Download 2016-17 MIDTERM EXAM REVIEW ANSWER KEY

7th Grade Social Studies Mid-term Exam Review
I.
II.
THEMES IN GEOGRAPHY (MRHeLP)
Directions: Use the notes in your notebook to match the correct theme with its definition.
__C _ Location
A. how the environment influences and is influenced by people.
__B _ Place
B. comparing the natural and human-made features of different
areas that set it apart and make it unique from any other place.
__E _ Region
C. answers the question “where?”/exact or relative.
__D Movement
D. how people, goods and ideas have moved around the world.
__A__ Human-Environment
Interaction
E. places with common features that set it apart from other
places that have common features.
FOUR PARTS OF SOCIAL STUDIES (“He Goes Crazy Everyday.”)
Directions: Use your notes in your notebook and list the Four Parts of Social Studies below:
1. HISTORY
III.
2. GEOGRAPHY
3. CIVICS
4. ECONOMICS
MAP OF THE WORLD (“Everyone Always Ate Aunt Abby’s Nutty Surprise.” / “Aunt Abby Is Pretty.”)
Directions: Using the map in your notebook, label the following map (BE SURE TO STUDY THE
LOCATION OF THE OCEANS AS WELL, EVEN THOUGH THEY ARE ALREADY LABELED FOR
YOU):
Draw in the Prime Meridian, and be sure to label the North Pole and the South Pole.
NORTH POLE
EUROPE
NORTH AMERICA
NORTH AMERICA
NORTH AMERICA
A
ASIA
A
NORTH AMERICA
A
PRIME MERIIDAN
NORTH AMERICA
A
EQUATOR
AUSTRALIA
NORTH AMERICA
NORTH AMERICA
A S. AMERICA
AFRICA
NORTH AMERICA
A
SOUTH POLE
NORTH AMERICA
A
ANTARCTICA
A
NORTH AMERICA
A
IV.
MAP OF MESOPOTAMIA Directions: Using the maps in Lesson 4 & 5 of TCI, or the maps in the resources
section, label the following on the map:
TIGRIS RIVER
EUPRHATES RIVER
NILE RIVER
PERSIAN GULF
MEDITERRANEAN SEA
ZAGROS MTS.
TAURUS MTS.
RED SEA
ARABIAN PENINSULA
*SHADE IN THE AREA THAT MAKES UP THE FERTILE CRESCENT.
ZAGROS MTS.
TAURUS MTS.
TIGRIS RIVER
MEDITERRANEAN
SEA
EUPHRATES RIVER
ARABIAN PENINSULA
PERSIAN GULF
NILE RIVER
RED SEA
V.
TIMELINES/HISTORY
Use your notes in your notebook or your TCI book to define the following terms:
BCE: Stands for “Before the Common Era.” Another way to refer to B.C. dates.
CE: Stands for “Common Era.” Another way to refer to A.D. dates.
Artifacts: Objects created by and used by humans.
Give two examples of artifacts: tools, toys, pottery, coins, arrowheads.
Primary Source: a firsthand account of an event created by someone who took part in or witnessed it.
Give two examples of primary sources: letters, diary, treaties, court documents, audio/video recordings
Secondary Source: Information gathered by someone who did NOT take part or witness an event.
Give two examples of secondary sources: history textbooks, journal articles, encyclopedias
Culture: The knowledge, beliefs, customs and values of a group of people.
Directions: Use the timeline above to answer the following questions:
(HINT: SAME SIDE (BOTH BCE OR AD) = SUBTRACT NUMBERS; OPPOSITE SIDES (BCE AND
AD) = ADD NUMBERS)
1. How many years passed between the “First Olympic games,” and the “Modern Olympic games?” 2,672 yrs.
2. How many years passed between the date that “Homer wrote the epics the Iliad and the Odyssey,” and when
“Sparta defeats Athens?” 346 years
3. Which event happened the EARLIEST? “The First Olympic Games”
4.
VI.
Which event happened LAST on this timeline? (MOST RECENT TO OUR YEAR) 2006 A.D.“PRESENT DAY”
5. Which event happened first: the “Parthenon in Athens is finished being Built,” or “Athens becomes a very
powerful city and controls and empire?” Athens becomes a powerful city and controls and empire
EARLY MAN Directions: Use your notes in your notebook and Lesson 2 and 3 of TCI to answer the
following questions:
1. Define Paleolithic: The first or earliest period of the Stone Age
2. Define Neolithic: The latest period of the Stone Age
3. Give another name for Paleolithic and Neolithic
Old Stone Age
4.
New Stone Age
Describe how early man got food in the Paleolithic and the Neolithic Ages.
Paleolithic – hunting and gathering; Neolithic – farming and domestication of animals
5. Why did people settle in the Fertile Crescent? Abundant water from Tigris and Euphrates; fertile soil
6.
Define specialization; give some examples of early human specialized jobs. Concentrating on a specific
job or duty. (tool-makers, basket-weaving, trading, etc.)
7. Explain why people lived in larger groups in the New Stone Age (Neolithic) compared to the smaller groups
of the Old Stone Age (Paleolithic): They could grow enough food to support more people; didn’t have to
hunt and gather anymore because they settled and farmed.
8.
On what did scientists believe that early humans first migrated to North America? Land bridge now under
water.
9.
In the Paleolithic Age, early man had not permanent shelters, but in the Neolithic Age they did. What was
one change that occurred from building these permanent shelters? They had clay-lined pits for cooking.
Use Lesson 2 in TCI to fill in the missing boxes. BE SURE TO STUDY THESE. 
Name of Early
Hominid:
Homo Habilis
(Handy Man)
Section 1
p.14-15
Homo Erectus
(Upright Man)
Section 2
p.16-17
What could they
do? (capabilities)/
What were they
known for?
-work in groups
-TOOLMAKERS
-walk on two feet
-had strong bones
-used FIRE
-made shelters
-invented more
complex tools
What things have
they done or made
that may help
them survive?
-worked in groups
(see them sitting
together.)
-Used simple
rock/stone/animal
bone tools.
-made shelters
(oval huts covered
by tree branches)
for protection
-made fires and
tools to skin
animals
-had strong bones so able
How have these
things improved
their lives?
-living in groups
helps them protect
themselves and
hunt better/easier
to walk long distances;
allowed migration
-Used fire to cook, survive
cold, and protect from
predators
Homo Sapiens
Neanderthalensis
(Neanderthal Man)
Section 3
p.18-19
Homo Sapiens
(Wise Man; Early
Modern Humans)
Section 4
p.20-21
-lived in groups and
in community to
care for each other
-Used tools such as
knives, scrapers,
and spear points
-lived together in
community groups
-used spears, knives
and scrapers
- made more tools;hooks,
spears, bows and arrows
-made clothing from
needles they made
-did cave paintings
-Made musical
instruments.
-created complex
tools
-made clothing
-made weapons
-their sense of community
allowed them to care for
their sick and injured
-living in groups allowed
them to travel and hunt
together easier
-spears made hunting and
killing animals easier (food
easily gotten)
-needles allowed them to
make clothing that
protected them from the
cold
-the spears and bows and
arrows allowed hunting
from a safer distance
VII.
MESOPOTAMIA
Directions: Use your notebook notes and TCI Lesson 4, 5, & 6 to answer the following questions.
1. Define polytheistic: the belief in more than one god or goddess.
2. Define civilization: a society marked by developed arts, sciences, government and social structure.
3.
What does “Mesopotamia” mean? “Land between two rivers.”
4.
What are the characteristics of a civilization according to Lesson 5 in your TCI book? List and define them
below:
1. Stable Food Supply (Enough food to feed population)
2. Social Structure: the way a civilization is organized.
3. Government: the way a country is run; leadership
4. Religion: a system of beliefs
5. The Arts: part of a highly developed culture; includes music, painting, sculpting, etc.
6. Technology: the use of tools and other inventions for practical purposes.
7. Writing: a language developed over time.
5. What does it mean for a society to have a stable food supply?
Enough food to feed population
6.
Which of the characteristics of civilization does a ziggurat most closely relate to? religion
7.
AT FIRST, why were the people able to live in the foothills of the Zagros mountains? Why did they leave?
Where did they go instead? They had plenty of rainfall; Had to leave because not enough land for big
population; Went to Sumer/Mesopotamia
8.
What invention allowed the Sumerians to use chariots for their armies? The wheel
9.
Define irrigation, and describe WHY the Sumerians developed it. What problem arose due to irrigation
systems and how did they solve it? Irrigation: a means of supplying land with water; irrigation systems
got filled with silt; had to maintain; all cities helped each other do so.
10. Use TCI Lesson 6 of your chart with notes to fill in the chart below:
Name of Empire:
Akkadian
Major Achievement
Created first empire
Major Achievement
Sculpting steles
Babylonian
Code of laws that applied to
everyone
Developed Babylon as a trading
center
Assyrian
New weapons and war strategies;
especially siege warfare
Bas-reliefs
Neo-Babylonian
Building protective walls and moat
around Babylon
Building the Hanging Gardens of
Babylon
11.Why did each of the four Mesopotamian empires have trouble keeping the empires together?
There was just too much land to control and military was spread too thin. 
VIII: ANCIENT EGYPT Directions: Use your notebook notes and TCI Lesson 7, 8, and 9 to answer the
following questions.
1.
How did the deserts help the people of Egypt? It gave them protection from invaders.
2. Explain what was so “dead” about the Dead Sea. It was too salty for any form of life.
3. What was the purpose for building the pyramids? They were tombs for Pharaohs when they died.
4.
Use the chart below to describe what is MOST significant about each of the “Kingdoms” of Egypt.
Name of Kingdom:
Important/Significant Features of:
OLD KINGDOM
Famous pyramids were built
MIDDLE KINGDOM
Most famous for re-unification
NEW KINGDOM
Often called the Golden Age, when Egypt reached
it’s height of power.
5. What is the name of the first woman pharaoh? Hatshepsut
6.
Why was King Tut the most well-known pharaoh? Amazing artifacts were found in his tomb.
7. What did Ramses II produce more of than any other pharaoh? Temples and monuments
8.
Explain why Egypt’s social classes were defined by the shape of a pyramid rather than a square: Most people
were at the bottom classes, and fewest were at the top; shaped like a pyramid.
9.
On the social pyramid, who was:
a. NOT allowed to work as a scribe: women
b. In charge of deciding court cases: viziers (government officials)
c. The lowest social status: peasants
d. In charge of building the pyramids of the pharaohs: peasants