10th Grade

Distance Learning Packet Weeks of 4/13/20 and 4/20/20

Dear Student and Family,

This packet contains the work your student should complete during the weeks of 4/13 and 4/20.

To earn credit this week, students need to join their teachers’ Office Hours on Zoom as often as possible. They do not need to attend every day – just often enough to check in and communicate to their teachers that they are working on the packet. We encourage students to join as many Office Hours as they can.

If they can’t join Zoom – they should call their teacher one or two times per week to get help on the work and check in/show that they are completing the work.

You will be able to drop off the completed packets in future weeks, including when we distribute the Chromebooks. Please hold onto all completed packets.

Please continue to monitor your email for updates, including on when Chromebooks will be distributed. In the meantime, we encourage you to sign up for two months of free internet ($9.99/month after that) through Internet Essentials.

We remain extraordinarily grateful for the support and partnership of all of our families. We hope that you all stay safe and healthy, and we look forward to seeing you again soon.

Sincerely,

Corey Dwyer Principal

4.27.20 10th Grade Distance Learning

10th Grade Distance Learning 4.27.20

Schedule

Monday 4/27 ● Read “Psalm of Life” pg. 4 and complete background reading/questions

Tuesday 4/28 ● Answer “Psalm of Life” Questions pg. 5-6

Wednesday 4/29 ● “The Devil and Tom Walker” ● Read and complete work on pg. 7-15

Thursday 4/30 ● Complete questions on pg. 16-18

Friday 5/1 Assessment

1 4.27.20 10th Grade Distance Learning

Part 1: “The Psalm of Life”

Connect to Your Life What Life Is All About: Each of the quotations on this page presents a way of looking at life. ​ Which one comes closest to expressing your own philosophy of life? Explain your answer in a full paragraph.

The life which is unexamined is not worth living Plato

To be what we are, and to become what we are capable of becoming, is the only end of life. Robert Louis Stevenson

Life is far too important a thing ever to talk seriously about. Oscar Wilde.

Life is like a box of chocolates. You never know what you're going to get. Forrest Gump

Build Background Uplifting Poetry Henry Wadsworth Longfellow was the most popular and famous member of ​ a group of New England romantic writers known as the Fireside Poets-a group that also included Oliver Wendell Holmes, James Russell Lowell, and John Greenleaf Whittier. The name of the group refers to a popular family pastime of the period: reading poetry aloud in front of the fireplace after dinner. Longfellow and his fellow Fireside Poets wrote poems that were morally uplifting and often sentimental.

One summer morning, Longfellow wrote “A Psalm of Life" in the blank spaces of an invitation. After it was published in Knickerbocker magazine in October 1838, the poem swept the

2 4.27.20 10th Grade Distance Learning country and became known around the world. Although widely parodied, even by Longfellow himself, it celebrates an optimistic view of life and reflects the aims of Americans at the time. Focus Your Reading LITERARY ANALYSIS | STANZA AND RHYME SCHEME A stanza is a group of lines that form a unit in a poem. "A Psalm of Life" is written in four-line ​ ​ stanzas. A rhyme scheme is the pattern of end rhyme (rhyming of words at the end of lines) in ​ ​ a stanza or an entire poem. Traditional poems, such as “A Psalm of Life," contain stanzas with a regular rhyme scheme. In addition to having a regular rhyme scheme, much of the poetry written by the Fireside Poets has a regular meter (a repeated sequence of stressed and unstressed syllables).

Active Reading: Strategies for Reading Traditional Poetry To appreciate the musical qualities of "A Psalm of Life,” try these strategies: • Read the poem silently to understand the basic meaning. • Then read the poem aloud, paying attention to its patterns of sound. Notice the pattern of end rhymes in each stanza. • Tap out the meter, or the rhythm of the poem.

3 4.27.20 10th Grade Distance Learning

“A Psalm of Life” (1838) by Henry Wadsworth Longfellow

WHAT THE HEART OF THE YOUNG MAN SAID TO THE PSALMIST

TELL me not, in mournful numbers, Life is but an empty dream ! — For the soul is dead that slumbers, And things are not what they seem.

Life is real ! Life is earnest! And the grave is not its goal ; Dust thou art, to dust returnest, Was not spoken of the soul.

Not enjoyment, and not sorrow, Is our destined end or way ; But to act, that each to-morrow Find us farther than to-day.

Art is long, and Time is fleeting, And our hearts, though stout and brave, Still, like muffled drums, are beating Funeral marches to the grave.

In the world's broad field of battle, In the bivouac of Life, Be not like dumb, driven cattle ! Be a hero in the strife !

Trust no Future, howe'er pleasant ! Let the dead Past bury its dead ! Act,— act in the living Present ! Heart within, and God o'erhead !

Lives of great men all remind us We can make our lives sublime, And, departing, leave behind us Footprints on the sands of time ;

Footprints, that perhaps another, Sailing o'er life's solemn main, A forlorn and shipwrecked brother, Seeing, shall take heart again.

4 4.27.20 10th Grade Distance Learning

Let us, then, be up and doing, With a heart for any fate ; Still achieving, still pursuing, Learn to labor and to wait. Comprehension Check What, according to the speaker, is "our destined end," or purpose?

Literary Analysis Answer the following questions in complete sentences.

1. What are your thoughts about the form or the message of this poem?

2. How does the speaker's view of life compare with your own view? Think about: • what the speaker says life is not • the command "Act-act in the living Present!" • the last four lines of the poem • the quotation you chose as closest to your philosophy

3. In your own words, summarize what the speaker says about the value of the lives of great people (lines 25-32). Do you agree with the speaker? Explain.

4. If this poem were to be sung, what style of music do you think would fit best with its meter and theme? Explain your choice.

5 4.27.20 10th Grade Distance Learning

Extended Interpretations Answer each of the following questions in a short paragraph.

5. How do you think a Puritan writer such as Anne Bradstreet (page 139) or Jonathan Edwards (page 152) might have responded to the ideas presented in "A Psalm of Life"? (The super religious people in The Crucible are examples of Puritans. ​ ​

6. What If? Imagine that Longfellow were a counselor at your school. Based on the message of "A Psalm of Life," do you think he would be a successful counselor or not? Explain your opinion.

7. Connect to Life Do you think that Americans today still share the values expressed in "A Psalm of Life"? Point out lines in the poem that you think contemporary Americans might or might not agree with.

6 4.27.20 10th Grade Distance Learning

Part 2: “The Devil and Tom Walker”

Connect to Your Life Money Matters Should people pursue wealth? Why or why not? How important is wealth to ​ you? What limits, if any, would you put on your own pursuit of wealth? Write a full paragraph to answer these questions.

Build Background The Faust Legend The first American writer esteemed abroad, Washington Irving is known for his humorous essays and stories. In "The Devil and Tom Walker," Irving adapted the Germanic legend of Johann Faust, a 16th-century magician and alchemist who was said to have sold his soul to the devil in exchange for worldly power and wealth. For his comic retelling, Irving created an American character who strikes the same bargain and faces the same consequences in an American setting. The story takes place in the environs of Boston in the early 1700s, when the Puritans still dominated Massachusetts society.

Focus Your Reading

LITERARY ANALYSIS IMAGERY Imagery is words and phrases that appeal to the five senses, helping you to imagine precisely what people, places, and events in a literary work are like. The majority of images are visual, serving to stimulate pictures in your mind. Consider this descriptive paragraph from Irving's story:

... there lived near this place a meager, miserly fellow, of the name of Tom Walker. He ​ had a wife as miserly as himself. ... They lived in a forlorn-looking house that stood alone and had an air of starvation. A few straggling savin trees, emblems of sterility, grew near it; no smoke ever curled from its chimney; no traveler stopped at its door. A miserable horse, whose ribs were as articulate as the bars of a gridiron, stalked about a field.

The images of the forlorn house, the straggling trees, and the starved horse show you just how miserly Tom and his wife are.

ACTIVE READING: VISUALIZING

7 4.27.20 10th Grade Distance Learning

Irving provides much description in "The Devil and Tom Walker," so an understanding of the imagery is crucial to an understanding of the story-and to an enjoyment of its humor.

READER'S NOTEBOOK Directions: As you read, try to visualize, or form mental pictures of, the characters, settings, ​ and events. Jot down some of the images that describe Tom and the character trait that each image helps you to picture.

1)

2)

3)

4)

8 4.27.20 10th Grade Distance Learning

The Devil and Tom Walker by Washington Irving (1783-1859)

A few miles from Boston, in Massachusetts, there is a deep inlet winding several miles into the interior of the country from Charles Bay, and terminating in a thickly wooded swamp, or morass. On one side of this inlet is a beautiful dark grove; on the opposite side the land rises abruptly from the water's edge, into a high ridge on which grow a few scattered oaks of great age and immense size. Under one of these gigantic trees, according to old stories, there was a great amount of treasure buried by Kidd the pirate. The inlet allowed a facility to bring the money in a boat secretly and at night to the very foot of the hill. The elevation of the place permitted a good look out to be kept that no one was at hand, while the remarkable trees formed good landmarks by which the place might easily be found again. The old stories add, moreover, that the devil presided at the hiding of the money, and took it under his guardianship; but this, it is well known, he always does with buried treasure, particularly when it has been ill gotten. Be that as it may, Kidd never returned to recover his wealth; being shortly after seized at Boston, sent out to England, and there hanged for a pirate.

About the year 1727, just at the time when earthquakes were prevalent in New England, and shook many tall sinners down upon their knees, there lived near this place a meagre miserly fellow of the name of Tom Walker. He had a wife as miserly as himself; they were so miserly that they even conspired to cheat each other. Whatever the woman could lay hands on she hid away: a hen could not cackle but she was on the alert to secure the new-laid egg. Her husband was continually prying about to detect her secret hoards, and many and fierce were the conflicts that took place about what ought to have been common property. They lived in a forlorn looking house that stood alone and had an air of starvation. A few straggling savin trees, emblems of sterility, grew near it; no smoke ever curled from its chimney; no traveler stopped at its door. A miserable horse, whose ribs were as articulate as the bars of a gridiron, stalked about a field where a thin carpet of moss, scarcely covering the ragged beds of pudding stone, tantalized and balked his hunger; and sometimes he would lean his head over the fence, look piteously at the passer by, and seem to petition deliverance from this land of famine. The house and its inmates had altogether a bad name. Tom's wife was a tall termagant, fierce of temper, loud of tongue, and strong of arm. Her voice was often heard in wordy warfare with her husband; and his face sometimes showed signs that their conflicts were not confined to words. No one ventured, however, to interfere between them; the lonely wayfarer shrunk within himself at the horrid clamor and clapper clawing; eyed the den of discord askance, and hurried on his way, rejoicing, if a bachelor, in his celibacy.

One day that Tom Walker had been to a distant part of the neighborhood, he took what he considered a short cut homewards through the swamp. Like most short cuts, it was an ill chosen route. The swamp was thickly grown with great gloomy pines and hemlocks, some of them ninety feet high; which made it dark at noonday, and a retreat for all the owls of the neighborhood. It was full of pits and quagmires, partly covered with weeds and mosses; where the green surface often betrayed the traveler into a gulf of black smothering mud; there were also dark and stagnant pools, the abodes of the tadpole, the bull-frog, and the water snake, and where trunks of pines and hemlocks lay half drowned, half rotting, looking like alligators, sleeping in the mire.

Tom had long been picking his way cautiously through this treacherous forest; stepping from tuft to tuft of rushes and roots which afforded precarious footholds among deep sloughs; or pacing carefully, like a cat, along the prostrate trunks of trees; startled now and then by the sudden screaming of the bittern, or the quacking of a wild duck, rising on the wing from some solitary pool. At length he arrived at a piece of firm ground, which ran out like a peninsula into the deep bosom of the swamp. It had been one of the strong holds of the Indians during their wars with the first colonists. Here they had thrown up a kind of fort, which they had looked upon as almost impregnable, and had used as a place of refuge for their squaws and children. Nothing remained of the Indian

9 4.27.20 10th Grade Distance Learning fort but a few embankments gradually sinking to the level of the surrounding earth, and already overgrown in part by oaks and other forest trees, the foliage of which formed a contrast to the dark pines and hemlocks of the swamp.

It was late in the dusk of evening that Tom Walker reached the old fort, and he paused there for a while to rest himself. Any one but he would have felt unwilling to linger in this lonely melancholy place, for the common people had a bad opinion of it from the stories handed down from the time of the Indian wars; when it was asserted that the savages held incantations here and made sacrifices to the evil spirit. Tom Walker, however, was not a man to be troubled with any fears of the kind.

He reposed himself for some time on the trunk of a fallen hemlock, listening to the boding cry of the tree toad, and delving with his walking staff into a mound of black mould at his feet. As he turned up the soil unconsciously, his staff struck against something hard. He raked it out of the vegetable mould, and lo! a cloven skull with an Indian tomahawk buried deep in it, lay before him. The rust on the weapon showed the time that had elapsed since this death blow had been given. It was a dreary memento of the fierce struggle that had taken place in this last foothold of the Indian warriors.

"Humph!" said Tom Walker, as he gave the skull a kick to shake the dirt from it.

"Let that skull alone!" said a gruff voice.

Tom lifted up his eyes and beheld a great black man, seated directly opposite him on the stump of a tree. He was exceedingly surprised, having neither seen nor heard any one approach, and he was still more perplexed on observing, as well as the gathering gloom would permit, that the stranger was neither negro nor Indian. It is true, he was dressed in a rude, half Indian garb, and had a red belt or sash swathed round his body, but his face was neither black nor copper color, but swarthy and dingy and begrimed with soot, as if he had been accustomed to toil among fires and forges. He had a shock of coarse black hair, that stood out from his head in all directions; and bore an axe on his shoulder.

He scowled for a moment at Tom with a pair of great red eyes.

"What are you doing in my grounds?" said the black man, with a hoarse growling voice.

"Your grounds?" said Tom, with a sneer; "no more your grounds than mine: they belong to Deacon Peabody."

"Deacon Peabody be d——d," said the stranger, "as I flatter myself he will be, if he does not look more to his own sins and less to his neighbor’s. Look yonder, and see how Deacon Peabody is faring."

Tom looked in the direction that the stranger pointed, and beheld one of the great trees, fair and flourishing without, but rotten at the core, and saw that it had been nearly hewn through, so that the first high wind was likely to below it down. On the bark of the tree was scored the name of Deacon Peabody. He now looked round and found most of the tall trees marked with the name of some great men of the colony, and all more or less scored by the axe. The one on which he had been seated, and which had evidently just been hewn down, bore the name of Crowninshield; and he recollected a mighty rich man of that name, who made a vulgar display of wealth, which it was whispered he had acquired by buccaneering.

"He's just ready for burning!" said the black man, with a growl of triumph. "You see I am likely to have a good stock of firewood for winter."

"But what right have you," said Tom, "to cut down Deacon Peabody's timber?"

10 4.27.20 10th Grade Distance Learning

"The right of prior claim," said the other. "This woodland belonged to me long before one of your white faced race put foot upon the soil."

"And pray, who are you, if I may be so bold?" said Tom.

"Oh, I go by various names. I am the Wild Huntsman in some countries; the Black Miner in others. In this neighborhood I am known by the name of the Black Woodsman. I am he to whom the red men devoted this spot, and now and then roasted a white man by way of sweet smelling sacrifice. Since the red men have been exterminated by you white savages, I amuse myself by presiding at the persecutions of Quakers and Anabaptists; I am the great patron and prompter of slave dealers, and the grand master of the Salem witches."

"The upshot of all which is, that, if I mistake not," said Tom, sturdily, "you are he commonly called Old Scratch."

"The same at your service!" replied the black man, with a half civil nod.

Such was the opening of this interview, according to the old story, though it has almost too familiar an air to be credited. One would think that to meet with such a singular personage in this wild lonely place, would have shaken any man's nerves: but Tom was a hard-minded fellow, not easily daunted, and he had lived so long with a termagant wife, that he did not even fear the devil.

It is said that after this commencement, they had a long and earnest conversation together, as Tom returned homewards. The black man told him of great sums of money which had been buried by Kidd the pirate, under the oak trees on the high ridge not far from the morass. All these were under his command and protected by his power, so that none could find them but such as propitiated his favor. These he offered to place within Tom Walker's reach, having conceived an especial kindness for him: but they were to be had only on certain conditions. What these conditions were, may easily be surmised, though Tom never disclosed them publicly. They must have been very hard, for he required time to think of them, and he was not a man to stick at trifles where money was in view. When they had reached the edge of the swamp the stranger paused.

"What proof have I that all you have been telling me is true?" said Tom.

"There is my signature," said the black man, pressing his finger on Tom's forehead. So saying, he turned off among the thickets of the swamp, and seemed, as Tom said, to go down, down, down, into the earth, until nothing but his head and shoulders could be seen, and so on until he totally disappeared.

When Tom reached home he found the black print of a finger burnt, as it were, into his forehead, which nothing could obliterate.

The first news his wife had to tell him was the sudden death of Absalom Crowninshield the rich buccaneer. It was announced in the papers with the usual flourish, that "a great man had fallen in Israel."

Tom recollected the tree which his black friend had just hewn down, and which was ready for burning. "Let the freebooter roast," said Tom, "who cares!" He now felt convinced that all he had heard and seen was no illusion.

He was not prone to let his wife into his confidence; but as this was an uneasy secret, he willingly shared it with her. All her avarice was awakened at the mention of hidden gold, and she urged her husband to comply with the black man's terms and secure what would make them wealthy for life. However Tom might have felt disposed to sell himself to the devil, he was determined not to do so to oblige his wife; so he flatly refused out of the mere spirit of contradiction. Many and bitter were the quarrels they had on the subject, but the more she talked the more resolute was Tom not to be damned to please her. At length she determined to drive the bargain on her own account, and if she succeeded, to keep all the gain to herself.

Being of the same fearless temper as her husband, she set off for the old Indian fort towards the close of a summer's day. She was many hours absent. When she came back she was reserved and sullen in her replies. She

11 4.27.20 10th Grade Distance Learning spoke something of a black man whom she had met about twilight, hewing at the root of a tall tree. He was sulky, however, and would not come to terms; she was to go again with a propitiatory offering, but what it was she forbore to say.

The next evening she set off again for the swamp, with her apron heavily laden. Tom waited and waited for her, but in vain: midnight came, but she did not make her appearance; morning, noon, night returned, but still she did not come. Tom now grew uneasy for her safety; especially as he found she had carried off in her apron the silver teapot and spoons and every portable article of value. Another night elapsed, another morning came; but no wife. In a word, she was never heard of more.

What was her real fate nobody knows, in consequence of so many pretending to know. It is one of those facts that have become confounded by a variety of historians. Some asserted that she lost her way among the tangled mazes of the swamp and sunk into some pit or slough; others, more uncharitable, hinted that she had eloped with the household booty, and made off to some other province; while others assert that the tempter had decoyed her into a dismal quagmire on top of which her hat was found lying. In confirmation of this, it was said a great black man with an axe on his shoulder was seen late that very evening coming out of the swamp, carrying a bundle tied in a check apron, with an air of surly triumph.

The most current and probable story, however, observes that Tom Walker grew so anxious about the fate of his wife and his property that he sat out at length to seek them both at the Indian fort. During a long summer's afternoon he searched about the gloomy place, but no wife was to be seen. He called her name repeatedly, but she was no where to be heard. The bittern alone responded to his voice, as he flew screaming by; or the bull frog croaked dolefully from a neighboring pool. At length, it is said, just in the brown hour of twilight, when the owls began to hoot and the bats to flit about, his attention was attracted by the clamor of carrion crows that were hovering about a cypress tree. He looked and beheld a bundle tied in a check apron and hanging in the branches of the tree; with a great vulture perched hard by, as if keeping watch upon it. He leaped with joy, for he recognized his wife's apron, and supposed it to contain the household valuables.

"Let us get hold of the property," said he, consolingly to himself, "and we will endeavor to do without the woman."

As he scrambled up the tree the vulture spread its wide wings, and sailed off screaming into the deep shadows of the forest. Tom seized the check apron, but, woeful sight! found nothing but a heart and liver tied up in it.

Such, according to the most authentic old story, was all that was to be found of Tom's wife. She had probably attempted to deal with the black man as she had been accustomed to deal with her husband; but though a female scold is generally considered a match for the devil, yet in this instance she appears to have had the worst of it. She must have died game however; for it is said Tom noticed many prints of cloven feet deeply stamped about the tree, and several handfuls of hair, that looked as if they had been plucked from the coarse black shock of the woodsman. Tom knew his wife's prowess by experience. He shrugged his shoulders as he looked at the signs of a fierce clapper clawing. "Egad," said he to himself, "Old Scratch must have had a tough time of it!"

Tom consoled himself for the loss of his property with the loss of his wife; for he was a man of fortitude. He even felt something like gratitude towards the black woodsman, who he considered had done him a kindness. He sought, therefore, to cultivate a farther acquaintance with him, but for some time without success; the old black legs played shy, for whatever people may think, he is not always to be had for calling for; he knows how to play his cards when pretty sure of his game.

At length, it is said, when delay had whetted Tom's eagerness to the quick, and prepared him to agree to any thing rather than not gain the promised treasure, he met the black man one evening in his usual woodman dress, with his axe on his shoulder, sauntering along the edge of the swamp, and humming a tune. He affected to receive Tom's advance with great indifference, made brief replies, and went on humming his tune.

By degrees, however, Tom brought him to business, and they began to haggle about the terms on which the former was to have the pirate's treasure. There was one condition, which need not be mentioned, being generally understood in all cases where the devil grants favors; but there were others about which, though of less

12 4.27.20 10th Grade Distance Learning importance, he was inflexibly obstinate. He insisted that the money found through his means should be employed in his service. He proposed, therefore, that Tom should employ it in the black traffic; that is to say, that he should fit out a slave ship. This, however, Tom resolutely refused; he was bad enough in all conscience; but the devil himself could not tempt him to turn slave dealer.

Finding Tom so squeamish on this point, he did not insist upon it, but proposed instead that he should turn usurer; the devil being extremely anxious for the increase of usurers, looking upon them as his peculiar people.

To this no objections were made, for it was just to Tom's taste.

"You shall open a broker's shop in Boston next month," said the black man.

"I'll do it to-morrow, if you wish," said Tom Walker.

"You shall lend money at two per cent. a month."

"Egad, I'll charge four!" replied Tom Walker.

"You shall extort bonds, foreclose mortgages, drive the merchant to bankruptcy—"

"I'll drive him to the d——l," cried Tom Walker, eagerly.

"You are the usurer for my money!" said the black legs, with delight. "When will you want the rhino?"

"This very night."

"Done!" said the devil.

"Done!" said Tom Walker. —So they shook hands, and struck a bargain.

A few days' time saw Tom Walker seated behind his desk in a counting house in Boston. His reputation for a ready moneyed man, who would lend money out for a good consideration, soon spread abroad. Every body remembers the days of Governor Belcher, when money was particularly scarce. It was a time of paper credit. The country had been deluged with government bills; the famous Land Bank had been established; there had been a rage for speculating; the people had run mad with schemes for new settlements; for building cities in the wilderness; land jobbers went about with maps of grants, and townships, and Eldorados, lying nobody knew where, but which every body was ready to purchase. In a word, the great speculating fever which breaks out every now and then in the country, had raged to an alarming degree, and every body was dreaming of making sudden fortunes from nothing. As usual the fever had subsided; the dream had gone off, and the imaginary fortunes with it; the patients were left in doleful plight, and the whole country resounded with the consequent cry of "hard times."

At this propitious time of public distress did Tom Walker set up as a usurer in Boston. His door was soon thronged by customers. The needy and the adventurous; the gambling speculator; the dreaming land jobber; the thriftless tradesman; the merchant with cracked credit; in short, every one driven to raise money by desperate means and desperate sacrifices, hurried to Tom Walker.

Thus Tom was the universal friend of the needy, and he acted like a "friend in need;" that is to say, he always exacted good pay and good security. In proportion to the distress of the applicant was the hardness of his terms. He accumulated bonds and mortgages; gradually squeezed his customers closer and closer; and sent them at length, dry as a sponge from his door.

13 4.27.20 10th Grade Distance Learning

In this way he made money hand over hand; became a rich and mighty man, and exalted his cocked hat upon change. He built himself, as usual, a vast house, out of ostentation; but left the greater part of it unfinished and unfurnished out of parsimony. He even set up a carriage in the fullness of his vain glory, though he nearly starved the horses which drew it; and as the ungreased wheels groaned and screeched on the axle trees, you would have thought you heard the souls of the poor debtors he was squeezing.

As Tom waxed old, however, he grew thoughtful. Having secured the good things of this world, he began to feel anxious about those of the next. He thought with regret on the bargain he had made with his black friend, and set his wits to work to cheat him out of the conditions. He became, therefore, all of a sudden, a violent churchgoer. He prayed loudly and strenuously as if heaven were to be taken by force of lungs. Indeed, one might always tell when he had sinned most during the week, by the clamor of his Sunday devotion. The quiet Christians who had been modestly and steadfastly traveling Zion ward, were struck with self reproach at seeing themselves so suddenly outstripped in their career by this new-made convert. Tom was as rigid in religious, as in money matters; he was a stern supervisor and censurer of his neighbors, and seemed to think every sin entered up to their account became a credit on his own side of the page. He even talked of the expediency of reviving the persecution of Quakers and Anabaptists. In a word, Tom's zeal became as notorious as his riches.

Still, in spite of all this strenuous attention to forms, Tom had a lurking dread that the devil, after all, would have his due. That he might not be taken unawares, therefore, it is said he always carried a small bible in his coat pocket. He had also a great folio bible on his counting house desk, and would frequently be found reading it when people called on business; on such occasions he would lay his green spectacles on the book, to mark the place, while he turned round to drive some usurious bargain.

Some say that Tom grew a little crack brained in his old days, and that fancying his end approaching, he had his horse new shod, saddled and bridled, and buried with his feet uppermost; because he supposed that at the last day the world would be turned upside down; in which case he should find his horse standing ready for mounting, and he was determined at the worst to give his old friend a run for it. This, however, is probably a mere old wives fable. If he really did take such a precaution it was totally superfluous; at least so says the authentic old legend, which closes his story in the following manner.

On one hot afternoon in the dog days, just as a terrible black thunder gust was coming up, Tom sat in his counting house in his white linen cap and India silk morning gown. He was on the point of foreclosing a mortgage, by which he would complete the ruin of an unlucky land speculator for whom he had professed the greatest friendship. The poor land jobber begged him to grant a few months indulgence. Tom had grown testy and irritated and refused another day.

"My family will be ruined and brought upon the parish," said the land jobber. "Charity begins at home," replied Tom, "I must take care of myself in these hard times."

"You have made so much money out of me," said the speculator.

Tom lost his patience and his piety—"The devil take me," said he, "if I have made a farthing!"

Just then there were three loud knocks at the street door. He stepped out to see who was there. A black man was holding a black horse, which neighed and stamped with impatience.

"Tom, you're come for!" said the black fellow, gruffly. Tom shrunk back, but too late. He had left his little bible at the bottom of his coat pocket, and his big bible on the desk buried under the mortgage he was about to foreclose: never was sinner taken more unawares. The black man whisked him like a child astride the horse and away he galloped in the midst of a thunderstorm. The clerks stuck their pens behind their ears and stared after him from the windows. Away went Tom Walker, dashing down the streets; his white cap bobbing up and down; his morning gown fluttering in the wind, and his steed striking fire out of the pavement at every bound. When the clerks turned to look for the black man he had disappeared.

14 4.27.20 10th Grade Distance Learning

Tom Walker never returned to foreclose the mortgage. A countryman who lived on the borders of the swamp, reported that in the height of the thunder gust he had heard a great clattering of hoofs and a howling along the road, and that when he ran to the window he just caught sight of a figure, such as I have described, on a horse that galloped like mad across the fields, over the hills and down into the black hemlock swamp towards the old Indian fort; and that shortly after a thunderbolt fell in that direction which seemed to set the whole forest in a blaze.

The good people of Boston shook their heads and shrugged their shoulders, but had been so much accustomed to witches and goblins and tricks of the devil in all kinds of shapes from the first settlement of the colony, that they were not so much horror struck as might have been expected. Trustees were appointed to take charge of Tom's effects. There was nothing, however, to administer upon. On searching his coffers all his bonds and mortgages were found reduced to cinders. In place of gold and silver his iron chest was filled with chips and shavings; two skeletons lay in his stable instead of his half starved horses, and the very next day his great house took fire and was burnt to the ground.

Such was the end of Tom Walker and his ill gotten wealth. Let all griping money brokers lay this story to heart. The truth of it is not to be doubted. The very hole under the oak trees, from whence he dug Kidd's money is to be seen to this day; and the neighboring swamp and old Indian fort is often haunted in stormy nights by a figure on horseback, in a morning gown and white cap, which is doubtless the troubled spirit of the usurer. In fact, the story has resolved itself into a proverb, and is the origin of that popular saying, prevalent throughout New-England, of "The Devil and Tom Walker."

15 4.27.20 10th Grade Distance Learning

Comprehension Check • What does Old Scratch offer Tom and what does he want in return? • How does Tom try to get out of his bargain? • What happens to Tom at the end?

Literary Analysis Answer the following questions in complete sentences.

1. What comments do you have about the ending of this story? Share them here.

2. In your opinion, could Tom Walker have escaped the consequences of his bargain with Old Scratch? Explain?

3. How did you visualize Tom Walker from the images used to describe him? What character tra are suggested by these images? Refer to the notes from your Reader’s Notebook.

16 4.27.20 10th Grade Distance Learning

4. Do you consider Tom Walker better or worse than the other prominent Puritans in Boston? Consider the evidence. • the Puritans' treatment of Native Americans, Quakers, and Anabaptists • what the marked trees in the swamp suggest about some respected Puritans • why land speculators have "run mad with schemes for new settlements" • how other Christians react to Tom's religious zeal

5. What do you think was Irving's purpose in writing this story?

Extend Interpretations

Answer each of the following questions in a short paragraph.

6. It has been noted that Washington Irving received critical acclaim as a writer because in his s he managed to impart insights about human nature that were amusing without being too moralis Agree or disagree, basing your answer on "The Devil and Tom Walker."

17 4.27.20 10th Grade Distance Learning

7. Writers use a variety of elements to create humor, including ridiculous characters, absurd situations and images, exaggeration, understatement, and situational irony. What makes this sto humorous?

8. Driven by greed, Tom Walker literally sells his soul to gain wealth. What real person or fiction character reminds you of Tom Walker? Explain your choice.

18 4.27.20 10th Grade Distance Learning

19

MATH WORK: Directions: Each day is broken up by the respective work that should be completed. In order to ​ receive credit all work must be shown. I will leave video links that are helpful after the indicated day.

Monday ● Watch Conceptual video on what is a system of equation ● solve systems of equations by Substitution.

Tuesday ● Solve systems of equation by elimination

Wednesday ● Review how to identify variables

Thursday ● Solve systems of equations word problems

Friday ● Assessment

Monday: 4/13/20

Solving systems of equations by substitution: https://www.youtube.com/watch?v=xzuouSZ69XU https://www.youtube.com/watch?v=F5oLU9qjYIo https://www.youtube.com/watch?v=O8zps4mwQT8

Conceptual Video: https://www.youtube.com/watch?v=e9iOuY7CoDs https://www.youtube.com/watch?v=XsJ5VCEIchY

Solving Systems Of Equations By Substitution

Tuesday: 4/14/20

Solving systems of equations through elimination: https://www.youtube.com/watch?v=X6nZdM7MxfY https://www.youtube.com/watch?v=ZOilSK7dKag https://www.youtube.com/watch?v=cz6UmZLWgEw

Solving Systems Of Equations By Elimination

Wednesday: 4/15/20

Identifying Variables: https://www.youtube.com/watch?v=dsrJBWxwUyY ​

Thursday: 4/16/20

Solving systems of equation word problems: https://www.youtube.com/watch?v=OMjfPxhbf-0&t=188s https://www.youtube.com/watch?v=9jl70JbsAio https://www.youtube.com/watch?v=gRntusF_tVI

Name: HISTORY Close Read: Texas Annexation

CR What were the arguments for and against the annexation of Texas? Objective

Directions: Read the timeline below. Analyze the content of the timeline by answering the three questions below.

Path to Texas Independence

1820 1828 1830 1835 1836 1837

Mexico wins Tension erupts Mexico, fed up with Texas Revolution Texas declares US Recognizes the independence from between the Mexican the American settlers begins independence from Republic of Texas as a Spain government and the continuing to keep Mexico free nation (last act of American settlers over slaves, bans American the Jackson Moses Austin & slavery (American immigration into Mexicans launch a Presidency) Stephen F. Austin settlers brought Mexico / Texas deadly attack on obtain a land grant African American Texans at the Alamo from the Mexican gov’t slaves to Texas - even Mexico encourages - they settle in Texas though slavery was Mexicans and Battle of San Jacinto: with 300 American banned in Mexico) Europeans to settle in Texans secure families Texas independence, become the Republic of Texas

1) Why did tension develop between the Mexican government and American settlers in Texas in 1828?

2) When did Texas become independent from Mexico?

3) Predict: Texas applied to be annexed (acquired) by the United States in 1837. ​ a) To what extent do you think that the annexation of Texas would impact the abolition movement and slavery/expansion debate in the United States in the 1830’s?

b) To what extent would the annexation of Texas further the US policy of manifest destiny?

Directions: Read the attached documents 1 - 6. Identify at least three arguments for the annexation of Texas and document them in the ​ ​ table to the left. Identify at least three arguments against the annexation of Texas and document in the table to the right. Cite evidence from ​ ​ ​ ​ the documents to support the claims you make about the arguments for or against annexation.

Arguments for the Annexation of Texas Arguments against Annexation of Texas ​ ​ ​ ​ Argument Evidence Argument Evidence

Document 1: Henry Clay - Letter Published in the National Intelligencer April 27th, 1844 ​ ​ “I consider the annexation of Texas, at this time, without the consent of Mexico, as a measure compromising the national character; involving us certainly in a war with Mexico and probably other foreign powers that are allies of Mexico, dangerous to the integrity [trustworthiness] of the Union; not practical in the present financial condition of the country… . It is estimated that Texas has a debt of $10,000,000 - if we are absorb Texas, we are to absorb that debt, which we can not afford...”

Document 2: Sam Houston - Letter from Sam Houston to Andrew Jackson February 16th,1844 “So far as I am concerned… .I am determined upon immediate annexation of Texas to the United States...Mexico might make a cause of war, and inflict violence upon us. It might be time before proper aid from the United States would be available for our defense against this; such an incident would interrupt our citizens in their peaceful existence… . I have no desire to see war renewed again in Texas, to save Texas from more bloodshed, we must annex ourselves to the United States...”

Document 3: John Calhoun - Letter to W.R. King August 12th, 1844 (Printed publically) “It is impossible to cast a look at the map of the United States and Texas … .and then take into consideration the extraordinary increase of population and growth of the former, and the source from which the later must derive its inhabitants, institutions and laws, without coming to the conclusion that it is their destiny to be united, and of course, that annexation is merely a question of time and mode...It is our destiny to occupy that vast region; to intersect it with roads and canals; to fill it with cities, towns, villages, and farms; to extend over it our religion, customs, constitution and laws; and to present it as a peaceful and splendid addition to the domains of commerce and civilization. It is our policy to increase, by rowing and spreading out into unoccupied regions, assimilating all we incorporate; in a word, to increase by accretion, and not through conquest… ”

Document 4: Stephen A. Douglas - Speech of Stephen A. Douglas in the House of Representatives, January 6th, 1845 “Without dwelling upon the numerous advantages that would attend the annexation of Texas, in stimulating the industry of the whole country; in opening new markets for the manufacturers of the North and East; in bringing in the waters of the Red River, the Arkansas River, and other streams flowing into the Mississippi... in growing the political power of the United States; in securing safer and more natural boundaries, and avoiding the danger of collisions with foreign power - without dwelling upon these and other considerations, appealing to our interest and pride as a people and a nation it Is sufficient argument to me that our honor and faith require the immediate annexation of Texas to the Union.”

Document 5: Central Clay Club of Northampton County - pamphlet in support of Henry Clay October 18th, 1844 “Pennsylvania has to fight against the dishonest annexation of Texas, the extension of representation and slavery to a foreign people brought into our union to weigh down the free state votes of the north in congress, giving a larger voice to slaveholders … to annex Texas would imbalance congress and violate the compromises we have worked so hard to make...”

Document 6: Charles Hudson - Massachusetts Congressman Speech in the House of Representatives, January 20th, 1845 “...Congress has the power to admit states into the Union, this is true. The gentleman from Illinois (Stephen A. Douglas) has said further here not two weeks ago that under the “necessary and proper” clause, we can annex the nation of Texas. I find this to be preposterous! This is not based on sound reasoning. Does it follow that because a power is granted to Congress, that they have the authority to exercise that power in any manner they please, regardless of the laws of the nation? … .At the time when the Constitution was formed, we were in possession of the Northwest Territory, which we held as per a treaty we signed with England...we have signed no treaty with Mexico nor with Spain over the ownership of the lands we call Texas… it is unconstitutional if we annex these lands… ”

Dear Students,

I hope that you all are doing great and that you are staying healthy!! Remember to keep washing your hands!!! Even though we cannot continue regular class it is super important that WE STILL LEARN. I listed below a couple different assignments for you guys to work on in our time apart. These assignments will all be posted on google classroom. The regular homework as well as the worksheets will also be given out by Mr. Dwyer.

1. Ck-12 Readings (on google classroom and in this packet) a. Read each article b. Take notes c. Define vocab words d. Answer article questions e. ***Watch any videos that are linked! **** 2. Khan Academy a. I will post a new assignment each week on Khan academy. Your job is to work through each lesson, watch videos, answer questions and take the unit assessments when they come up. IF YOU STRUGGLE, make sure to take notes on the videos, work through his examples. Also feel free to ask my any questions! 3. Worksheets a. I will post the Philadelphia School District Learning Resources, please complete these at your own pace! The packets are not intended to be done in one day or even a week, take your time!

If you need me for anything at all please email me at [email protected] or give me a call/text 610-551-3797!

Best, Ms. Mills

Name: Teacher: Class: Due Date: Sexual Reproduction Notes: ➢ ➢ ➢ ➢

Vocabulary: ■ N/A

Review Questions: 1. Define sexual reproduction.

2. List the main differences between asexual and sexual reproduction.

3. Define meiosis.

4. How many chromosomes does a diploid human cell have? How many chromosomes does a haploid human cell have?

www.ck12.org Chapter 1. Sexual Reproduction - Advanced

CHAPTER 1 Sexual Reproduction - Advanced

• Describe sexual reproduction; explain the genetic relationship between parent and offspring.

Sexual vs. asexual: what’s the main difference?

Truly, it’s just that sexual reproduction is the combining of sex cells from two parents, each providing half the amount of genetic material.

Sexual Reproduction

Why do you look similar to your parents, but not identical? First, it is because you have two parents. Second, it is because of sexual reproduction. Whereas asexual reproduction produces genetically identical clones, sexual reproduction produces genetically diverse individuals. Sexual reproduction is the creation of a new organism by combining the genetic material of two organisms. As both parents contribute half of the new organism’s genetic material, the offspring will have traits of both parents, but will not be exactly like either parent. Organisms that reproduce sexually by joining gametes, a process known as fertilization, must have a mechanism to produce haploid gametes. This mechanism is meiosis, a type of cell division that halves the number of chromo- somes. Meiosis occurs only in gamete producing cells within the gonads. During meiosis the pairs of chromosomes separate and segregate randomly to produce gametes with one chromosome from each pair. Meiosis involves two nuclear and cell divisions without an interphase in between, starting with one diploid cell and generating four haploid cells (Figure 1.1). Each division, named meiosis I and meiosis II, has four stages: prophase, metaphase, anaphase, and telophase. These stages are similar to those of mitosis, but there are distinct and important differences. Prior to meiosis, the cell’s DNA is replicated, generating chromosomes with two sister chromatids. A human cell prior to meiosis will have 46 chromosomes, 22 pairs of homologous autosomes, and 1 pair of sex chromosomes. Homologous chromosomes, or homologues, are similar in size, shape, and genetic content; they contain the same

1 www.ck12.org genes, though they may have different alleles of those genes. The genes/alleles are at the same loci on homologous chromosomes. You inherit one chromosome of each pair of homologues from your mother and the other one from your father. Sexual reproduction is the primary method of reproduction for the vast majority of multicellular organisms, including almost all animals and plants. Fertilization joins two haploid gametes into a diploid zygote, the first cell of a new organism. The zygote enters G1 of the first cell cycle, and the organism begins to grow and develop through mitosis and cell division.

FIGURE 1.1 During meiosis the number of chromo- somes is reduced from a diploid number (2n) to a haploid number (n). During fer- tilization, haploid gametes come together to form a diploid zygote and the original number of chromosomes (2n) is restored.

Summary

• Sexual reproduction involves haploid gametes and produces a diploid zygote through fertilization. • Fertilization joins two haploid gametes into a diploid zygote.

Review

1. Define sexual reproduction. 2. List the main differences between asexual and sexual reproduction. 3. Define meiosis. 4. How many chromosomes does a diploid human cell have? How many chromosomes does a haploid human cell have?

References

1. Mariana Ruiz Villarreal (LadyofHats) for CK-12 Foundation. CK-12Foundation . CC BY-NC 3.0

2 Meiosis Notes: ➢ ➢ ➢ ➢

Vocabulary: ■ Crossing-over:

■ Haploid:

■ Homologous chromosomes:

■ Meiosis:

Video 1: https://s3.amazonaws.com/ck12bg.ck12.org/curriculum/103969/video.mp4 ​ Take Notes!!! ➢ ➢ ➢ ➢

Video 2: https://youtu.be/qCLmR9-YY7o ​ Take Notes!!! ➢ ➢ ➢ ➢

Review Questions: 1. What is meiosis?

2. Compare the events of metaphase I to metaphase II?

3. Create a diagram to show how crossing-over occurs and how it creates new gene combinations on each chromosome.

4. Explain why sexual reproduction results in genetically unique offspring.

5. Explain how meiosis I differs from mitosis.

www.ck12.org Chapter 1. Meiosis

CHAPTER 1 Meiosis

Learning Objectives

• Give an overview of sexual reproduction. • Summarize meiosis. • Outline the stages of meiosis. • Describe how chromosomes separate in meiosis I and meiosis II.

How do you make a cell with half the DNA?

Meiosis. This allows cells to have half the number of chromosomes, so two of these cells can come back together to form a new organism with the complete number of chromosomes. This process not only helps produce gametes, it also ensures genetic variation.

Meiosis

The process that produces haploid gametes is meiosis. Meiosis is a type of cell division in which the number of chromosomes is reduced by half. It occurs only in certain special cells of the organisms. During meiosis, homologous chromosomes separate, and haploid cells form that have only one chromosome from each pair. Two cell divisions occur during meiosis, and a total of four haploid cells are produced. The two cell divisions are called meiosis I and meiosis II. The overall process of meiosis is summarized in Figure 1.1.

1 www.ck12.org

FIGURE 1.1 Overview of Meiosis. During meiosis, homologous chromosomes separate and go to different daughter cells. This dia- gram shows just the nuclei of the cells. Notice the exchange of genetic material that occurs prior to the first cell division.

MEDIA Click image to the left or use the URL below. URL: http://www.ck12.org/flx/render/embeddedobject/93987

Phases of Meiosis

Meiosis I begins after DNA replicates during interphase of the cell cycle. In both meiosis I and meiosis II, cells go through the same four phases as mitosis - prophase, metaphase, anaphase and telophase. However, there are important differences between meiosis I and mitosis. The flowchart in Figure 1.2 shows what happens in both meiosis I and II. How does meiosis I differ from mitosis? Notice at the beginning of meiosis (prophase I), homologous chromosomes exchange segments of DNA. This is known as crossing-over, and is unique to this phase of meiosis.

Meiosis I 1. Prophase I: The nuclear envelope begins to break down, and the chromosomes condense. Centrioles start moving to opposite poles of the cell, and a spindle begins to form. Importantly, homologous chromosomes pair up, which is unique to prophase I. In prophase of mitosis and meiosis II, homologous chromosomes do not form pairs in this way. Crossing-over occurs during this phase. 2. Metaphase I: Spindle fibers attach to the paired homologous chromosomes. The paired chromosomes line up along the equator (middle) of the cell. This occurs only in metaphase I. In metaphase of mitosis and meiosis II, it is sister chromatids that line up along the equator of the cell. 3. Anaphase I: Spindle fibers shorten, and the chromosomes of each homologous pair start to separate from each other. One chromosome of each pair moves toward one pole of the cell, and the other chromosome moves

2 www.ck12.org Chapter 1. Meiosis

FIGURE 1.2 Phases of Meiosis. This flowchart of meiosis shows meiosis I in greater detail than meiosis II. Meiosis I—but not meiosis II—differs somewhat from mitosis. How does meiosis I differ from mitosis?

toward the opposite pole. 4. Telophase I and Cytokinesis: The spindle breaks down, and new nuclear membranes form. The cytoplasm of the cell divides, and two haploid daughter cells result. The daughter cells each have a random assortment of chromosomes, with one from each homologous pair. Both daughter cells go on to meiosis II. The DNA does not replicate between meiosis I and meiosis II.

Meiosis II

1. Prophase II: The nuclear envelope breaks down and the spindle begins to form in each haploid daughter cell from meiosis I. The centrioles also start to separate. 2. Metaphase II: Spindle fibers line up the sister chromatids of each chromosome along the equator of the cell. 3. Anaphase II: Sister chromatids separate and move to opposite poles. 4. Telophase II and Cytokinesis: The spindle breaks down, and new nuclear membranes form. The cytoplasm of each cell divides, and four haploid cells result. Each cell has a unique combination of chromosomes.

3 www.ck12.org

MEDIA Click image to the left or use the URL below. URL: http://www.ck12.org/flx/render/embeddedobject/223155

Summary

• Meiosis is the type of cell division that produces gametes. • Meiosis involves two cell divisions and produces four haploid cells. • Sexual reproduction has the potential to produce tremendous genetic variation in offspring. This is due in part to crossing-over during meiosis.

Review

1. What is meiosis? 2. Compare the events of metaphase I to metaphase II? 3. Create a diagram to show how crossing-over occurs and how it creates new gene combinations on each chromosome. 4. Explain why sexual reproduction results in genetically unique offspring. 5. Explain how meiosis I differs from mitosis.

References

1. Mariana Ruiz Villarreal (LadyofHats) for CK-12 Foundation. CK-12Foundation . CC BY-NC 3.0 2. Mariana Ruiz Villarreal (LadyofHats) for CK-12 Foundation. CK-12Foundation . CC BY-NC 3.0 3. Mariana Ruiz Villarreal (LadyofHats) for CK-12 Foundation. CK-12Foundation . CC BY-NC 3.0

4 Gametogenesis Notes: ➢ ➢ ➢ ➢

Vocabulary: ■ Egg:

■ gametogenesis:

■ oocyte:

■ oogenesis:

■ oogonia:

■ Ovum:

■ Sperm:

■ Spermatid:

■ Spermatocyte:

■ spermatogenesis:

Video: https://youtu.be/lH9loPdk_nQ Take Notes!!! ➢

Review Questions: 1. What is gametogenesis, and when does it occur?

2. What are the main differences between oogenesis and spermatogenesis?

3. How many chromosomes are in a human oogonia?

4. Why is there unequal distribution of the cytoplasm during oogenesis?

www.ck12.org Chapter 1. Gametogenesis

CHAPTER 1 Gametogenesis

Learning Objectives

• Define gametogenesis. • Compare and contrast spermatogenesis and oogenesis. • Explain the importance of a polar body.

What’s the biggest cell on Earth?

The ostrich egg - unfertilized, of course. Yes, this egg, just like a human ovum, is just one cell. The egg shell membrane encloses the nucleus containing the genetic material and the cytoplasm.

Gametogenesis

At the end of meiosis, four haploid cells have been produced, but the cells are not yet gametes. The cells need to develop before they become mature gametes capable of fertilization. The development of haploid cells into gametes is called gametogenesis. Gametogenesis may differ between males and females. Male gametes are called sperm. Female gametes are called eggs. In human males, for example, the process that produces mature sperm cells is called spermatogenesis. During

1 www.ck12.org

FIGURE 1.1 How much DNA is in a gamete? The sperm cell forms by meiosis and sper- matogenesis. Because it forms by meio- sis, the sperm cell has only half as much DNA as a body cell. Notice the three distinct segments: a head piece, a flagella tail and a midpiece of mostly mitochon- dria. What is the role of each section?

this process, sperm cells grow a tail and gain the ability to “swim,” like the human sperm cell shown in Figure 1.2. In human females, the process that produces mature eggs is called oogenesis. Just one egg is produced from the four haploid cells that result from meiosis. The single egg is a very large cell, as you can see from the human egg in Figure 1.2.

FIGURE 1.2 A human sperm is a tiny cell with a tail. A human egg is much larger. Both cells are mature haploid gametes that are capable of fertilization. What process is shown in this photograph? Notice the sperm with the head piece containing the genetic material, a flagella tail that propels the sperm, and a midpiece of mostly mito- chondria, supplying ATP.

2 www.ck12.org Chapter 1. Gametogenesis

Spermatogenesis and Oogenesis

During spermatogenesis, primary spermatocytes go through the first cell division of meiosis to produce secondary spermatocytes. These are haploid cells. Secondary spermatocytes then quickly complete the meiotic division to become spermatids, which are also haploid cells. The four haploid cells produced from meiosis develop a flagellum tail and compact head piece to become mature sperm cells, capable of swimming and fertilizing an egg. The compact head, which has lost most of its cytoplasm, is key in the formation of a streamlined shape. The middle piece of the sperm, connecting the head to the tail, contains many mitochondria, providing energy to the cell. The sperm cell essentially contributes only DNA to the zygote. On the other hand, the egg provides the other half of the DNA, but also organelles, building blocks for compounds such as proteins and nucleic acids, and other necessary materials. The egg, being much larger than a sperm cell, contains almost all of the cytoplasm a developing embryo will have during its first few days of life. Therefore, oogenesis is a much more complicated process than spermatogenesis. Oogenesis begins before birth and is not completed until after fertilization. Oogenesis begins when oogonia (sin- gular, oogonium), which are the immature eggs that form in the ovaries before birth and have the diploid number of chromosomes, undergo mitosis to form primary oocytes, also with the diploid number. Oogenesis proceeds as a primary oocyte undergoes the first cell division of meiosis to form secondary oocytes with the haploid number of chromosomes. A secondary oocyte only undergoes the second meiotic cell division to form a haploid ovum if it is fertilized by a sperm. The one egg cell that results from meiosis contains most of the cytoplasm, nutrients, and organelles. This unequal distribution of materials produces one large cell, and one cell with little more than DNA. This other cell, known as a polar body, eventually breaks down. The larger cell undergoes meiosis II, once again producing a large cell and a polar body. The large cell develops into the mature gamete, called an ovum (Figure 1.3). The unequal distribution of the cytoplasm during oogenesis is necessary as the zygote that results from fertilization receives all of its cytoplasm from the egg. So the egg needs to have as much cytoplasm as possible.

FIGURE 1.3 Maturation of the ovum. Notice only one mature ovum, or egg, forms during meiosis from the primary oocyte. Three polar bodies may form during oogenesis. These polar bodies will not form mature gametes. Conversely, four haploid spermatids form during meiosis from the primary spermatocyte.

MEDIA Click image to the left or use the URL below. URL: http://www.ck12.org/flx/render/embeddedobject/184640

3 www.ck12.org

Summary

• Meiosis is a step during spermatogenesis and oogenesis. • Spermatogenesis produces four haploid sperm cells, while oogenesis produces one mature ovum.

Review

1. What is gametogenesis, and when does it occur? 2. What are the main differences between oogenesis and spermatogenesis? 3. How many chromosomes are in a human oogonia? 4. Why is there unequal distribution of the cytoplasm during oogenesis?

References

1. Image copyright MichaelTaylor, 2014. Sperm . Used under license from Shutterstock.com 2. Courtesy of www.PDImages.com. Sperm andegg . Public Domain 3. Laura Guerin. Maturation of theovum . CC BY-NC 3.0

4 Genetic Variation Notes: ➢ ➢ ➢ ➢

Vocabulary: ■ N/A

Video 1: https://youtu.be/X-Zj8irYZ3o ​ Take Notes!!! ➢ ➢ ➢ ➢

Video 2: https://s3.amazonaws.com/ck12bg.ck12.org/curriculum/107570/video.mp4 ​ Take Notes!!! ➢ ➢ ➢ ➢

Review Questions: ​ 1. Define crossing-over in meiosis.

2. Describe how crossing-over, independent assortment, and random fertilization lead to genetic variation.

3. Describe how independent assortment relates to the laws of inheritance.

4. Define chiasmata.

5. When does mitosis and meiosis occur?

www.ck12.org Chapter 1. Genetic Variation - Advanced

CHAPTER 1 Genetic Variation - Advanced

Learning Objectives

• Explain why and how sexual reproduction leads to variation in offspring.

What helps ensure the survival of a species?

Genetic variation. It is this variation that is the essence of evolution. Without genetic differences among individuals, "survival of the fittest" would not be likely. Everyone would be exactly the same. How would it be determined who could or would survive? Either all survive, or all perish.

Meiosis and Genetic Variation

Sexual reproduction results in infinite possibilities of genetic variation. In other words, sexual reproduction results in offspring that are genetically unique. They differ from both parents and also from each other. This occurs through a number of mechanisms, including crossing-over, the independent assortment of chromosomes during anaphase I, and random fertilization.

• When homologous chromosomes form pairs during prophase I of meiosis I, crossing-over can occur. Crossing- over is the exchange of genetic material between non-sister chromatids of homologous chromosomes. It results in new combinations of genes on each chromosome. • When cells divide during meiosis, homologous chromosomes are randomly distributed during anaphase I, separating and segregating independently of each other. This is called independent assortment. It results in gametes that have unique combinations of chromosomes.

1 www.ck12.org

• In sexual reproduction, two gametes unite to produce an offspring. But which two of the millions of possible gametes will it be? This is likely to be a matter of chance. It is obviously another source of genetic variation in offspring. This is known as random fertilization.

All of these mechanisms working together result in an amazing amount of potential variation. Each human couple, for example, has the potential to produce more than 64 trillion genetically unique children. No wonder we are all different!

Crossing-Over

As mentioned above, crossing-over occurs during prophase I, and it is the exchange of genetic material between non-sister chromatids of homologous chromosomes. Recall during prophase I, homologous chromosomes line up in pairs, gene-for-gene down their entire length, forming a configuration with four chromatids, known as a tetrad. The process of pairing the homologous chromosomes is called synapsis. During synapsis, non-sister chromatids may cross-over at points called chiasmata. Within a chiasma, the genetic material from two non-sister chromatids actually intertwine around each other, and some material from non-sister chromatids switch chromosomes, that is, the material breaks off and reattaches at the same position on the homologous chromosome (Figure 1.1). This exchange of genetic material can happen many times within the same pair of homologous chromosomes, creating unique combinations of alleles. This process is also known as homologous recombination.

FIGURE 1.1 During crossing-over, segments of DNA are exchanged between non-sister chro- matids of homologous chromosomes. Notice how this can result in an allele (A) on one chromosome being moved to the other chromosome. The four chromatids compose the tetrad, with a chiasma at the point of exchange.

MEDIA Click image to the left or use the URL below. URL: http://www.ck12.org/flx/render/embeddedobject/184637

2 www.ck12.org Chapter 1. Genetic Variation - Advanced

Independent Assortment and Random Fertilization

In humans, there are over 8 million configurations in which the chromosomes can line up during metaphase I of meiosis. It is the specific processes of meiosis, resulting in four unique haploid cells, that result in these many combinations. This independent assortment, in which the chromosome inherited from either the father or mother can sort into any gamete, produces the potential for tremendous genetic variation. This process underlies the chromosomal basis of inheritance. Gregor Mendel’s findings and laws will be discussed in the Inheritance concepts, but essentially, his findings led to the development of two laws of inheritance: the Law of Segregation and the Law of Independent Assortment. The Law of Segregation states that when any individual produces gametes, the copies of a gene separate so that each gamete receives only one copy (one allele) of that gene. The Law of Independent Assortment states that separate genes for separate traits are passed independently of one another from parents to offspring. Together with random fertilization, more possibilities for genetic variation exist between any two people than the number of individuals alive today. Sexual reproduction is the random fertilization of a gamete from the female using a gamete from the male. In humans, over 8 million (223) chromosome combinations exist in the production of gametes in both the male and female. Essentially, when the homologous pairs of chromosomes line up during metaphase I and then are separated at anaphase I, there are (223) possible combinations of maternal and paternal chromosomes. During random fertilization, a sperm cell, with over 8 million possible chromosome combinations, fertilizes an egg cell, which also has over 8 million possible chromosome combinations. Together, there are over 64 trillion unique combinations, not counting the additional variation produced by crossing-over during prophase I. In other words, each human couple could produce a child with over 64 trillion unique chromosome combinations!

MEDIA Click image to the left or use the URL below. URL: http://www.ck12.org/flx/render/embeddedobject/184638

Mitosis vs. Meiosis

Mitosis and meiosis are two types of cell division, with dramatically different products. Mitosis begins with a diploid somatic cell and ends with two genetically identical diploid cells. Meiosis begins with a diploid cell and produces four haploid genetically unique cells that form gametes.

TABLE 1.1: Mitosis vs. Meiosis

cells starting cell cell division ending cells when Mitosis somatic cells one diploid cell one round two genetically occurs during identical diploid the cell cycle cells Meiosis gamete produc- one diploid cell two rounds four genetically occurs during ing cells unique haploid the production cells of gametes

3 www.ck12.org

FIGURE 1.2 Mitosis vs. Meiosis Comparison. Mitosis produces two diploid daughter cells, ge- netically identical to the parent cell. Meio- sis produces four haploid daughter cells, each genetically unique.

MEDIA Click image to the left or use the URL below. URL: http://www.ck12.org/flx/render/embeddedobject/91482

Summary

• Crossing-over, the independent assortment of chromosomes during anaphase I, and random fertilization all increase the genetic variation of a species.

Review

1. Define crossing-over in meiosis. 2. Describe how crossing-over, independent assortment, and random fertilization lead to genetic variation. 3. Describe how independent assortment relates to the laws of inheritance. 4. Define chiasmata. 5. When does mitosis and meiosis occur?

References

1. User:Masur/Wikimedia Commons. http://commons.wikimedia.org/wiki/File:Crossing-over_scheme_PL.svg . Public Domain

4 Time Required: 15 minutes

Ready, Set, Resume: Have You Got the Skills?

LESSON 5: STUDENT ACTIVITY SHEET

Knowing what to put on a resume can be tricky. The key is to think about the skills, education and experience that are required for your desired job, and to cater your resume to that job. In researching your dream career, what skills, education and experience did you discover are necessary? Use that information to create a “perfect” resume for that job on the next page, relying on the sample resume and information below as a guide.

John Smith | [email protected] Contact information allows potential 100 Alvarado Avenue | Davis, California 95616 | 530.753.0000 employers to reach you. Just make sure to use a professional email OBJECTIVE address that includes your name. A laboratory research internship with ABC Company. The objective succinctly states your EXPERIENCE career goals and employment focus Shift Leader, In-N-Out Burger, Davis, CA – (10/19 – present) by articulating a target industry or • Provided outstanding customer service and job category. handled customer complaints • Acted as cashier; recorded and delivered bank deposits The experience section highlights • Trained and supervised ten personnel your work history, including • Maintained inventory count of all products specific job titles, start and end • Ensured proper food sanitation procedures were followed dates and a brief description of responsibilities held. If you do not EDUCATION yet have employment experience, Bachelor of Science in Biological Sciences – (June 2019) volunteer work and internships can University of California, Davis be included. Related Course Work: General Chemistry (Lab), Microbiology (Lab), Organic Chemistry (Lab), Zoology (Lab), Biology List your education level and degrees obtained beginning with SKILLS the most recent. Include the name • Familiar with bufer preparation, titrations, pipetting, pH meter, of the school, dates attended and and analytical balances education level completed. • Ability to keep accurate laboratory records • Experience using Microsoft Word, Excel, PowerPoint and Access Skills define the talents that make in both PC and Mac platforms you a desirable candidate for the position. Make sure to align your skill sets to the target job.

STUDENT ACTIVITY: READY, SET, RESUME | 1 Ready, Set, Resume: Have You Got the Skills?

LESSON 5: STUDENT ACTIVITY TEMPLATE

Name: email: address/phone:

OBJECTIVE

EXPERIENCE

• • • • •

EDUCATION

• • • •

SKILLS

• • • •

STUDENT ACTIVITY: READY, SET, RESUME | 2 5.4.20 10th Grade Distance Learning

10th Grade Distance Learning 5.5.20

Schedule

Monday 5/4 ● Read “Form in Poetry” background information pg. 2-4

Tuesday 5/5 ● Read “I Sit and Look Out” and complete work on pages 5-7

Wednesday 5/6 ● Read “Song of Myself” and answer questions on pages 11-12

Thursday 5/7 ● Complete extended responses on page 13

Friday 5/8 Assessment

Form in Poetry

1 5.4.20 10th Grade Distance Learning

The Shapes and Sounds of Poetry

All works of art have form, a particular organization of parts to make a whole. Form, or structure, in poetry refers to the way the words are arranged in lines, the way the lines are arranged in stanzas, and the way the units of sound are organized in rhythm and rhyme. In general, poetic forms fall into two categories: conventional form and organic form.

Conventional Forms: Poems in conventional form follow certain fixed rules: for example, they have a limited number of lines, a specified meter and rhyme scheme, and a definite structure. Such poems are also called fixed form poems, and include the sonnet, the ballad, the epic, the elegy the ode, the villanelle, and blank verse. The great English poets before the 19th century, such as William Shakespeare and John Milton, used conventional poetic forms, as did American poets.

Organic Forms: The organic form of poetry, also known as irregular form, developed in the early 19th century. The English romantic poets wanted more flexible verse forms to fit the new content of their poetry. Unlike the conventional form that provides an ideal pattern for poems to follow, the organic form takes its shape and pattern from the content of the poem itself. That is, the form of a poem “grows” naturally out of what the poem says.

Poetic Form in Action

One way to understand the difference between conventional and organic forms is to compare the poetry of Henry Wadsworth Longfellow and Emily Dickinson. Longfellow was somewhat conventional in most of his poems, as shown in the following stanza from “A Psalm of Life.” You can hear the regular beat of the poem even without scanning its meter: stressed syllables alternate with unstressed syllables four times in each line. This metrical pattern is called trochaic tetrameter. (See the chart on page 142.) The excerpted lines below haven regular meter (even the dash in the second line counts as an unstressed syllable). Longfellow's poems also have a predictable alternating rhyme scheme and punctuation.

Now look at the first stanza of a poem by Emily Dickinson. The meter of her poem is also trochaic tetrameter, but notice the missing beat at the end of the second and fourth lines. This rhythmical variation—combined with the first line running on to the second, the unaccented dashes, and the simple rhyme scheme-gives the poem a forward acceleration, even a breathless quality, that fits perfectly with the speaker's feelings of joy and excitement.

Free Verse

2 5.4.20 10th Grade Distance Learning

Free verse, also known by its French name vers libre, is different from conventional and other organic forms in its lack of regular meter and rhyme. The freedom of free verse extends only so far. Free verse still uses rhythm, although not in the regular patterns of meter. It also depends largely on other sound devices besides rhyme to achieve musical effects, such as various types of repetition.

The great master of free verse in American poetry is Walt Whitman. At a time when all American poetry (and most English poetry) sounded like Longfellow, Whitman created a new form of poetic song:

Although Whitman's poem lacks meter, it has a recognizable cadence provided by the repetition of singing and the parallel phrasing of the lines themselves. Whitman also uses a related technique called anaphora in which the same word or phrase is repeated at the beginning of two or more lines, like this:

Ironically, repetitive devices such as parallelism and anaphora, like free verse itself, were developed very long ago. You can find evidence of them in the Twenty-third Psalm, for instance. Whitman's resurrection of these ancient devices freed future poets from the conventions that had been layered onto poetic expression for so many centuries and threatened to drain the life out of poetry.

Whitman's revolutionary poems were first published in 1855, but it took most English language poets until the 20th century to catch up. This part of Unit Three includes poetry by Whitman and by some 20th-century poets who followed his lead.

Your Turn Now that you've explored two major poetic forms, do you prefer the conventional form or free verse poetry? Write a paragraph to explain.

Strategies for Reading: Understanding Poetic Forms

3 5.4.20 10th Grade Distance Learning

1. Read each poem at least three times: first to get an overall sense of the meaning; then to clarify or deepen the meaning, and finally to study the form. Be sure to read the poem aloud, too. 2. For conventional and organic poems, scan for meter and identify the rhyme scheme. 3. For free verse poems, identify devices of repetition and parallelism that substitute for patterns of meter and rhyme. 4. Monitor your reading strategies and modify them when your understanding breaks down. Remember to use your Strategies for Active Reading: predict, visualize, connect, question, clarify, and evaluate.

Walt Whitman Connect to Your Life

4 5.4.20 10th Grade Distance Learning

Many of Walt Whitman's poems contain vivid images of America in the mid-1800s. What images do you think capture the spirit and reality of America today? Write a paragraph describing the images that you think represent America.

Build Background: A Revolution in Poetry Walt Whitman's first book of poems, Leaves of Grass, was so revolutionary in content and form that publishers would not publish it. After Whitman printed the book himself in 1855, many established poets and critics disparaged it. In 1856, the Saturday Review suggested that "if the Leaves of Grass should come into anybody's possession, our advice is to throw them instantly behind the fire." Doubtless Whitman was shocked and hurt by such a reception, for he saw himself as capturing the spirit of his country and his times. In the preface to Leaves of Grass he wrote, "The United States themselves are essentially the greatest poem." Whitman's images encompass all of American life, including the common and "vulgar" His lines are long and rambling, like the vastly expanding country. His language reflects the vigor and tang of American speech, resounding with new, distinctively American, rhythms. Most of his poems are marked by optimism, vitality, and a love of nature, free expression, and democracy-values often associated with the America of his day.

Focus Your Reading

LITERARY ANALYSIS FREE VERSE

5 5.4.20 10th Grade Distance Learning

Walt Whitman is generally credited with bringing free verse to American poetry. Free verse is poetry without regular patterns of rhyme and meter. Whitman, however, does use the following poetic devices to create rhythm:

Catalog: There are frequent lists of people, things, and attributes. Repetition: Words or phrases are repeated at the beginning of two or more lines. Parallelism: Related ideas are phrased in similar ways.

ACTIVE READING STRATEGIES FOR READING FREE VERSE

Use the following strategies as you read Whitman's free verse: • Read the poems aloud, and listen to the rhythm of the lines. • Notice where he uses the devices of catalog, repetition, and parallelism. • Do not spend too much time on any one line; instead, appreciate the sweep of his images and ideas. • The speaker can be identified with Whitman himself. Build a mental image of the speaker, particularly as you read "Song of Myself."

I Hear America Singing BY WALT WHITMAN

I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blithe and strong,

6 5.4.20 10th Grade Distance Learning

The carpenter singing his as he measures his plank or beam, The mason singing his as he makes ready for work, or leaves off work, The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing as he stands, The wood-cutter’s song, the ploughboy’s on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, Each singing what belongs to him or her and to none else, The day what belongs to the day—at night the party of young fellows, robust, friendly, Singing with open mouths their strong melodious songs.

Comprehension Check 1. Name two of the people singing in “I Hear America Singing."

2. What do you think singing represents in this poem? Consider who the singers are and what they might be singing about.

3. Why do you think Whitman does not mention wealthy entrepreneurs, prominent leaders, or powerful politicians in this poem?

I SIT AND LOOK OUT. by Walt Whitman

I SIT and look out upon all the sorrows of the world, and upon all oppression and shame, I hear secret convulsive sobs from young men at anguish with themselves, remorseful after deeds done, I see in low life the mother misused by her children, dying,

7 5.4.20 10th Grade Distance Learning

neglected, gaunt, desperate, I see the wife misused by her husband, I see the treacherous seducer of young women, I mark the ranklings of jealousy and unrequited love attempted to be hid, I see these sights on the earth, I see the workings of battle, pestilence, tyranny, I see martyrs and prisoners, I observe a famine at sea, I observe the sailors casting lots who shall be kill'd to preserve the lives of the rest, I observe the slights and degradations cast by arrogant persons upon laborers, the poor, and upon negroes, and the like; All these—all the meanness and agony without end I sitting look out upon, See, hear, and am silent. Song of Myself (1892 version) BY WALT WHITMAN

Comprehension Check 1. Name one of the social injustices described in this poem.

2. How do you evaluate the speaker's response to the sorrows of the world? Think about: • what the speaker sees and hears • why the speaker might respond with silence

3. If Whitman were to write this poem today, do you think he would list the same sorrows or different ones? Explain your opinion.

Song of Myself by Walt Whitman

1 I celebrate myself, and sing myself, And what I assume you shall assume, For every atom belonging to me as good belongs to you.

I loafe and invite my soul, I lean and loafe at my ease observing a spear of summer grass.

8 5.4.20 10th Grade Distance Learning

My tongue, every atom of my blood, form’d from this soil, this air, Born here of parents born here from parents the same, and their parents the same, I, now thirty-seven years old in perfect health begin, Hoping to cease not till death.

Creeds and schools in abeyance, Retiring back a while sufficed at what they are, but never forgotten, I harbor for good or bad, I permit to speak at every hazard, Nature without check with original energy.

6 A child said What is the grass? fetching it to me with full hands; How could I answer the child? I do not know what it is any more than he.

I guess it must be the flag of my disposition, out of hopeful green stuff woven.

Or I guess it is the handkerchief of the Lord, A scented gift and remembrancer designedly dropt, Bearing the owner’s name someway in the corners, that we may see and remark, and say Whose?

Or I guess the grass is itself a child, the produced babe of the vegetation.

Or I guess it is a uniform hieroglyphic, And it means, Sprouting alike in broad zones and narrow zones, Growing among black folks as among white, Kanuck, Tuckahoe, Congressman, Cuff, I give them the same, I receive them the same.

And now it seems to me the beautiful uncut hair of graves.

Tenderly will I use you curling grass, It may be you transpire from the breasts of young men, It may be if I had known them I would have loved them, It may be you are from old people, or from offspring taken soon out of their mothers’ laps, And here you are the mothers’ laps.

This grass is very dark to be from the white heads of old mothers, Darker than the colorless beards of old men, Dark to come from under the faint red roofs of mouths.

O I perceive after all so many uttering tongues, And I perceive they do not come from the roofs of mouths for nothing.

9 5.4.20 10th Grade Distance Learning

I wish I could translate the hints about the dead young men and women, And the hints about old men and mothers, and the offspring taken soon out of their laps.

What do you think has become of the young and old men? And what do you think has become of the women and children?

They are alive and well somewhere, The smallest sprout shows there is really no death, And if ever there was it led forward life, and does not wait at the end to arrest it, And ceas’d the moment life appear’d.

All goes onward and outward, nothing collapses, And to die is different from what any one supposed, and luckier.

52 The spotted hawk swoops by and accuses me, he complains of my gab and my loitering.

I too am not a bit tamed, I too am untranslatable, I sound my barbaric yawp over the roofs of the world.

The last scud of day holds back for me, It flings my likeness after the rest and true as any on the shadow’d wilds, It coaxes me to the vapor and the dusk.

I depart as air, I shake my white locks at the runaway sun, I effuse my flesh in eddies, and drift it in lacy jags.

I bequeath myself to the dirt to grow from the grass I love, If you want me again look for me under your boot-soles.

You will hardly know who I am or what I mean, But I shall be good health to you nevertheless, And filter and fibre your blood.

Failing to fetch me at first keep encouraged, Missing me one place search another, I stop somewhere waiting for you.

Comprehension Check

10 5.4.20 10th Grade Distance Learning

• In section 6, what does a child ask the speaker to define?

• To what does the speaker compare himself at the beginning of section 52?

What Do You Think?: Answer the following questions in full sentences. 1. What do you like or dislike or wonder about "Song of Myself"? Share your responses with a partner.

2. Describe your impression of the speaker in this poem. Is he justified in celebrating himself? • the speaker's view of himself · the speaker's view of death • the speaker's relationships with the reader l and with others

3. What do you think grass symbolizes, or represents, in this poem?

4. Did you find Whitman's poems easier or more difficult to read than traditional, metered poems such as "A Psalm of Life"? Discuss the reading strategies you found most useful.

11 5.4.20 10th Grade Distance Learning

5. What romantic qualities do you see in Whitman's poems? Cite lines as evidence.

Extended Interpretations: Answer the following questions in a short paragraph each. 6. Ralph Waldo Emerson, one of Walt Whitman's few early supporters, described Leaves of Grass as "the most extraordinary piece of wit and wisdom that America has yet contributed" On the basis of what you know of Emerson from reading "Self-Reliance," what do you think he liked about Whitman's poems?

12 5.4.20 10th Grade Distance Learning

7. "Ode to Walt Whitman" (the next three pages) is a tribute to Whitman by the Chilean poet Pablo Neruda. What does Neruda celebrate about Whitman, and how does the style of Neruda's poem imitate Whitman's?

8. How would you compare Whitman's images of America in the mid-1800s with the images of today's America you described or sketched earlier?

Ode to Walt Whitman Poem by Pablo Neruda

I do not remember at what age nor where: in the great damp South or on the fearsome coast, beneath the brief cry of the seagulls, I touched a hand and it was the hand of Walt Whitman. I trod the ground with bare feet, I walked on the grass, on the firm dew

13 5.4.20 10th Grade Distance Learning of Walt Whitman. During my entire youth I had the company of that hand, that dew, its firmness of patriarchal pine, its prairie-like expanse, and its mission of circulatory peace. Not disdaining the gifts of the earth, nor the copious curving of the column's capital, nor the purple initial of wisdom, you taught me to be an American, you raised my eyes to books, towards the treasure of the grains: broad, in the clarity of the plans, you made me see the high tutelary mountain. From subterranean echoes, you gathered for me everything; everything that came forth was harvested by you,

14 5.4.20 10th Grade Distance Learning galloping in the alfalfa, picking poppies for me, visiting the rivers, coming into the kitchens in the afternoon But not only soil was brought to light by your spade: you unearthed man, and the slave who was humiliated with you, balancing the black dignity of his stature, walked on, conquering happiness. To the fireman below, in the stoke-hole, you sent a little basket of strawberries. To every corner of your town a verse of yours arrived for a visit, and it was like a piece of clean body, the verse that arrived, like your own fisherman beard or the solemn tread of your acacia legs.

15 Directions: Each day is broken up by the respective work that should be completed. In order to receive credit all work must be shown. I will leave video links that are helpful after the indicated day.

Monday ● Linear inequality

Tuesday ● Linear inequality Word Problem

Wednesday ● Systems of Linear Inequality

Thursday ● Systems of Linear Inequality Word Problem

Friday ● Assessment

Monday: 4/20/20

Linear inequality concept video: https://www.youtube.com/watch?v=unSBFwK881s

Linear inequality problem videos: https://www.youtube.com/watch?v=hLWeHfGemBU

Graphing Linear inequality by the x and y intercept: https://www.youtube.com/watch?v=VWqcQ-otWIw

Graphing Linear inequality problems

Tuesday: 4/21/20

Helpful notations:

Linear inequality word problems video: https://www.youtube.com/watch?v=02cv8AnHoG8 https://www.youtube.com/watch?v=xorxvZ8HVlQ

Solving Linear inequality Word problems

Wednesday: 4/22/20

Solving Systems Of Inequality by graphing Video: https://www.youtube.com/watch?v=5xQqwgS3O4U https://www.youtube.com/watch?v=uShsBVtc4cc

Solving Systems Of Linear Inequality problems

Thursday: 4/23/20

Solving systems of inequality word problem Video: https://www.youtube.com/watch?v=BUmLw5m6F9s&t=43s https://www.youtube.com/watch?v=kGzxpCL14r8

Solving Systems Of Linear Inequality word problems

NAME

DOCUMENT -BASED QUESTION

This question is based on the accompanying documents. The question is designed to test your ability to work with historical documents. Some of these documents have been edited for the purposes of this question. As you analyze the documents, take into accou nt the source of each document and any point of view that may be presented in the document. Keep in mind that the language used in a document may reflect the historical context of the time in which it was written.

Historical Context:

Causes of the Civil War

Between 1800 and 1860, a number of economic, social, and political factors contributed to the development of tension between states. Specifically, tension developed around issues of how to best expand the US economy, the extension of slavery into the territories, and relationship between the states and the federal government. Debates and differences in opinion over these, and other matters of national importance, eventually led to the United States civil war.

Task:

Using the information from the seven documents in part A and your knowledge of US history, write an essay in Part B in which you

● Discuss the economic, political, and/or social differences between the North and South that eventually led to the Civil war.

In developing your answers to part B, be sure to keep these general definitions in mind:

● discuss means “to make observations about something using facts, reasoning, and argument; to present in some detail”

Part A: Short answer questions - Analyze the documents and answer the short answer questions that follow each document.

Document 1a

Document 1b

Document 1c

1. Based on these three documents, state two differences between the economies of the North and South before the Civil War.

Document 2a - The American Anti-Slavery society was formed in 1833 in Philadelphia. Nearly all of it’s members were from New England states. Agents of the American Anti -Slavery Society traveled throughout the United States to urge the abolition of slavery.

Dear Sir - You have been appointed an Agent of the American Anti-Slavery Society…

...Our object is, the overthrow of American slavery, the most atrocious and oppressive system of bondage that has ever existed in any country. We expect to accomplish this, mainly by showing to the public slavery’s true character and legitimate fruits [real effects] contrariety [opposition] to the first American principles of religion, morals, and humanity, and its special inconsistency with our American democratic aims, as a free, humane, and enlightened people. IN this way, by the force of truth, we expect to correct the common errors that prevail respecting slavery, and to produce a just public sentiment, which shall appeal both to the conscience and love of character, of our slave-holding fellow-citizens, and convince them that both their duty and their welfare require the immediate abolition of slavery… Slavery is un-American.

Source: Letters of Theodore Dwight Weld, Angelina Grimke Weld and Sarah Grimke, 1822 - 1844 American Historical Association 1934

2a. Based on this document, what was one argument the American Anti -Slavery society planned to use to promote abolition?

Document 2b - Thomas R. Dew defends slavery in a debate in the Virginia Legislature.

According to the census of 1830, there were approximately 470,000 slaves in Virginia. The average value of each slave is about $200. Thus the total value of the slave population in Virginia in 1830 was $94,000,000. Allowing for the increase since, the p resent value of slaves in Virginia is about $100,000,000. The assessed value of all the houses and lands in the state amounts to $206,000,000. Do not these simple statistics speak volumes upon the subject? It is seriously recommended to the state of Virg inia that she give up her slaves. In other words, Virginia is expected to sacrifice one -half of her total worth!

It is, in truth, the slave labor in Virginia which gives value to the soil and to her economy. Take this away and you ruin her. Remove the slave population from the State and it is absolutely safe to say that on the day this happens, Virginia will become a “waste howling wilderness.”

Source: Thomas R. Dew, Review of the Debate in the Virginia Legislature of 1831 and 1832, in The People Make a Nation, Allyn and Bacon, 1971

2b. According to Thomas R. Dew, what is ONE reason slavery was important to Virginia?

Document 3 - In 1828, the US Congress passed a law known commonly as the “Tariff of Abominations”, named as such by VP John C Calhoun who felt it was an illegal use of congressional powers. He named this tax an abominable one because the tax was primarily on imported m anufactured goods, and felt it was an affront to the Southern economy that was agricultural in nature; reliant on the North & foreign countries for manufactured goods. In 1832, after the passage of another tariff, South Carolina declared the tariffs null and void, refused to pay them, and threatened to leave the Union. President Andrew Jackson responded swiftly with the “Force Bill” that asked Congress to authorize the power to use military force to ensure that states adhered to Federal law. Below is a map of the US Congress House of Representatives vote on the Force Bill of 1833.

1) Which states mostly supported the use of Federal military force to enforce laws - northern states or southern states? What does this indicate about their view on state’s rights?

2) Based on the image, which states mostly did not support the use of Federal military force (North/South) to enforce laws? What does this indicate about their view on state’s rights?

End of Week Assessment. In one paragraph state three differences between the North and the South between 1800 and 1860.

Study Island Week #13

Please complete the Study Island for the following subjects:

(1) Algebra (2) Biology (3) Literature

Remember that your login is your school email and password!

Example, if my name is Smart Girl then my email is the following:

9th Grade: [email protected] classof2023

10th Grade: [email protected] classof2022