8th grade math at home learning packet week #6 may 18 - 22

8th Grade MathAt Home Learning Packet

Week #6May 18 - 22

Name: _____________________ Date: ______ Hour: _______

Functions – 8.F.4

Find the rate of change using rise over run, be sure to show your work on the graph. Also, write the equation for the function. 1) 2) 3) __________________ __________________ __________________ 4) 5) 6) __________________ __________________ __________________ 7) 8) 9) __________________ __________________ __________________

Monday, May 18th

Name: _____________________ Date: ______ Hour: _______

Functions – 8.F.4

Graph the following functions. 1) 2) 3) 4) 5) 6) 7) 8) 9)

𝑦 = 2𝑥 + 4 𝑦 = −𝑥 − 3 𝑦 =1

3𝑥 + 2

𝑦 = −3𝑥 + 1 𝑦 = −2

3𝑥 + 5 𝑦 = 𝑥

𝑦 =1

5𝑥 − 3 𝑦 = 4𝑥 − 1 𝑦 = −2𝑥

Tuesday, May 19th

Name: _____________________ Date: ______ Hour: _______

Expressions & Equations – 8.EE.5

Determine if the following graphs have a slope that is positive, negative, zero, or undefined.

1) 2) 3) 4)

_____________ _____________ _____________ _____________

Determine if the following statements are true or false. If false make the statement true. 5) ________ A proportional relationship has a constant rate of change. 6) ________ A proportional relationship has a graph that is linear or non-linear. 7) ________ A proportional relationship always passes through the point (1, 1). Find the slope or unit rate of the proportional relationships shown:

Week 1 2 5 10

Amount 120 140 200 300

Time (hours)

5 10 15 20

Distance (miles)

25 50 75 100

8) 9) 10)

11) 𝑦 = 5𝑥 12) 2𝑦 = 10𝑥 13) 𝑦 = 1

4𝑥

14) 15)

Wednesday, May 20th

Name: _____________________ Date: ______ Hour: _______


1. What is slope intercept form of a linear equation? _______________________ Find the slope and y – intercept of each of the following lines:

2. 𝑦 = 4𝑥 – 6 3. 𝑦 = −𝑥 – 4 4. 𝑦 = 3𝑥 m = m = m = b = ( , ) b = ( , ) b = ( , )

5. 𝑦 = 1

2𝑥 + 2 6. 𝑦 = 2𝑥 − 5 7. 𝑦 = −

2

3𝑥 − 3

m = m = m = b = ( , ) b = ( , ) b = ( , ) Write an equation in slope intercept form for the following problems: 8. slope = 6 and y – intercept (0, -8) 9. slope = -1 and y – intercept (0, 2)

10. slope = 4

5 and y – intercept (0, -1) 11. slope = -3 and y – intercept (0, 5)

12. slope = 2 and y – intercept (0, 3) 13. slope = 2

3 and y – intercept (0, 0)

14. What is the slope formula? __________________ where (𝑥1, 𝑦1) 𝑎𝑛𝑑 (𝑥2, 𝑦2) Find the slope of the line that passes through each pair of points. Show all your work! 15. (8, 7) (3, 6) 16. (3, 2) (5, 4) 17. (-2, -2) (-4, 1 18. (3, 2) (3, -2) 19. (3, -6) (2, -4) 20. (0, 4) (4, 4)

Thursday, May 21st

Name: _____________________ Date: ______ Hour: _______


Solve the following: 1. 𝑥 − 12 + 5𝑥 = 24 2. 4𝑦 + 6 − 2𝑦 = 14 3. 2𝑥 − 8 + 3𝑥 = 7 4. 5𝑎 − 1 + 𝑎 = 11 5. −6 8𝑥 − 3 = 114 6. −3 = 4𝑥 + 6 − 𝑥

7. 1

2𝑏 +

3

2𝑏 + 7 = 21 8. 3 2𝑥 − 7 + 4 = 13

Match the following vocabulary words to the correct definition: 9. ________ Expression 10. ________ Terms 11. ________ Coefficient 12. ________ Like Terms A. Terms that have the same base, variable, and exponent B. The number in front of a variable C. A mathematical phrase that can contains numbers, variables and operators D. A constant or a variable in an expression 13. One students worked the equation below, and their work is shows. Work through the problems, and check to see if any mistakes were made. If so, state on which line the error was made and how it should be corrected. Equation #1 Line 1: 9𝑥 + 2 + 3𝑥 − 7 = 15 Line 2: 12𝑥 + 9 = 15 Line 3: 12𝑥 = 24 Line 4: 𝑥 = 2

Friday, May 22nd

ELA WEEK 6

May 18 – May 22

Mrs. Clemens &

Mrs. Gay

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p

E d g a r A l l a n P o e

T h e Te l l - Ta l e H e a r t

iT’s TRue! yes, i have been ill, very ill. But why do you say that I have lost control of my mind, why do you say that I am mad? Can you not see that I have full control of my mind? Is it not clear that I am not mad? Indeed, the illness only made my mind, my feelings, my senses stronger, more powerful. My sense of hearing especially became more powerful. I could hear sounds I had never heard before. I heard sounds from heaven; and I heard sounds from hell!

Listen! Listen, and I will tell you how it happened. You will see, you will hear how healthy my mind is.

It is impossible to say how the idea first entered my head. There was no reason for what I did. I did not hate the old man; I even loved him. He had never hurt me. I did not want his money. I think it was his eye. His eye was like the eye of a vulture, the eye of one of those terrible birds that watch and wait while an animal dies, and then fall upon the dead body and pull it to pieces to eat it. When the old man looked at me with his vulture eye a cold feeling went up and down my

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E d g a r A l l a n P o e : S t o r y t e l l e r

back; even my blood became cold. And so, I finally decided I had to kill the old man and close that eye forever!

So you think that I am mad? A madman cannot plan. But you should have seen me. During all of that week I was as friendly to the old man as I could be, and warm, and loving.

Every night about twelve o’clock I slowly opened his door. And when the door was opened wide enough I put my hand in, and then my head. In my hand I held a light covered over with a cloth so that no light showed. And I stood there quietly. Then, carefully, I lifted the cloth, just a little, so that a single, thin, small light fell across that eye. For seven nights I did this, seven long nights, every night at midnight. Always the eye was closed, so it was impossible for me to do the work. For it was not the old man I felt I had to kill; it was the eye, his Evil Eye.

And every morning I went to his room, and with a warm, friendly voice I asked him how he had slept. He could not guess that every night, just at twelve, I looked in at him as he slept.

The eighth night I was more than usually careful as I opened the door. The hands of a clock move more quickly than did my hand. Never before had I felt so strongly my own power; I was now sure of success.

The old man was lying there not dreaming that I was at his door. Suddenly he moved in his bed. You may think I became afraid. But no. The darkness in his room was thick and black. I knew he could not see the opening of the door. I continued to push the door, slowly, softly. I put in my head. I put in my hand, with the covered light. Suddenly the old man sat straight up in bed and cried, “Who’s there??!”

I stood quite still. For a whole hour I did not move. Nor did I hear him again lie down in his bed. He just sat there, listening. Then I heard a sound, a low cry of fear which escaped from the old man. Now I knew that he was sitting up in his bed, filled with fear; I knew that he knew that I was there. He did not see me there. He could not hear me there. He felt me there. Now he knew that Death was standing there.

Slowly, little by little, I lifted the cloth, until a small, small light escaped from under it to fall upon — to fall upon that vulture eye! It was open — wide, wide open, and my anger increased as it looked straight at me. I could not see the old man’s face. Only that eye, that

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E d g a r A l l a n P o e

hard blue eye, and the blood in my body became like ice.Have I not told you that my hearing had become un usually

strong? Now I could hear a quick, low, soft sound, like the sound of a clock heard through a wall. It was the beating of the old man’s heart. I tried to stand quietly. But the sound grew louder. The old man’s fear must have been great indeed. And as the sound grew louder my anger became greater and more painful. But it was more than anger. In the quiet night, in the dark silence of the bedroom my anger became fear — for the heart was beating so loudly that I was sure some one must hear. The time had come! I rushed into the room, crying, “Die! Die!” The old man gave a loud cry of fear as I fell upon him and held the bedcovers tightly over his head. Still his heart was beating; but I smiled as I felt that success was near. For many minutes that heart continued to beat; but at last the beating stopped. The old man was dead. I took away the bed covers and held my ear over his heart. There was no sound. Yes. He was dead! Dead as a stone. His eye would trouble me no more!

So I am mad, you say? You should have seen how care ful I was to put the body where no one could find it. First I cut off the head, then the arms and the legs. I was careful not to let a single drop of blood fall on the floor. I pulled up three of the boards that formed the floor, and put the pieces of the body there. Then I put the boards down again, care fully, so carefully that no human eye could see that they had been moved.

As I finished this work I heard that someone was at the door. It was now four o’clock in the morning, but still dark. I had no fear, however, as I went down to open the door. Three men were at the door, three officers of the

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E d g a r A l l a n P o e : S t o r y t e l l e r

police. One of the neighbors had heard the old man’s cry and had called the police; these three had come to ask questions and to search the house.

I asked the policemen to come in. The cry, I said, was my own, in a dream. The old man, I said, was away; he had gone to visit a friend in the country. I took them through the whole house, telling them to search it all, to search well. I led them finally into the old man’s bed-room. As if playing a game with them I asked them to sit down and talk for a while.

My easy, quiet manner made the policemen believe my story. So they sat talking with me in a friendly way. But although I answered them in the same way, I soon wished that they would go. My head hurt and there was a strange sound in my ears. I talked more, and faster. The sound became clearer. And still they sat and talked.

Suddenly I knew that the sound was not in my ears, it was not just inside my head. At that moment I must have become quite white. I talked still faster and louder. And the sound, too, became louder. It was a quick, low, soft sound, like the sound of a clock heard through a wall, a sound I knew well. Louder it became, and louder. Why did the men not go? Louder, louder. I stood up and walked quickly around the room. I pushed my chair across the floor to make more noise, to cover that terrible sound. I talked even louder. And still the men sat and talked, and smiled. Was it possible that they could not hear??

No! They heard! I was certain of it. They knew! Now it was they who were playing a game with me. I was suffering more than I could bear, from their smiles, and from that sound. Louder, louder, louder! Suddenly I could bear it no longer. I pointed at the boards and cried, “Yes! Yes, I killed him. Pull up the boards and you shall see! I killed him. But why does his heart not stop beating?! Why does it not stop!?”

K. Shafer; one of interview options and retelling of scene adapted from J. Dube; some of activities adapted from Holt

“The Tell-Tale Heart” Comprehension and Style Activities

I. PLOT QUESTIONS FOR “THE TELL-TALE HEART” By EDGAR ALLAN POE 1. Title: Based on the title, predict what the story

will be about.

2. First paragraph: From whose point of view is this story told?

3. First paragraph: To whom do you think the narrator is speaking to?

4. First paragraph: Why does he say, “But why will you say that I am mad?”

5. Second paragraph: What is the narrator’s problem (Conflict)?

6. Third paragraph: Write down what you think the author means by “I went to work.”

7. Third paragraph: Why does the narrator treat the old man so well in the mornings?

8. Sixth paragraph: Why doesn’t the narrator leave when he realizes the old man is awake?

9. Seventh paragraph: What is the sound the narrator hears?

10. Tenth paragraph: Whose heart do you think the narrator is hearing?

11. Fourteenth Paragraph: Who is at the door?

12. Paragraph sixteen and seventeen: What is the noise?

13. Paragraphs sixteen and seventeen: What is the narrator feeling right now?

14. Paragraph (s): How do/does the paragraph(s) end?


II. Irony – Listen to story again and track different types of irony. Find at least 1 kind of each type of irony.

Verbal Irony Situational Irony Dramatic Irony -occurs when there is a difference between what a character says and what another character understands Ex. Scar says, “It’s to die for.” Example from Tell-Tale Heart: (Hint: what does the narrator say about himself?)

-when the opposite of what one would expect to happen actually happens Ex. My dog Lucky was hit by a car. Example from Tell-Tale Heart:

-when the reader/audience knows something that a character doesn’t Ex. Example from Tell-Tale Heart:

What is the effect of this irony on the reader?

III. Literary Elements 1. Mood, or atmosphere, is the overall feeling in the story. How would you describe the mood in this story? What details does Poe use to create the mood? 2. Symbolism: What does the heartbeat noise symbolize in the story? Provide evidence from the story. 3. How does first paragraph foreshadow, or hint at, the events of the story? Be specific (use a quote)! 4. The final paragraph in the story builds to a kind of mad climax. How does the writer use words and punctuation to create tension - an even rhythm of a heartbeat? Be specific!


IV. Style – Analyze Poe’s Stylistic Devices Find examples (quotes) of each stylistic device used in the story and its effect on the reader (See Poe’s Sinister Stylings OR notes if you need to review these devices.)

Device 1 Example Effect on Reader Word Repetition

2 different words that are repeated: Quote showing one of the examples listed above:

What is the effect of the passage you selected on you, the reader?

Dashes/Italicized Words

2 examples of dashes or italicized words being used: Quote showing one of the examples listed above:


Short, Choppy Sentences

Identify a passage where Poe uses short, choppy sentences. (The excerpt must have at least two short, choppy sentences.):


V. Unreliable Narrator 1. From whose point of view is this story told?

2. How does this point of view help create the “single effect”?

3. What does the narrator repeatedly claim about himself?


4. Does this establish the narrator as a reliable source of information? Why or why not? In other words, provide 3

examples where the narrator is trying to establish his sanity and 3 examples where the narrator’s sanity is called into question. You’re looking for quotes here.

SANE INSANE

DAY 3 WEDNESDAY Culminating Task • Writing Prompt - Argumentative Essay In Edgar Allen Poe’s “The Tell-Tale Heart,” the narrator describes how he suffocated an old man to death because of the old man’s ghastly eye. He claims he is not insane, but was just very “nervous” and “wise.” Yet, are there clues in his narration to reveal otherwise? Closely examine the narrator’s testimony to determine the reliability of his account of events. Then write an argumentative essay about whether the narrator is guilty of murder and should be put in prison or is not guilty by reason of insanity and should be put in a mental hospital. Consider the narrator’s manner of speaking, state of mind, and actions to frame your case and support your argument with evidence from the text.

THE FUN THEY HAD

Answer with reference to the context: 1. ‘Today Tommy found a real book.’

a. Who is the speaker? How do you think is Tommy related to the speaker? b. What is the mood of the speaker when she refers to the real book? c. Why was the thought of a real book weird to the speaker? d. How was the real book different from the book that they had used?

2. ‘They had once taken Tommy’s teacher away for nearly a month…’ a. Who were they? Where had they taken Tommy’s teacher? b. Why was the teacher taken away? c. Enlisting two differences between Tommy’s teacher and your teachers,

justify whom would you prefer? 3. “A man isn’t smart enough

Sure he is. My father knows as much as my teacher” a. Who said this to whom? b. Why did the speaker think that “My father knows as much as my teacher”?

Short answer the following questions:

1. Why was it difficult for Margie to believe that one could write about school? 2. What made Margie think that ‘they’ had fun in their school? 3. What did Margie’s grandfather tell her about the old book? 4. Why did Tommy consider a real book to be a waste? 5. Why was Margie’s mother particular about regular study hours? 6. What kind of teachers did the old school’s have?

Long answer the following questions:

1. What the difference between two types of school is as mentioned in the lesson?

2. How would you compare a mechanical teacher to human teacher? 3. If you were given a choice which school would you prefer?

Physical Science

8th Grade

Barnard/Hill

Week 6 (5/18 - 5/22)

Name __________________________

You Make the ChangeWorksheet

Directions: For each item listed, name a way you can physically and chemically change that item. Choose an additional item; fill it in the bottom space. Explain how you can physically and chemically change that item.

ITEM PHYSICAL CHANGE CHEMICAL CHANGE

BICYCLE FRAME

PENCIL

SPONGEBOB

ANTACID TABLET

GREEN PLANT

??????

Day 1

Name: Surname: School:

Kinetic and Potential Energy (Worksheet) Q.1. Define the following terms: a) Energy: b) Kinetic Energy: c) Potential Energy: d) Law of Conservation of Energy: Q.2. Fill in the blanks with suitable words. As the ball falls from point A to point B the ________ energy is converted into _________ energy.

Q.3. When a pendulum swings, at which point is kinetic energy highest?

a) I b) II c) III d) IV Q.4. At which point is potential energy greatest?

a) T b) S c) R d) P Q.5. Where m represents mass of object and v represents velocity at which the object is traveling, what is the equation of kinetic energy?

Q.6. Where m represents mass of object, g represents gravitational acceleration 9.81 m/s2, and h represents height, what is the equation of potential energy?

Day 3

Name: Surname: School: Q.7. What is the kinetic energy of a car with a mass of 900 kg traveling at a velocity of 10 m/s?

Q.8.

Which toy car has more kinetic energy? Q.9. There is a car at the top of a hill that is 20 metres high and the car has a mass of 1100 Kg. What is the potential energy of the car? (g = 9.8 m/s2) Q.10.

Blue ball has a mass of 2 kg and red ball has a mass of 3 kg. Which ball has more potential energy? (g = 9.8 m/s2) Q.11. Calculate the mass of a cat if she has 200 joules of kinetic energy and she moves at 10 m/s. Q.12. An object is thrown into the air and gains 588 Joules of gravitational potential energy. If it has a mass of 20 kg, calculate the height it moves through. (g = 9.8 m/s2)

Name _________________________________ Period ___________ Date __________________

Physical or Chemical Change?

Directions: Decide whether the following pictures represent a physical or chemical change by circling the appropriate letter.

1.

P or C

2.

P or C

3.

P or C

4.

P or C

5.

P or C

6.

P or C

7.

P or C

8.

P or C

9.

P or C

Name ______KEY_____________ Period ___________ Date __________________

Day 4


Energy Transformations (Worksheet)

Q.1. Fill in the blanks with suitable words.

a) ______________ is the ability to cause change.

b) According to the law of ______________________, energy can neither be created nor destroyed.

c) ___________________ is the process of energy changing from one form to another.

d) As energy transformations occur within a system, the total energy of the system

_____________________.

e) During photosynthesis light energy is transformed into the _______________ energy.

Q.2. Identify the energy transformations for each of the items below.

a)

Electrical energy is transferred

to ____________ energy.

b)

Mechanical energy is transferred

to ____________ energy.

c)

Chemical energy is transferred

to ____________ energy.

d)

Light energy is transferred

to ____________ energy.

e)

Chemical energy is transferred

to ____________ energy.

f)

Electrical energy is transferred

to ____________ energy.

Q.3. What type of energy is stored in a battery?

a) thermal b) chemical

c) electrical d) mechanical

Day 5


Q.4. _____________ energy is the sum of kinetic and potential energy in an object that is used to do work.



Q.5. _____________ energy is generated by the movement of electrons.



Q.6. Fill in the blanks with suitable words.

As the ball falls from point A to point B the ___________ energy is converted into _________ energy.

Q.7. Which of the following energy transformations occur when eating food gives a student the energy to walk?

a) thermal to mechanical b) chemical to thermal

c) chemical to mechanical d) mechanical to chemical

Q.8. What is the energy transformation from the turning turbine to electricity in a hydroelectric plant?

a) thermal to mechanical b) chemical to electrical

c) thermal to electrical d) mechanical to electrical

Q.9. Which of the following examples does not contain energy transformations from the electrical energy to thermal energy?

a) turning on a lamp

b) making toast in a toaster

c) turning on microwave oven to heat food

d) burning of fuels

Q.10. What type of energy transformation does not take place when you turn on a television?

a) electrical to chemical b) electrical to thermal

c) electrical to light d) electrical to sound

Reconstruction of the South 1865 - 1877

Georgia StudiesWeek 6: May 18th-22nd

Directions:Each day, read the assigned section and answer the the associated questions. Follow the directions within the reading

2

For the most part, President Johnson agreed with Lincoln’s plan, for he too, having being raised in the South, wanted to keep a friendship. He did add a few more requirements, though. Read Johnson’s Plan here, and then record it on your handout.

Reconstruction of the South

Interactive Reading Guide

The Civil War has ended…

Just imagine what the South must have looked like after the war. Plantations and homes were in ruins, ¼ of its male population dead, banks, businesses and railroads destroyed. Even roads were in need of repair. Black slaves were now free, but most were homeless, uneducated, and without jobs. The North knew the South’s economy was shattered and began to rebuild it in a period known as “Reconstruction, but there were many viewpoints on how to go about this. Using your handout, complete the Civil War box describing its devastation.

The North has plans to rebuild the South….

Reflect for a moment. Now that the Civil War is over, would the North and South finally

set aside their differences in order to rebuild the South? It certainly didn’t seem that way, for

not even the northern leaders could agree on how to go about reconstruction. President

Lincoln, wanting to keep a friendship with the South, had an “easy” plan for the states to be

re-admitted into the Union, but the northern republicans strongly disagreed and wanted to

punish the South. It seemed as if the conflict would never end! Read the boxes below to

learn about Lincoln’s plan, and then fill in the correct section on your handout.

Lincoln’s Plan for the South

In order to be re-admitted in to the Union, states must

Take an oath to be loyal to the U.S. (at least 1/10)

Create a new constitution

Agree to abolish slavery

(Confederate government would not be pardoned)

Radical Republicans rejected this plan and thought it wasn’t harsh enough for the South

Johnson’s Reconstruction Plan

Kept Lincoln’s plan, but added:

Ratify (approve) 13th Amendment

Nullify (do away with) idea of secession

Would pardon high ranking Confederate officers

Did not support the Freedman’s Bureau Andrew Johnson

Abraham Lincoln

1865 – 1877

Then it happened. Just 6 days

after the Civil War ended,

President Lincoln was assassinated.

Vice President Andrew Johnson

took over as President. What

would happen to reconstruction

plans to rebuild the South?

Instructions: Use this interactive reading guide to complete the

handout provided for you.

Day 1: Monday, May 18th

3

Republicans in Congress strongly disagreed with Johnson’s plan, for they wanted to

punish the South for its treatment of slaves, prevent Confederate leaders from returning to

power, AND wanted the Republican Party to be powerful in the South. They certainly were

frustrated with Johnson, a southern democrat, and wanted to get rid of him.

The Freedman’s Bureau helps freed slaves…

Think back to the end of the Civil War. It must have been hard for freed slaves, for many

of them were homeless, without a job or way to

survive. Keep in mind that many in the South still

viewed them as slaves and refused to accept the

changes. To help these freed slaves, an

organization was created to help them and the

poor whites. It was called the Freedman’s Bureau.

This government program sure did help the

slaves adjust to freedom by providing clothing,

housing, education, and other support, but because Johnson did NOT support this program, it

made it difficult to continue helping those in need. Read the box to find out more about the

Freedman’s Bureau, and then describe it on your handout.

Finally the northern Republicans got their chance. During midterm

elections, they won enough seats in Congress to veto (overrule) Johnson’s

plan. They certainly disliked President Johnson and began working on their

own ideas of rebuilding the South.

The South creates the Black Codes…

Do you remember that part of Johnson’s plan was for the South to ratify (approve) the 13th amendment? This amendment abolished slavery, and the South sure didn’t like it, and they showed their anger by passing the Black Codes, which were really just revised slave codes from before the war. You see, the South was still being led by the same people as before the war – wealthy plantation owners! These codes restricted a former slave’s freedom. Read the examples of Black Codes below, and then record them on your handout.

Freedman’s Bureau (Created to help freed slaves and poor whites)

Provided food, clothing

Built schools and hospitals

Provided industrial job training

Provided teacher training schools

Colleges were created: Atlanta University, Morehouse College, Clark College

Freedmen could NOT testify against a white person in court, assemble together, or

be educated. If a freedmen did not have a job, he could be sent to jail, or whipped.

Freedmen also had curfews and restrictions on owing property. Public facilities

were also segregated.

Black Code Examples

Day 2: Tuesday, May 19th

4

Military comes to the South…

Imagine how the North responded to this. Northern republicans were so angered by the Black Codes, they formed a committee to create the 14th amendment, which would give citizenship to all people born in the U.S. But, southern states, except for Tennessee, refused to even accept the 13th amendment which abolished slavery. Determined to force the South to obey, a group called the Radical Republicans, ordered military troops to the South. These republicans believed that freed blacks should have the same political rights and opportunities as whites and should be able to compete in a free labor economy. They even voted give more funds to Freedman’s Bureau, but Johnson vetoed it!

The Radical Republicans did not like Johnson, as they thought he had brought disgrace to the U.S, and they were angry that he vetoed funds for the Freedman’s Bureau. They were so angry they also impeached Johnson, but, there were not enough votes in the Senate to force him out of office. Summarize these Radical Republicans on your handout.

Finally, after military rule, the South agreed to honor the 14th Amendment, but then refused

to honor the 15th Amendment, giving male blacks the right to vote. Would this ever end?

Freed slaves and poor whites become sharecroppers…

Just imagine how hard life must have been for these freed slaves. Many of them turned to

sharecropping in order to survive, as plantation owners needed help in their fields, and

freedmen needed a job. Farmers would divide their land into small plots and would rent these

plots to freedmen or poor whites, but since most freed slaves and poor whites did not have

money, they borrowed what they needed on credit and would repay the landowner up to one

half of their crop. Many people thought this was not a good system, for once a sharecropper, it

was hard to escape the debt owed to the landowner, and in some ways, was just as bad as

slavery itself. Read below to find out more information about sharecropping and tenant

farming, and then illustrate your understanding of this way of life on your handout.

Sharecropping

Landowner provided basic need such as land, house, equipment, seeds, fertilizer, and medicine

Sharecropper worked the land, giving owner a portion of the harvest

Paid back debt owed from using land, house, and other items bought on credit

Tenant Farming

Landowner provided house and land

Farmer owned his own equipment, tools, and animals

Farmer received cash or a portion of the crop at end of harvest

Would also have to pay back any debt owed to the land owner

Congressional Military Plan (Radical)

States placed under military rule

Divided into 5 zones

Forced to accept the 14th Amendment in order to re-join the Union

Georgia placed under General John Pope (not well liked)

Day 3: Wednesday, May 20th

5

The Fifteenth Amendment changes the South…

Think about it. The 15th Amendment had finally passed, giving

freedmen the right to vote, would this now finally bring positive

change to the South? The answer would be yes and no, for in 1867, 32

black legislators were elected to the Georgia Assembly! It must have

been a proud moment, but within a year, all of them had been expelled. How could this be?

The Georgia Assembly argued that the 15th amendment only gave blacks the right to vote, but

not to hold office. Thankfully, this ruling was overturned in 1870 by Georgia’s Supreme Court.

The black legislators were re-admitted back in to Congress, but most faced harassment,

threats, and beatings in an attempt to kick them out of office.

One particular black legislator was Henry McNeal Turner. He had been raised

a free man in the South, was a Civil War Chaplin, and a preacher. He even started

the first African American church in Marietta. While in Congress, he promoted

land ownership, education, and voting rights for blacks. As you can imagine, this

angered some in the South. He even began receiving threats from the KKK. He

eventually was accused of unethical practices, and lost his seat in Congress. Henry McNeal

Turner, like other black legislators, strongly supported free public education for all. Using this

information, describe the Georgia Assembly and the black legislators on your handout.

Georgia rewrites its constitution…

Listen to this. Georgia, like many other southern

states, was having a hard time accepting reconstruction

plans, and as a matter of fact had to re-write their

constitution twice before the federal government

accepted it. Tension was so high when Georgia delegates

met to re-write its constitution in Milledgeville that hotels

refused to rent rooms to the black legislators. This

prompted the Georgia Assembly to move the convention to Atlanta, and because of this,

Atlanta became Georgia’s new capital!

Here is some interesting information. The convention lasted about 3 months, and of the

169 delegates, 37 were black. Republicans, who now outnumbered the democrats, made

changes that did not please the southern democrats, but it was finally approved by Georgia

voters. Look at the box to see all of the changes the 1868 Georgia Constitutional Convention

brought, and then record these changes on your handout.

1868 Georgia Constitution

Slavery officially abolished (13th)

All adult males could vote (15th)

Free public education was given

Poll tax created

Whipping as a punishment outlawed

Atlanta now the official capital

Henry McNeal Turner

Day 4: Thursday, May 21st

6

Tensions continue in the South…..

Yes, tension was still strong in the South, as many still did not

want the changes that were taking place. Do you remember

reading earlier about Henry McNeal Turner being harassed by the

KKK? What exactly was this group? It actually started in Tennessee

as an organization to help veterans of the Civil War but quickly turned into an organization to

resist the North’s reconstruction efforts.

Their goal, it seemed, was to use terror and fear to intimidate freed

slaves, republicans and the Freedman’s Bureau. They did not want blacks to

vote, hold office, or have any other freedoms. They wanted white

supremacy and segregation and would use violent acts to get it. Acts such as

lynching, murder, and burning crosses became common in the South. It

became so severe, that the national government held hearings on the

violence in 1869, and even the Georgia governor asked for help. Conditions

became so bad the North sent troops back to the South! For a brief period,

the South was back under control by the military. Now, using the space underneath the Black

Codes section on your handout, describe this organization.

Reconstruction comes to an end…

As you can imagine, many changes had to take place before reconstruction could officially

end, and by 1870, Georgia finally agreed to honor the 15th amendment, guaranteeing all adult

males the right to vote. Georgia was the last state to be re-admitted to the Union, though.

What other changes occurred? Actually there

were many, for in 1872, President Ulysses S. Grant

restored citizenship to all Confederate leaders,

except for 500, and the last troops were withdrawn

from the South in 1877 under President Rutherford

B. Hayes. Look at the box to review the 3

important amendments that came out of this time

period, and record them on your handout.

Did the end of reconstruction bring peace to the South? Race relations certainly did not

improve immediately. As soon as reconstruction ended, many southern states reversed the

freedoms that had been given African Americans, and it would take another movement to

see more change. That movement would be the Civil Rights Movement of 1955 – 1968.

Describe how Reconstruction ended on your handout.

Amendments

(During Reconstruction)

13th: Abolished slavery (1865)

14th: Gave citizenship to blacks (1868)

15th: Gave voting rights to all adult males (1870)

Day 5: Friday, May 22nd

Reconstruction of the South 1865 – 1877

Instructions: Use the Reconstruction Info Booklet to complete this handout.

What was Lincoln’s plan for the South?

In order to be re-admitted, states must

__________________ rejected this plan and thought it wasn’t harsh enough for the South

Confederate government would _____be pardoned.

What was Johnson’s Reconstruction Plan?

Kept Lincoln’s plan, but added:

Johnson did not support the _________. ___________

What eventually happened to Johnson and his plan?

If you were living in the South right after the war, what would be your top 2 concerns? Explain

What was the Freedman’s Bureau? What was its role in helping freed slaves and poor whites?

Post-Civil War in the South

Reconstruction Plans There were 3 plans to help rebuild the South. Describe all three.

Amendments Reconstruction Plans called for 3 amendments to be added to the Constitution. Describe them (including the year). How did the South react to each one?

Year Amendment South’s Reaction

Who were the Radical Republicans?

What was the Congressional/Military Reconstruction Plan? This was the “radical” plan)

Changes come to the South

Georgia’s Political Changes Even politics were changing during reconstruction. Summarize these changes that took place in the Georgia Assembly using your OWN words (should have several points)

How would you describe the Georgia Assembly and its Black Legislators?

Important legislator was _________________________.

He promoted __________________, _______________,

________________, for blacks. He was eventually

accused of _____________________ and ________his

seat in Georgia Assembly.

How did Georgia rewrite its constitution in 1868?

Convention met in _____________________ but relocated to

_________________, which became GA’s new capital. Lasted

______ months. _____ out of 169 delegates were black.

Constitution states

Reconstruction comes to an end. What were the major details that made this happen?

What is a sharecropper? Explain and then illustrate your understanding of a sharecropper. Add 4 – 6 keywords to your drawing

What was the difference between a sharecropper and a tenant?

What were the Black Codes? Black Codes were similar to old ________, _______

Codes restricted ____________________________

Examples of Black Codes

Ku Klux Klan

Goal was to _________________________________

Violent acts included ____________, ____________,

___________________, ______________________

Also known as_____________ _______________

8th grade math at home learning packet week #6 may 18 - 22

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