciding for all.

6.  The Magna Carta made life easier because now the king had to follow the rules like everyone else and he couldn’t abuse his power and do whatever he wanted.

7.  The American Constitution made life easier because of the idea of rule of law, meaning that everyone, even the people making the laws, had to follow the law and life got better because these laws would be fair and equal to everyone.

8.  The Iroquois League made life better because it was a slow process giving people time to think about their opinions to help them decide and then the decision had to be by consensus, meaning everyone had to agree. 

-Our new topic is Democracy and how it affects quality of life and we'll focus on how limits on our  freedoms and rights CAN make quality of life better

- think about the Charter of Rights and Freedoms (would have learned in gr. 6), what rights do we have as Canadians—not “human rights” though they might be the same—but rights as a Canadian citizen? (Brainstorm—right to move, right to religion, etc.)

-the Canadian government over time has created a democracy made up of six characteristics

-read p. 103

-notice how Canadian democracy reflects some of the UDHR?

-when a democratic government works well it can create a place where the needs and rights of an individual still work within the needs and rights of the whole society

-Example:  I like to drive fast and want to drive 80 km down all Winnipeg streets BUT the law puts a speed limit of 60 km on the streets—is that okay?  Limiting my desire to speed?  Discuss.  Other examples include increasing taxes to improve funding to health care.  Students should gain the understanding that no citizen has absolute freedom

-read p. 104, including blue box about Tommy Douglas

-so we can agree that having a say in the government is important—we can probably agree that limiting some rights is okay if it benefits the society, but how do we get there?  How do we create a democratic society?  How can we get government to hear our voices?

-read p. 105

-Complete the following questions; they are due tomorrow and I will call for homework then. 

Democracy and Collective Quality of Life

1.  List six characteristics of Canada’s democracy.  /6

2.  When these six characteristics are working together well, a democratic government can do many positive things.  Identify the four things that the Canadian government does well.  /4

3.  a)  What is Tommy Douglas best known for?  What does this provide Canadians?  /2

     b)  What inspired him?  /2

4.  List three ways everyone can help Canada’s democracy.  /3

5.  Review Figure 6.6.  This shows the percentage of Canadians in different parts of the country who voted in the 2004 election.  You’ll notice that some parts of Canada had less than 50% of the population voting but in other parts of the country over 62% of the population voted.  This means that most Canadians didn’t vote.  Think about this then:  is Canada a successful, thriving democracy when so few people voted?  /3

6.  From what you have learned about democracy, explain one way that democracy improves your quality of life.   /3

Good morning.

All library books should now be returned to school.  Please return books by the end of the week.

8ELA

-Friday I collected pink questions for chapters 1/2--if you haven't sent yours yet, please do so now.
-Today we are reading chapter 3--that is the assignment for the day--and tomorrow you'll be doing group work.  I'll be assigning the topics for your small groups tomorrow--maybe contact your group mates and set a time to discuss the chapter via Facetime, texting, phone, etc..  On Wednesday, I'll meet with small groups between 12 and 2 and then we'll have a full class meeting at 2.  You'll receive two invitations later today (or early tomorrow morning); one will be for the small class (about 12 people) then a second one for the large class (8M and 8B).

8SS

-Last week we started a new unit, the Middle Ages, and we learned about Feudalism.  I'm collecting homework today; the following people need to send in their work:  8M-Dara, Maya, James, Charlene, Iris, Emily, Maenign and 8B-Eric, Anna, Morgan, Munachi, Allycia, Livia, Nevaeh.
-I have changed our schedule a little bit; I'm not starting a new topic today.  Tomorrow I will post the answers for Feudalism AND start a new topic.

7SS

-Last week we started a new unit, Democracy and Power,  I'm collecting homework today; the following people need to send in their work:  Victoria, Enzo, Ethan, Kailee, Cyrus, Helena, Tessa, Riel, Ava.  Tomorrow I will post the answers for Democracy Basics AND start a new topic.

Good morning.

All library books should now be returned to school.  Please return books by the end of the week.

8ELA

-Pink questions are due today.  Here are some things to check before you submit:  title bar with an interesting and unique title, single indent or block style, proofreading for spelling, capitalization, punctuation, and grammar, eight sentences, text quotes (with page numbers), transition words, an interesting intro sentence that hints at the sentences to follow, and an interesting, summarizing concluding sentence.  Did you check for all these things?  Please submit these by end of day today.

8SS

-We're starting a new unit today:  The Middle Ages!  When I give you that title, what do you think about?  Most people will think kings, castles, fairy tales, dragons and unicorns while others think about knights, siege weapons, and the plague.  We'll learn how these topics all became part of the history of the Middle Ages.
-Open your text to page 218 and 219; review the list of topics for this unit.  The Middle Ages covers a period of time from the fall of Rome to about 1500 CE.  The first 500 years 500 to 1000 CE are called the dark ages; read the green box on page 218.  
-It was called the dark ages because literature, art, and learning declined, there was much war and few people wrote the history of the times—why?--too busy trying to survive!  Remember, the

 barbarians are coming from the north and the east--the empire is being invaded by people who are "different" from Romans--they don't share the same culture or values

-Let’s take a quick overview of the important events during this time; watch the following video:

-https://youtu.be/6EAMqKUimr8

-We see from the video that the people of Europe moved from a time of darkness and struggle to a rebirth of learning and the arts (Renaissance)

-One factor that allowed order to come to the people was a political system called feudalism

-Read handout; if you're able, print them and highlight as we would in class.

-Do the following questions; they are due on Monday.  I will also be starting a new topic on Monday.

Feudalism

1.  We see that Charlemagne brought stability to western Europe but when he died, his empire wasn’t maintained.  We see that the Vikings were making regular invasions into western Europe.  From this information, explain how feudalism developed.  /2

2.  Provide simple definitions for each a)  king  b)  vassal  c)  knights  d)  fief  /4

3.  Explain /Define feudalism in one, kid-friendly sentence.  /1

4.  What does it mean when a vassal is “doing homage”?  /1

5.  How was a knight different from a mercenary knight?  /2

6.  Draw a population pyramid for the feudal system; include the following groups:  peasants, serfs, knights, king, vassal.  We did this in our Egypt unit; draw a triangle and put each group of Middle Ages society on a level within the triangle



**Create a date chart and a Who’s Who

7SS

-We’ve spent time looking at the UDHR; a document created by many countries around the world to be used as a guideline for creating laws within countries

-We looked at South Africa’s apartheid system and how it did not apply the UDHR to all its citizens

-We spent a lot of time learning about governments, individuals, and organizations affecting quality of life

-Today we’ll look at a government system and think about its impact on quality of life

-What is democracy?  How can Canadians be active/contribute to being a democratic citizen?  Maybe you learned some ideas in grade 6 SS.

-Read text p. 100-102

-Complete the following questions; I'll be collecting homework on Monday.

Democracy Basics

1.  Democracy has five characteristics.  This means that democracy “looks” like this (not like that).  Identify the five characteristics of democracy.  /5

2.  In your home, your family uses informal democracy because your family is a small group (under 10).  Explain the meaning of informal democracy.  Give an example of how informal democracy would probably work in a school setting.  /2

3.  Canada as a nation uses a formal democracy:  representative democracy.  Define representative democracy.  /1

4.  Define constitution.  Why is it necessary for a formal democracy to have a constitution (think about what our government would look like without a constitution!).  /2

5.  Tell me two things about Athenian democracy.  /2

6.  The British Magna Carta is a constitution created in 1215.  How did this document make life better for people in Britain?  /2

7.  The USA created the American Constitution in 1787.  How did this document make life better for people in America?  /2

8.  The Iroquois League of Canada used a democratic system.  How did this League make life better for people within the tribes?  /2