ELA

8th Grade

Week 3 (4/27 – 5/1)

Clemens & Gay Name: ______Context Clues 2.2

Directions: read each sentence and determine the meaning of the word using cross sentence clues or your prior knowledge. Then, explain what clues in the sentence helped you determine the word meaning.

1. Degrade: Suzie’s mother taught her to never let anyone degrade her, so now she demands respect in all of her relationships.

Definition: ______

What clues in the sentence lead you to your definition?

2. Frivolous: My mom wanted to get the red napkins for the party and my dad wanted the blue napkins, but I’m not even concerned about such frivolous things.

Definition: ______

What clues in the sentence lead you to your definition?

3. Discontent: If we use the red napkins, my mom will be happy but my dad will be discontent.

Definition: ______

What clues in the sentence lead you to your definition?

4. Morsel: The dogs were so hungry that they would have killed one another for a morsel of meat.

Definition: ______

What clues in the sentence lead you to your definition?

5. Fretful: My mom always worries about my grades and the colleges that I’ll be able to attend, but if she were a little less fretful she’d be a lot more fun.

Definition: ______

What clues in the sentence lead you to your definition?

6. Appall: John had seen horror movies before, but when he saw Bloodcore 6, he was so appalled by the bloodshed that he wrote the newspapers warning parents not to allow their children to see this movie.

Definition: ______

What clues in the sentence lead you to your definition?

7. Wither: Alice finally threw the withering roses away when a dead petal fell into her cereal bowl.

Definition: ______

What clues in the sentence lead you to your definition?

8. Simultaneous: Few were impressed by Kirstin’s presentation, “How to Walk and Chew Gum at the Same Time,” even though Kirstin was able to simultaneously walk and chew gum.

Definition: ______

What clues in the sentence lead you to your definition?

9. Reluctant: As Kevin remembered the promise he made earlier, he reluctantly agreed to help Jennie move her stuff into her new apartment.

Definition: ______

What clues in the sentence lead you to your definition?

10. Reproach: Miss Annie reproached Johnny for the missing chocolate chip cookies, even though Johnny is allergic to chocolate.

Definition: ______

What clues in the sentence lead you to your definition?

11. Penitent: It is difficult to forgive someone who has hurt you, even if that person is penitent and expresses regret for their decisions.

Definition: ______

What clues in the sentence lead you to your definition?

12. Sustain: It is difficult to sustain a smile when your whole world is falling apart.

Definition: ______

What clues in the sentence lead you to your definition?

Bonus: Define each of the words on a separate sheet of paper to check your answers. Attach your sheet. Name: ______Nonfiction Reading Comprehension Test 6 Worst Game Ever?

Directions: Read the following passage and answer the questions that follow. Refer to the text to check your answers when appropriate.

E.T. the Extra-Terrestrial is a video game that came out for the Atari 2600 game system in 1982. It was based on a very popular film of the same name. It cost over 125 million dollars to make. Star programmer Howard Scott Warshaw created it with consultation from Steven Spielberg. And it is widely considered to be one of the worst video games ever created. The massive failure of E.T. and its effects on Atari is an often-mentioned reason for the video game industry crash of 1983.

It was July 27th, 1982. Howard Scott Warshaw was hot off the success of his most recent game, Raiders of the Lost Ark. He received a call from Atari C.E.O. Ray Kassar. Atari had bought the rights to make a video game version of Spielberg's movie, E.T. the Extra-Terrestrial, which had just been released in June. Kassar told Warshaw that Spielberg had specifically asked for Warshaw to make the game. Warshaw was honored, but there was one huge problem. Atari needed the game finished by September 1st in order to start selling it during the Christmas season.

It had taken Warshaw six months to create Raiders of the Lost Ark. The game he made prior to that took him seven months. He was expected to create E.T. in around five weeks. Warshaw just did not have enough time to program the game properly, but he accepted the challenge anyway and production began. Spielberg wanted Warshaw to create a simple maze game, similar to Pac-Man, but Warshaw had a bigger vision. He wanted players to explore different environments in a 3D world. Warshaw followed his vision.

Atari anticipated that the game would be a huge success. Usually companies like Atari have people test games before releasing them. If there is something that testers really dislike, programmers can fix it before the public gets a chance to play. Atari decided to skip testing due to time limitations. They wanted the game released during the holiday season. It was: E.T. was released in December of 1982.

The game sold very well at first. It was a hot holiday item. Unfortunately, Atari overestimated how many they would sell. They made 5 million copies and they only sold 1.5 million. Most people who played the game hated it. The graphics were bad. Game play was awkward. Players got stuck in holes that they couldn't escape. A short time limit made the game difficult to explore and frustrating to play. Some people who stuck with the game grew to like it, but it wasn't the mainstream success that Atari had hoped it would be.

Too many copies of the game sat on store shelves. One employee remembers the game being discounted five times, from $49.95 to less than a dollar. Many people returned the game. Atari was left with millions of unsold copies. In September of 1983, a newspaper in New Mexico reported that between 10 and 20 semitrailer truckloads of Atari products were crushed and buried at a landfill in Alamogordo. Perhaps a million or more copies of E.T. were buried in the desert. When word got out, the drop site had to be covered with cement to prevent scavenging.

Atari lost over $100 million on E.T. The game was so bad that it was said to have affected Atari's reputation. The video game industry soon fell into a deep depression. In 1983 the industry made $3.2 billion. By 1985 profit fell to just over $100 million. This was almost a 97% drop. Many critics believe that Atari's blunder on E.T. was one of the causes leading to this depression. E.T. the Extra-Terrestrial will long be remembered as one of the worst video games ever made, if not one of the causes of the decline of the entire video game industry. 1. Which of the following is not a reason for the failure of E.T. the Extra-Terrestrial? a. The programmer was not given enough time to finish the game properly. b. Atari did not test the game before its release. c. Atari made too many copies of E.T. the Extra-Terrestrial. d. The game was released on a new system that only a small number of people owned.

2. Which of the following were effects of the failure of E.T the Extra-Terrestrial? a. Perhaps a million or more copies of the game were buried in the desert. b. Atari lost over $100 million. c. The video game industry sunk into a deep depression. d. All of the above

3. Which of the following was not listed as a reason why E.T. the Extra-Terrestrial was considered one of the worst games ever? a. The soundtrack was annoying. b. The graphics were bad. c. A short time limit made the game frustrating. d. Players would get stuck in holes.

4. Which of the following events happened first? a. E.T. the Extra-Terrestrial video game was released to the public. b. The entire video game industry sank into a deep decline. c. Steven Spielberg suggested that the E.T. video game should be like Pac-Man. d. Atari buried millions of cartridges and game consoles in the New Mexico desert.

5. Who programmed E.T. the Extra-Terrestrial? a. Steven Spielberg b. Ray Kassar c. Howard Scott Warshaw d. Elliot Thomas

6. Why did Atari decide to skip testing E.T. the Extra-Terrestrial? a. Testing was too expensive. b. Spielberg would not allow testing. c. They were in a hurry to release the game for the holiday season. d. Testing video games was not common until after E.T. the Extra-Terrestrial was released.

7. When was the game E.T. the Extra-Terrestrial released? a. June 1982 b. September 1982 c. December 1982 d. September 1983

8. According to the text, which group of people would like playing E.T.? a. People who really enjoyed watching the movie b. People who liked playing fast, fun games c. People who stuck with the game despite its flaws d. People who enjoyed playing Raiders of the Lost Ark

9. Which of the following statements is true? a. E.T. the Extra-Terrestrial was one of the worst selling games of all time. b. E.T. the Extra-Terrestrial sold a lot fewer copies than Atari was hoping it would. c. E.T. the Extra-Terrestrial was one of the best selling video games of all time despite its flaws. d. Every copy of E.T. the Extra-Terrestrial ever sold was eventually returned.

10. Which is not a reason cited in the article why E.T. the Extra-Terrestrial should have been successful? a. It was based on an extremely popular movie. b. The gameplay was smooth and enjoyable. c. Atari spent over $125 million on its production. d. Howard Scott Warshaw programmed the game. The Monkey’s Paw

“Be careful what you wish for, you may receive it.” – Anonymous

PART ONE

Outside, the night was cold and wet, but in the small living room the curtains were closed and the fire burned brightly. Father and son were playing chess; the father, whose ideas about the game involved some very unusual moves, putting his king into such sharp and unnecessary danger that it even brought comment from the white-haired old lady knitting quietly by the fire.

“Listen to the wind,” said Mr. White who, having seen a mistake that could cost him the game after it was too late, was trying to stop his son from seeing it.

“I’m listening,” said the son, seriously studying the board as he stretched out his hand. “Check.”

“I should hardly think that he’ll come tonight,” said his father, with his hand held in the air over the board.

“Mate,” replied the son.

“That’s the worst of living so far out,” cried Mr. White with sudden and unexpected violence; “Of all the awful out of the way places to live in, this is the worst. Can’t walk on the footpath without getting stuck in the mud, and the road’s a river. I don’t know what the people are thinking about. I suppose they think it doesn’t matter because only two houses in the road have people in them.”

“Never mind, dear,” said his wife calmly; “perhaps you’ll win the next one.”

Mr. White looked up sharply, just in time to see a knowing look between mother and son. The words died away on his lips, and he hid a guilty smile in his thin grey beard.

“There he is,” said Herbert White as the gate banged shut loudly and heavy footsteps came toward the door.

The old man rose quickly and opening the door, was heard telling the new arrival how sorry he was for his recent loss. The new arrival talked about his sadness, so that Mrs. White said, “Tut, tut!” and coughed gently as her husband entered the room followed by a tall, heavy built, strong-looking man, whose skin had the healthy reddish colour associated with outdoor life and whose eyes showed that he could be a dangerous enemy.

“Sergeant-Major Morris,” he said, introducing him to his wife and his son, Herbert.

The Sergeant-Major shook hands and, taking the offered seat by the fire, watched with satisfaction as Mr. White got out whiskey and glasses.

After the third glass his eyes got brighter and he began to talk. The little family circle listened with growing interest to this visitor from distant parts, as he squared his broad shoulders in the chair and spoke of wild scenes and brave acts; of wars and strange peoples.

“Twenty-one years of it,” said Mr. White, looking at his wife and son. “When he went away he was a thin young man. Now look at him.” “He doesn’t look to have taken much harm.” said Mrs. White politely.

“I’d like to go to India myself,” said the old man, just to look around a bit, you know.”

“Better where you are,” said the Sergeant-Major, shaking his head. He put down the empty glass and sighing softly, shook it again.

“I should like to see those old temples and fakirs and the street entertainers,” said the old man. “What was that that you started telling me the other day about a monkey’s paw or something, Morris?”

“Nothing.” said the soldier quickly. “At least, nothing worth hearing.”

“Monkey’s paw?” said Mrs. White curiously.

“Well, it’s just a bit of what you might call magic, perhaps,” said the Sergeant-Major, without first stopping to think.

His three listeners leaned forward excitedly. Deep in thought, the visitor put his empty glass to his lips and then set it down again. Mr. White filled it for him again.

“To look at it,” said the Sergeant-Major, feeling about in his pocket, “it’s just an ordinary little paw, dried to a mummy.”

He took something out of his pocket and held it out for them. Mrs. White drew back with a look of disgust, but her son, taking it, examined it curiously.

“And what is there special about it?” asked Mr. White as he took it from his son, and having examined it, placed it upon the table.

“It had a spell put on it by an old fakir,” said the Sergeant-Major, “a very holy man. He wanted to show that fate ruled people’s lives, and that those who tried to change it would be sorry. He put a spell on it so that three different men could each have three wishes from it.”

The way he told the story showed that he truly believed it and his listeners became aware that their light laughter was out of place and had hurt him a little.

“Well, why don’t you have three, sir?” said Herbert, cleverly.

The soldier looked at him the way that the middle aged usually look at disrespectful youth. “I have,” he said quietly, and his face whitened.

“And did you really have the three wishes granted?” asked Mrs. White.

“I did,” said the Sergeant-Major, and his glass tapped against his strong teeth.

“And has anybody else wished?” continued the old lady.

“The first man had his three wishes. Yes,” was the reply, “I don’t know what the first two were, but the third was for death. That’s how I got the paw.”

His voice was so serious that the group fell quiet. “If you’ve had your three wishes it’s no good to you now then Morris,” said the old man at last. “What do you keep it for?”

The soldier shook his head. “Fancy I suppose,” he said slowly. “I did have some idea of selling it, but I don’t think I will. It has caused me enough trouble already. Besides, people won’t buy. They think it’s just a story, some of them; and those who do think anything of it want to try it first and pay me afterward.”

“If you could have another three wishes,” said the old man, watching him carefully, “would you have them?”

“I don’t know,” said the other. “I don’t know.”

He took the paw, and holding it between his front finger and thumb, suddenly threw it upon the fire. Mr. White, with a slight cry, quickly bent down and took it off.

“Better let it burn,” said the soldier sadly, but in a way that let them know he believed it to be true.

“If you don’t want it Morris,” said the other, “give it to me.”

“I won’t.” said his friend with stubborn determination. “I threw it on the fire. If you keep it, don’t hold me responsible for what happens. Throw it on the fire like a sensible man.”

The other shook his head and examined his possession closely. “How do you do it?” he asked.

“Hold it up in your right hand, and state your wish out loud so that you can be heard,” said the Sergeant-Major, “But I warn you of what might happen.”

“Sounds like the ‘Arabian Nights’”, said Mrs. White, as she rose and began to set the dinner. “Don’t you think you might wish for four pairs of hands for me.”

Her husband drew the talisman from his pocket, and all three laughed loudly as the Sergeant-Major, with a look of alarm on his face, caught him by the arm.

“If you must wish,” he demanded, “Wish for something sensible.”

Mr. White dropped it back in his pocket, and placing chairs, motioned his friend to the table. In the business of dinner the talisman was partly forgotten, and afterward the three sat fascinated as the listened to more of the soldier’s adventures in India.

“If the tale about the monkey’s paw is not more truthful than those he has been telling us,” said Herbert, as the door closed behind their guest, just in time to catch the last train, “we shan’t make much out of it.”

“Did you give anything for it, father?” asked Mrs. White, watching her husband closely.

“A little,” said he, colouring slightly, “He didn’t want it, but I made him take it. And he pressed me again to throw it away.”

“Not likely!” said Herbert, with pretended horror. “Why, we’re going to be rich, and famous, and happy.” Smiling, he said, “Wish to be a king, father, to begin with; then mother can’t complain all the time.”

He ran quickly around the table, chased by the laughing Mrs White armed with a piece of cloth.

Mr. White took the paw from his pocket and eyed it doubtfully. “I don’t know what to wish for, and that’s a fact,” he said slowly. “It seems to me I’ve got all I want.”

“If you only paid off the house, you’d be quite happy, wouldn’t you!” said Herbert, with his hand on his shoulder. “Well, wish for two hundred pounds, then; that’ll just do it.”

His father, smiling and with an embarrassed look for his foolishness in believing the soldier’s story, held up the talisman. Herbert, with a serious face, spoiled only by a quick smile to his mother, sat down at the piano and struck a few grand chords.

“I wish for two hundred pounds,” said the old man clearly.

A fine crash from the piano greeted his words, broken by a frightened cry from the old man. His wife and son ran toward him.

“It moved,” he cried, with a look of horror at the object as it lay on the floor. “As I wished, it twisted in my hand like a snake.”

“Well, I don’t see the money,” said his son, as he picked it up and placed it on the table, “and I bet I never shall.”

“It must have been your imagination, father,” said his wife, regarding him worriedly.

He shook his head. “Never mind, though; there’s no harm done, but it gave me a shock all the same.”

They sat down by the fire again while the two men finished their pipes. Outside, the wind was higher than ever, and the old man jumped nervously at the sound of a door banging upstairs. An unusual and depressing silence settled on all three, which lasted until the old couple got up to to go to bed.

“I expect you’ll find the cash tied up in a big bag in the middle of your bed,” said Herbert, as he wished them goodnight, “and something horrible sitting on top of your wardrobe watching you as you pocket your ill-gotten money.

Herbert, who normally had a playful nature and didn’t like to take things too seriously, sat alone in the darkness looking into the dying fire. He saw faces in it; the last so horrible and so monkey-like that he stared at it in amazement. It became so clear that, with a nervous laugh, he felt on the table for a glass containing some water to throw over it. His hand found the monkey’s paw, and with a little shake of his body he wiped his hand on his coat and went up to bed.

PART TWO

In the brightness of the wintry sun next morning as it streamed over the breakfast table he laughed at his fears. The room felt as it always had and there was an air of health and happiness which was not there the previous night. The dirty, dried-up little paw was thrown on the cabinet with a carelessness which indicated no great belief in what good it could do. “I suppose all old soldiers are the same,” said Mrs. White. “The idea of our listening to such nonsense! How could wishes be granted in these days? And if they could, how could two hundred pounds hurt you, father?”

“Might drop on his head from the sky,” said Herbert.

“Morris said the things happened so naturally,” said his father, “that you might if you so wished not see the relationship.”

“Well don’t break into the money before I come back,” said Herbert as he rose from the table to go to work. “I’m afraid it’ll turn you into a mean, greedy old man, and we shall have to tell everyone that we don’t know you.”

His mother laughed, and following him to the door, watched him go down the road, and returning to the breakfast table, she felt very happy at the expense of her husband’s readiness to believe such stories. All of which did not prevent her from hurrying to the door at the postman’s knock nor, when she found that the post brought only a bill, talking about how Sergeant-Majors can develop bad drinking habits after they leave the army.

“Herbert will have some more of his funny remarks, I expect, when he comes home,” she said as they sat at dinner.

“I know,” said Mr. White, pouring himself out some beer; “but for all that, the thing moved in my hand; that I’ll swear to.”

“You thought it did,” said the old lady, trying to calm him.

“I say it did,” replied the other. “There was no thought about it; I had just – What’s the matter?”

His wife made no reply. She was watching the mysterious movements of a man outside, who, looking in an undecided fashion at the house, appeared to be trying to make up his mind to enter. In mental connection with the two hundred pounds, she noticed that the stranger was well dressed, and wore a silk hat of shiny newness. Three times he stopped briefly at the gate, and then walked on again. The fourth time he stood with his hand upon it, and then with sudden firmness of mind pushed it open and walked up the path. Mrs White at the same moment placed her hands behind her, hurriedly untied the strings of her apron, and put it under the cushion of her chair.

She brought the stranger, who seemed a little uncomfortable, into the room. He looked at her in a way that said there was something about his purpose that he wanted to keep secret, and seemed to be thinking of something else as the old lady said she was sorry for the appearance of the room and her husband’s coat, which he usually wore in the garden. She then waited as patiently as her sex would permit for him to state his business, but he was at first strangely silent.

“I – was asked to call,” he said at last, and bent down and picked a piece of cotton from his trousers. “I come from ‘Maw and Meggins.’ ”

The old lady jumped suddenly, as in alarm. “Is anything the matter?” she asked breathlessly. “Has anything happened to Herbert? What is it? What is it?”

Her husband spoke before he could answer. “There there mother,” he said hurriedly. “Sit down, and don’t jump to a conclusion. You’ve not brought bad news, I’m sure sir,” and eyed the other, expecting that it was bad news but hoping he was wrong. “I’m sorry – ” began the visitor.

“Is he hurt?” demanded the mother wildly.

The visitor lowered and raised his head once in agreement.”Badly hurt,” he said quietly, “but he is not in any pain.”

“Oh thank God!” said the old woman, pressing her hands together tightly. “Thank God for that! Thank – ”

She broke off as the tragic meaning of the part about him not being in pain came to her. The man had turned his head slightly so as not to look directly at her, but she saw the awful truth in his face. She caught her breath, and turning to her husband, who did not yet understand the man’s meaning, laid her shaking hand on his. There was a long silence.

“He was caught in the machinery,” said the visitor at length in a low voice.

“Caught in the machinery,” repeated Mr. White, too shocked to think clearly, “yes.”

He sat staring out the window, and taking his wife’s hand between his own, pressed it as he used to do when he was trying to win her love in the time before they were married, nearly forty years before.

“He was the only one left to us,” he said, turning gently to the visitor. “It is hard.”

The other coughed, and rising, walked slowly to the window. “The firm wishes me to pass on their great sadness about your loss,” he said, without looking round. “I ask that you to please understand that I am only their servant and simply doing what they told me to do.”

There was no reply; the old woman’s face was white, her eyes staring, and her breath unheard; on the husband’s face was a look such as his friend the Sergeant-Major might have carried into his first battle.

“I was to say that Maw and Meggins accept no responsibility,” continued the other. “But, although they don’t believe that they have a legal requirement to make a payment to you for your loss, in view of your son’s services they wish to present you with a certain sum.”

Mr. White dropped his wife’s hand, and rising to his feet, stared with a look of horror at his visitor. His dry lips shaped the words, “How much?”

“Two hundred pounds,” was the answer.

Without hearing his wife’s scream, the old man smiled weakly, put out his hands like a blind man, and fell, a senseless mass, to the floor.

PART THREE

In the huge new cemetery, some two miles away, the old people buried their dead, and came back to the house which was now full of shadows and silence. It was all over so quickly that at first they could hardly realize it, and remained in a state of waiting for something else to happen – something else which was to lighten this load, too heavy for old hearts to bear. But the days passed, and they realized that they had to accept the situation – the hopeless acceptance of the old. Sometimes they hardly said a word to each other, for now they had nothing to talk about, and their days were long to tiredness.

It was about a week after that the old man, waking suddenly in the night, stretched out his hand and found himself alone. The room was in darkness, and he could hear the sound of his wife crying quietly at the window. He raised himself in bed and listened.

“Come back,” he said tenderly. “You will be cold.”

“It is colder for my son,” said the old woman, who began crying again.

The sounds of crying died away on his ears. The bed was warm, and his eyes heavy with sleep. He slept lightly at first, and then was fully asleep until a sudden wild cry from his wife woke him with a start.

“THE PAW!” she cried wildly. “THE MONKEY’S PAW!”

He started up in alarm. “Where? Where is it? What’s the matter?”

She almost fell as she came hurried across the room toward him. “I want it,” she said quietly. “You’ve not destroyed it?”

“It’s in the living room, on the shelf above the fireplace,” he replied. “Why?”

She cried and laughed together, and bending over, kissed his cheek.

“I only just thought of it,” she said. “Why didn’t I think of it before? Why didn’t you think of it?”

“Think of what?” he questioned.

“The other two wishes,” she replied quickly. “We’ve only had one.”

“Was not that enough?” he demanded angrily.

“No,” she cried excitedly; “We’ll have one more. Go down and get it quickly, and wish our boy alive again.”

The man sat up in bed and threw the blankets from his shaking legs. “Good God, you are mad!” he cried, struck with horror.

“Get it,” she said, breathing quickly; “get it quickly, and wish – Oh my boy, my boy!”

Her husband struck a match and lit the candle. “Get back to bed he said,” his voice shaking. “You don’t know what you are saying.”

“We had the first wish granted,” said the old woman, desperately; “why not the second?”

“A c-c-coincidence,” said the old man.

“Go get it and wish,” cried his wife, shaking with excitement. The old man turned and looked at her, and his voice shook. “He has been dead ten days, and besides he – I would not tell you before, but – I could only recognize him by his clothing. If he was too terrible for you to see then, how now?”

“Bring him back,” cried the old woman, and pulled him towards the door. “Do you think I fear the child I have nursed?”

He went down in the darkness, and felt his way to the living room, and then to the fireplace. The talisman was in its place on the shelf, and then a horrible fear came over him that the unspoken wish might bring the broken body of his son before him before he could escape from the room. He caught his breath as he found that he had lost the direction of the door. His forehead cold with sweat, he felt his way round the table and along the walls until he found himself at the bottom of the stairs with the evil thing in his hand.

Even his wife’s face seemed changed as he entered the room. It was white and expectant, and to his fears seemed to have an unnatural look upon it. He was afraid of her.

“WISH!” she cried in a strong voice.

“It is foolish and wicked,” he said weakly.

“WISH!” repeated his wife.

He raised his hand. “I wish my son alive again.”

The talisman fell to the floor, and he looked at it fearfully. Then he sank into a chair and the old woman, with burning eyes, walked to the window and opened the curtains.

He sat until he could no longer bear the cold, looking up from time to time at the figure of his wife staring through the window. The candle, which had almost burned to the bottom, was throwing moving shadows around the room. When the candle finally went out, the old man, with an unspeakable sense of relief at the failure of the talisman, went slowly back back to his bed, and a minute afterward the old woman came silently and lay without movement beside him.

Neither spoke, but lay silently listening to the ticking of the clock. They heard nothing else other than the normal night sounds. The darkness was depressing, and after lying for some time building up his courage, the husband took the box of matches, and lighting one, went downstairs for another candle.

At the foot of the stairs the match went out, and he stopped to light another; and at the same moment a knock sounded on the front door. It was so quiet that it could only be heard downstairs, as if the one knocking wanted to keep their coming a secret.

The matches fell from his hand. He stood motionless, not even breathing, until the knock was repeated. Then he turned and ran quickly back to his room, and closed the door behind him. A third knock sounded through the house.

“WHAT’S THAT?” cried the old woman, sitting up quickly.

“A rat,” said the old man shakily – “a rat. It passed me on the stairs.” His wife sat up in bed listening. A loud knock echoed through the house.

“It’s Herbert!” she screamed. “It’s Herbert!”

She ran to the door, but her husband was there before her, and catching her by the arm, held her tightly. “What are you going to do?” he asked in a low, scared voice.

“It’s my boy; it’s Herbert!” she cried, struggling automatically. “I forgot it was two miles away. What are you holding me for? Let go. I must open the door.”

“For God’s sake don’t let it in,” cried the old man, shaking with fear.

“You’re afraid of your own son,” she cried struggling. “Let me go. I’m coming, Herbert; I’m coming.”

There was another knock, and another. The old woman with a sudden pull broke free and ran from the room. Her husband followed to the top of the stairs, and called after her as she hurried down. He heard the chain pulled back and the bottom lock open. Then the old woman’s voice, desperate and breathing heavily.

“The top lock,” she cried loudly. “Come down. I can’t reach it.”

But her husband was on his hands and knees feeling around wildly on the floor in search of the paw. If only he could find it before the thing outside got in. The knocks came very quickly now echoing through the house, and he heard the noise of his wife moving a chair and putting it down against the door. He heard the movement of the lock as she began to open it, and at the same moment he found the monkeys’s paw, and frantically breathed his third and last wish.

The knocking stopped suddenly, although the echoes of it were still in the house. He heard the chair pulled back, and the door opened. A cold wind blew up the staircase, and a long loud cry of disappointment and pain from his wife gave him the courage to run down to her side, and then to the gate. The streetlight opposite shone on a quiet and deserted road. Name: ______Characterization Worksheet 2

Directions: Read the short passages. Answer the question by identifying an implied character trait. Explain your answer by referencing the text.

1. Jason is an excellent accountant who works full-time for his best friend's company. A larger accounting firm contacts Jason and offers to pay him twice what he makes if he will work for them. Jason thanks them for their offer but declines. He doesn't even tell his friend that he received the offer.

What character trait does Jason demonstrate? ______

Explain your answer by referencing the text.

2. Eric's car broke down in the woods and his phone wasn't getting a signal. He used his car antenna as a spear and caught fresh salmon. He started a fire with sparks from his car battery, and he ate the cooked salmon while waiting for help.

What character trait does Eric demonstrate? ______

Explain your answer by referencing the text.

3. After coming home late from a party, Mae's father questioned her. She wanted to tell him that she was studying at a friend's place and lost track of time, but she told him the truth instead: she was at a party.

What character trait does Mae demonstrate? ______

Explain your answer by referencing the text.

4. Michael has clothes all over the floor of his bedroom. Underneath the clothes on his floor is a pizza box with crusts in it. Underneath the pizza box is bunch of pieces of a board game that Michael played and didn't put away. Michael sat on his unmade bed with his shoes on and played video games all night.

What character trait does Michael demonstrate? ______

Explain your answer by referencing the text.

5. Andy saw his neighbor struggling to get his lawn mower running, so Andy went over to his neighbor's house and filled up his lawn mower with gas. When it still wouldn't start, Andy lent him his lawn mower.

What character trait does Andy demonstrate? ______

Explain your answer by referencing the text.

6. When vandals burned down the orphanage, Ms. Cleary started a fundraising campaign and donated $5,000 dollars of her own money. After nine months of hard work from Ms. Cleary and her team, the funds were raised and the orphanage was rebuilt.

What character trait does Ms. Cleary demonstrate? ______

Explain your answer by referencing the text.

7. The teacher told the students that they were not to start testing until everyone received all testing materials. He went on to explain that the test booklet was to remain sealed until he had read through all the directions. Immediately after receiving the test booklet, Chris raised his hand and asked if he could start the test.

What character trait does Chris demonstrate? ______

Explain your answer by referencing the text.

8. Katie's mother came home from a long day of work and noticed that the entire house had been cleaned. She figured that Katie must have cleaned it. The strangest thing was that she didn't even ask Katie to clean. Then she found a note on the counter from Katie asking for permission to sleep at her friend Heather's house. Katie's mother smiled.

What character trait does Katie demonstrate? ______

Explain your answer by referencing the text.

9. Orson sat on the couch. He wanted to change the television station, but the controller was all the way at the end of the couch by his feet. Orson sort of scooted toward it and attempted to grab it with his feet. The controller fell and landed several feet away from him. Orson quit trying to change the channel and just watched whatever was playing.

What character trait does Orson demonstrate? ______

Explain your answer by referencing the text.

10. It was Halloween and Valarie was dressed as Princess Rosemary from her favorite TV show, The Princess Club. As Valarie was collecting candy, she noticed another little girl wearing a Princess Rosemary costume. Valarie began rolling around on the ground and screaming about how she wants to be the only Princess Rosemary. Valarie's tantrum continued long after the other Princess Rosemary vanished from sight.

What character trait does Valarie demonstrate? ______

Explain your answer by referencing the text.

Name: ______Figurative Language Poem 2

I Sing the Battle By Harry Kemp

I SING the song of the great clean guns that belch forth death at will. "Ah, but the wailing mothers, the lifeless forms and still!"

I sing the song of the billowing flags, the bugles that cry before. "Ah, but the skeletons flapping rags, the lips that speak no more!"

I sing the clash of bayonets, of sabres that flash and cleave. "And wilt thou sing the maimed ones, too, that go with pinnedup sleeve?”

I sing acclaimed generals that bring the victory home. "Ah, but the broken bodies that drip like honey-comb!"

I sing of hosts triumphant, long ranks of marching men. "And wilt thou sing the shadowy hosts that never march again?"

Review Questions

Directions: Respond to these questions to the best of your ability. Answer the questions completely. If you need more space, use the back or a separate sheet.

1. Identify two examples of personification: explain what is being personified how.

2. Identify an example of simile: explain which two things are being compared.

3. Identify an example of metaphor: explain which two things are being compared.

4. Find an example of alliteration. List the alliterative words.

5. Why is every other line contained in quotation marks? What is the effect of this technique?

6. In the third stanza of the poem, the speaker references “pinnedup sleeves”: why would someone pin their sleeves? To what is the speaker referring and how do you know? Use evidence from the text.

7. What is the mood of this poem? How does it make you feel and why does it make you feel this way?

8. What is the thematic message of this poem? In other words, what lesson is the author attempting to express with this poem? Explain your answer.

SMS Georgia Studies Week 3- April 27- May 1st Georgia’s Beginnings The Making of a Royal Colony

Day 1: Monday, April 27th- Read pages 2 & 3 and answer all prompts on the attached activity sheet. Georgia’s Beginnings The Makings of a Royal Colony

Of the 13 original colonies, Georgia was the youngest. It was unique, for its original intention was to be a settlement for released debtors in need for work and a place to live. Georgia’s beginnings is a fascinating one, so let its history unfold as you read the pages below.

Directions: This story is interactive; you will be using this booklet, along with a handout to complete this assignment, so make sure you follow directions carefully!

Georgia was explored long ago…..

Do you like adventure? If so, maybe you would have traveled with the many explorers hundreds of years ago, as they journeyed to unknown lands. Many explorers are famous now, such as Christopher Columbus for discovering Haiti and the Dominican Republic, and Juan Ponce de Leon, who landed in St. Augustine, Florida. Many countries, like Portugal, England, and France, raced to the New World. Do you know what European explorer first reached Georgia? If you said Hernando De Soto, you would be correct! He found the mighty Mississippi River and was even buried there!

What could have motivated the explorers to risk their lives as they sailed across the seas? It was for gold, glory, and the spread of Christianity. Spain set up Spanish missions to try to convert the Indians to Christianity. Many of these missions were located along the Barrier Islands and the interior of Georgia, but the missions didn’t last long due to disease and attacks by the British, as well as Indian uprisings.

Let’s turn our attention to land territories. Spain had accumulated quite a bit of land, from the St. Lawrence River to the Great Lakes, down the Mississippi, to the Gulf of Mexico. But England also had become quite successful in forming colonies along America’s eastern coast – 12 to be exact. First, study this map. Find the territories of France, Spain, and Great Britain. You should conclude that both France and Spain controlled vast amounts of territory in the New World. Page 2 of 11

Georgia Begins

The year was 1732. England was now one of the most powerful and richest countries in the world! It had many things to be proud of; its literacy rates were improving and towns bustled with economic activity. But, look closer, what do you see in the picture? Do you see how crowded the streets were? Due to its increasing population, the streets were very crowded. There were homeless Englishmen, beggars, and peasants who couldn’t find work. Prisons were crowded as people were thrown in jail for not paying their debts. Reflect for a moment. If you were the king of England, how would you help resolve England’s problem? Be prepared to discuss your answer in class.

There were people who wanted to help. James Oglethorpe, a member of the British Parliament, believed he had the answer! He was wealthy, and educated, but also cared deeply for those who were in trouble. Basing an idea from his experience with prison reform, he began to have a vision – a vision of a new colony in America, one that would welcome the poor and indebted (those who couldn’t pay their debts). Parliament must have agreed because a charter (a document) was granted, which gave Georgia the legal right to exist. How excited Oglethorpe must have been, for now he was heading to America to help form a colony south of the Carolina border, a colony that represented hope to those in need.

It was all set! The date was June 20, 1732. Georgia, named after King George II had its official charter. It would be a trustee colony, led by 20 distinguished Englishmen instead of just one leader. It would be governed by England, and the trustees would oversee the colony for 21 years. These men sure did seem committed to making Georgia successful. Now, on your handout, define the Charter of 1732, including how it was set us as a trustee colony.

Just think how unique Georgia would be! It would not even have a governor. Instead, the 20 trustees, including Oglethorpe, were in charge. That must have been some special group of men! Even though they could not own land, be given money for their work, or hold political office, they were still willing to leave England behind and travel to this new land. They knew they could not profit from the colony, but were only there to make it into a model society with no poverty, unemployment, or debtors who could not pay their bills! Reflect for a moment. What would be your idea of a model, perfect society? What would it look like? Explain on your handout.

Page 3 of 11

Day 2: Tuesday, April 28th- Read pages 4 & 5 and answer all prompts on the attached activity sheet. There were 3 main reasons for Georgia’s colony: To help relieve poverty and unemployment (charity) in England, to provide resources for England’s growing economy (economics), and to act as a buffer for South Carolina from Spanish attacks in Florida (defense). What do you think of this? Would it be difficult to start a colony using prisoners and the unemployed? On your handout, write down 1 pro and 1 con for using the poor and indebted to start a colony. Let’s not forget religion as another reason, for it also played a part in the founding of Georgia, as England thought it would a good place for persecuted Protestants to go, where they could worship as they pleased.

Let’s take a closer look at the Charter of 1732 for Georgia’s colony. It was a document that laid down the rules for living there. It would be controlled by King George II, James Oglethorpe, and 20 trustees. It included all land between Altamaha and Savannah Rivers to the South Seas (Pacific Ocean), to the Town of Savannah on Yamacraw Bluff. Let’s review the reasons why it was founded. It provided protection from Spanish, French, and Native Americans (defense). It also provided resources for Britain (economics) and a colony for the poor to live (charity). Great Britain practiced mercantilism, which meant it used its colonies to help grow the economy. This helped them export more products than they imported. Now, list the 3 reasons for the founding of Georgia, and then define Mercantilism.

I bet the trustees from England were very excited to start this adventure and to show England that it could be successful. Study this map. What modern day states were part of Georgia’s original charter boundaries? Record it on your handout.

Oglethorpe became the leader, and he is often referred to as the founder, even though he did not officially have the title. His dream was to form a colony for released debtors in prison, but it never came to be. Instead, 115 settlers were chosen for their skills needed in the colony, such as farmers, carpenters and bakers. They were given incentives such as 50 acres of land (500 acres if they paid their own way), one year’s supply of food, and agricultural supplies. No lawyers, blacks, liquor dealers, or Catholics could be a part of the colony. Guess who else was not included? Not one person from prison was one of the 114 settlers! I wonder what Oglethorpe thought of this? But, despite this fact, they headed toward America and arrived February, 1733. Based upon what you have read about Oglethorpe, how would you describe him? Using the correct box on your handout, define who he was, and then use 2 – 3 adjectives to describe his personality. Page 4 of 11

The new colonists must have been relieved to finally reach American soil. After stopping over at the Carolina colony, they then made their way to an area known as present day Savannah. This was the settlers’ new home! Look at this Georgia map to show where Savannah is located. On your own handout, write the location of Georgia’s colony.

You have just landed in a strange, new land. You don’t know anything about the territory. Besides finding shelter, what would you need to do in order to increase your chances of survival? If you befriended the Indians in the area, it would certainly help your chances, right? Oglethorpe knew this and made sure he became acquainted with them. The Indians in the Savannah region were known as Yamacraws. They were a branch of the Creek Indians. Their chief was Tomochichi. There were also fur traders that lived nearby, John Musgrove, a Carolina trader, and his wife, Mary. Mary was part Creek Indian! Now, Oglethorpe had an interpreter. Mary acted as the liaison, a Savannah Colony diplomat between the Creeks and the British colonists, and when Oglethorpe requested land for a colony, Tomochichi agreed, as he had become dependent on fur trading with the English living in the Carolina colony. He was kind to the colonists and allowed Oglethorpe to settle on “Yamacraw Bluff”, in present day Savannah. Describe John & Mary Musgrove, on your handout, including their importance to the colony.

Savannah would eventually become Georgia’s first capital city and it continues to play an important role in Georgia’s economic and political status even today!

I’m not sure the Georgia colony would have survived without Chief Tomochichi. He and Oglethorpe became good friends. Look at all of the things that the chief helped Oglethorpe accomplish:

Secured land between the Savannah and Altamaha Rivers Advised Oglethorpe on Indian affairs and relations with other tribes Helped fight against the Spanish in the Battle of Bloody Marsh in 1742 Accompanied Oglethorpe to England and was well liked

Reflect for a moment. Oglethorpe and Tomochichi became good friends. What do you think they had in common they made such a good relationship? Really think about this. Be prepared to discuss in class.

Page 5 of 11

Day 3: Wednesday, April 29th- Read pages 6 & 7 and answer all prompts on the attached activity sheet. Tomochichi was almost 90 when he died. He was an important part in the stability of the colony. On your handout, describe Tomochichi and how he helped Oglethorpe and the Georgia colony. Colonial Keep in mind that England was eager for Georgia to Agricultural

be established, for the products that colonies made Wine helped their economy. It allowed them to export more Rice products than they imported. Remember that this desire Indigo to increase their economy from colonial made products was called Silk Tobacco mercantilism. Products that could not be grown in England such as rice, indigo, wine, and silk, and later tobacco would be grown in Georgia. Colonists even planted mulberry trees for the silk worms to feed on. Unfortunately, these products were tough to grow on Georgia soil. On your handout, write down the products that the colonies hoped to produce. (WRIST)

Keep in mind that Georgia was created to be a model society and the trustees wanted to make sure Georgia was an example of a perfect colony. They all wanted Georgia to be successful and self-sufficient. To do this, they thought, would mean having certain rules to keep order. Read the list of rules laid out for the Mulberry Tree Georgia colony:

Colonists could not: o Own slaves o Drink rum (alcohol) o Allow lawyers or Catholics inside the colony o Sell their land o Pass land down to female heirs o Disobey trustees o Allow Jews to settle in colony (but Oglethorpe did anyway)

Do do you think these strict rules would benefit the colony and make it strong and stable? Explain your answer on your handout. There were, of course, those who complained. They were called malcontents. They were not happy at all about all of these rules, for they were wealthy and could afford to buy slaves and land. They had even paid their own way to Georgia, without any assistance, so they really did not have any loyalty to the trustees; they just wanted to make a good living. They organized a petition against the rules and gathered 121 signatures, but it didn’t change the minds of the trustees. The malcontents were so frustrated that by 1740, many of the leaders had already left the colony. Describe the malcontents on your handout.

Page 6 of 11

It was now December of 1735, and Georgia was really growing! More settlers were arriving from England. This time they settled in present day St. Simons Island and built a fort. Look at the map to locate St. Simons Island. Think about it. Why would the British need to build a fort in this region? What would the fort protect? Be prepared to discuss in class.

Over time, more British forts were built further south, which St. Simons Island really made the Spanish angry, for they claimed this land as well. Even though a temporary treaty was signed, tension was high between the England and Spain. What would happen? Would these two countries go to war? The Georgia Settlers

What would it take to make a colony successful? Certainly, you would need hardworking people. You have already read about the malcontents, who were eager to work and make a living, but the Salzburgers were hardworking and independent! They were German speaking protestant refugees from present day Austria who had been persecuted for their religion. King George II, being a German protestant himself, offered the group refuge in the new colony. They had stood up for what they believed in and now they were coming to Georgia to worship as they pleased. They must have been excited!

Where did the Salzburgers settle? It was a swampy area, too far inland to be successful, so with the permission of the trustees they moved to New Ebenezer along the Savannah River, an area closer to the coast, and there they became very productive, hardworking colonists. New Ebenezer was a religious community, and the church they founded, Jerusalem Lutheran Church, is still active today. It is the oldest Lutheran church in America! They are credited with starting Georgia’s first water powered grist mill, a Sunday school, an orphanage, and a working silk production. They remained very loyal to the trustees, as they had been treated so well by them. The trustees liked them as well, for the Salzburgers did not believe in slavery or alcohol. The church they built in 1763 still remains today. Describe the Salzburgers on your handout.

Another group was the Highland Scotts. They were Scottish immigrants that were known for their fighting skills. They were recruited by Oglethorpe for this reason. They built the town and fort called Darien (King George Fort) along the Altamaha River and raised cattle. It was a good thing that the Highland Scots were there, because Spain was secretly preparing an attack. Oglethorpe knew he needed to act quickly, so he sailed back to England to petition for more men and money. I’m sure Oglethorpe was thrilled when King George II allowed 600 men to sail back with him. He stationed many of the soldiers at Fort Frederica. Tensions were heating up! Now, on your handout, define the Highland Scots. Page 7 of 11

Day 4: Thursday, April 30th- Read pages 8 & 9 and answer all prompts on the attached activity sheet. Conflict begins….

Then it happened! Britain declared war on Spain in 1739 in the War of Jenkins Ear. It was named this after a British captain named Jenkins lost his ear to the Spanish as he was raiding their ship. He was to serve as a warning to other British ship captains who tried to smuggle goods off the Florida coast. When Jenkins brought his ear to the English Parliament, it enraged the English public. They demanded the Spanish pay for it this crime, so a war broke out between the 2 countries!

As you probably can guess, the War of Jenkins Ear made its way onto American soil, but Oglethorpe was glad, for he wanted to invade Florida, to rid the area of the Spanish! He had a plan; he and an army of 2,000 men would invade Spanish Florida and destroy the Spanish fort at St. Old Spanish fort in St. Augustine Augustine. But Spain’s well-organized militia met Oglethorpe and his men in a surprise attack and forced the Georgians, South Carolinians, and their Indian allies to retreat to St. Simon’s Island. Oglethorpe had failed! I’m sure he was wondering if he would ever be successful in fighting off the Spanish. Define the War of Jenkins Ear.

But another chance came 2 years later with The Battle of Bloody Marsh. This time, it was the Spanish who attacked Georgia territory close to Fort Frederica. But, Oglethorpe was ready, for he had heard that the Spanish were planning an attack, so he and his army waited in the dense woods along the marshes of St. Simon’s Island and took the Spanish by surprise. This time, they won, and when the Spanish tried to attack the 2nd time by sea, Oglethorpe won again! Finally, Georgia and South Carolina had been saved from the Spanish. Who do you think helped Oglethorpe fight in this battle? If you answered Chief Tomochichi and the Yamacraws, you would have been right! This event was the only Spanish attempt to invade Georgia during the War of Jenkins’ Ear, and the British had won. I bet Oglethorpe felt proud that he and his troops had successfully defended Georgia! Now, on your handout, define the Battle of Bloody Marsh, concentrating on the main events.

Georgia was now fully established. There were issues, though. When Oglethorpe heard how the South Carolina traders were cheating the Indians and supplying them with rum, he created a plan; anyone who wanted to trade with the Georgia Natives would need a license, pay a fee, and be willing to follow rules set out by the Trustees. To help control the fur trade, Oglethorpe had a fort built on the Savannah River called Fort Augusta. But, tension continued regarding the trustee rules, and many Georgians left for nearby South Carolina for more freedom. In 1743, Oglethorpe returned to England to take care of his estate and never set foot on Georgia soil again. Instead, he married and continued to be a part of Parliament. He had helped to make Georgia successful, and would be remembered for his many contributions. The colonists, as well as Tomochichi, must have missed his leadership. Would the colony change? Page 8 of 11

What was the South Carolina colony like? It was totally different from Georgia, as it was a royal colony that did allow alcohol, slavery, and the right to purchase land. Many colonists began to leave the Georgia colony to live in South Carolina where there was more freedom.

Reflect for a moment. If colonists, such as the malcontents, were unhappy, should the trustees have changed any rules? Finally, in 1751, the trustees decided to change the rules! They would now allow the colonists to own land and slaves. I’m sure Oglethorpe must have been saddened to hear that the trustees had abandoned many of the rules laid out in the charter. Think back on the rules that these malcontents were complaining about, (page 6). Which one do you think the colonists struggled with the most? Really reflect on this before answering on your handout.

Georgia Becomes a Royal Colony Trustee Colony 1732 - 1752: ruled by trustees, land ownership restricted to 50 acres, colonists who paid their own way got 500 acres, freedom An important event took place in Georgia in of religion, except for Catholics and Jews, no 1752. With all of the changes that had taken slavery or alcohol place, it was bound to happen. Georgia would Royal Colony: Headright system, could own no longer be controlled by the trustees, but and sell land, have slavery and alcohol, had instead would become a royal colony! That official religion Church of England (Anglican meant that it would now have governors to rule Church), had bi-cameral legislature, white men it.. Its first royal governor was John Reynolds. with property could vote, collect taxes, had more freedoms, self-government. He was a former Navy captain, and is credited for giving Georgians the right to self-govern. Land boundaries: Trustee colony: All lands He also set up the first bi-cameral legislature between the Altamaha & Savannah Rivers west and court system. The colonists were happy, as to the Pacific Ocean. Royal Colony: After French & Indian War: increased south to St. they now had more freedom than they did Mary’s River and west to Mississippi River. under the Trustees. Look at the chart to see how the colony changed, then record these changes in the chart on your handout.

War Breaks Out!

The same year that Reynolds became Georgia’s governor, a war broke out between England and the colonies against France and its allied Indians. It was called the French and Indian War (also called the Seven Year War). It was fought over territory, resources, and trade routes in the New World. Georgia was not really affected by the war, but the northern colonies and Europe were all a part of it. Even though Spain became an ally with France, Great Britain won! With the signing of the Treaty of Paris in 1763, England now had complete control of the land east of the Mississippi River, from Canada to the tip of the Florida peninsula! The war had been costly for all countries involved. Now, England would look to the colonies to help pay back those costs. Think about it. What opportunity did the Treaty of Paris open up for the settlers that they didn’t have before? Answer on your handout, and then define the French and Indian War, AND the Treaty of Paris.

Page 9 of 11

Day 5: Friday, May 1st- Read pages 10 & 11 and answer all prompts on the attached activity sheet. Governor John Reynolds was not a popular governor and only lasted 2 years. He had a poor attitude, even losing his temper at times. He was called back to England and was ordered to resign. Who would now replace Reynolds? The 2nd governor was none other than Henry Ellis. He was also a British Royal Navy captain, and allowed the wealthy, influential colonists to help lead the colony. Did he change the colony? He certainly did! Under his leadership, the Church of England (Anglican Church) became the official church of James Wright Georgia. The colony was divided into eight parishes that paid taxes, helped support the church, and took care of the poor. The colony also grew economically as new crops were introduced, and more businesses came to Georgia. But, Ellis could not tolerate the hot, Georgia heat! He often complained that Georgia was one of the hottest places on Earth! He became sick and asked to be replaced after only three years in office. Now, on your handout, describe both Governor Reynolds and Ellis. Make sure to name the contributions that Ellis brought to the colony.

Let me introduce to you Georgia’s 3rd and final governor – Sir James Wright. He served as governor for almost 16 years, from 1760 – 1776. He was the attorney general for South Carolina before coming to Georgia. This governor also built palisades and forts around Savannah to make it stronger. That is quite an accomplishment. Under his leadership, Georgia grew, both in population and land gained from the Indians. He was popular with the colonists, that is, until the American Revolution intensified. He did his best to keep Georgians from getting involved in the conflict, but eventually the revolution spread into Georgia. It became so intense that Wright was arrested, but somehow he managed to escape, boarded a British ship and sailed back to England. He must have been quite relieved to be out of Georgia! Define Governor Wright and his contributions to the colony.

Life in the Colonies

Settlers continued to pour into Georgia, but life was hard. Many died or went back to Europe. The success of Georgia was based on farming (agriculture), and the communities were spread far apart. Just think about it…If you wanted to visit your neighbor, it would have taken most of the day just to travel! There were colonists who began to settle in the backcountry, Georgia’s frontier. These people were interested in farming and living on their own. Would you be up for that type of adventure? There was no official school system, and the only education children received were mainly from their parents. Religion, though, continued to play an important part in the lives of the colonists.

Page 10 of 11

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GEORGIA’S BEGINNINGS Planning the Colony

Charter of 1732 Reasons for Georgia Colony A Trustee Colony

1. Charity: Importance of James Oglethorpe:

2. Defense:

3. Economy: Adjectives to describe him:

Mercantilism: Original charter included these modern day Location of Georgia Colony: states:

Reflections:

1. Using prisoners to start a colony: pro

Con:

2. My idea of a “model” society:

The Colony Becomes Established

Friends of the Colony Colonial Products Georgia Colonists W Malcontents Mary Musgrove (and John) R I Salzburgers:

S Tomochichi: T

Highland Scotts

Reflections: Trustee Rules: DO NOT Did the trustee rules benefit the colony? Explain your answer!  Own slaves  Drink rum (alcohol)  Allow lawyers or Catholics  Sell land

 Pass land down to female heirs GEORGIA’S BEGINNINGS Conflict comes to Georgia

War of Jenkins Ear Battle of Bloody Marsh Reflection:

What rule do you feel the colonists struggled with the most? Explain!

From Trustee Colony to Royal Colony

Trustee Colony Royal Colony 1732—1752 1752—1783 Georgia Land boundaries

Distribution

Thoughts on slavery

Thoughts on religion

Georgia Grows

Ga. Governors Conflict Continues

French & Indian War: 1. John Reynolds: Treaty of Paris 1763: 1. Henry Ellis

Proclamation of 1763: 1. James Wright

Georgia and its new boundaries Reflection Now that the Treaty of Paris was signed, what Headwright System: opportunity did the settlers have available to them?

8th Grade Math At Home Learning Packet Week #3 April 27 - May 1 Monday,FLUENCY August AND 27th SKILLS PRACTICE Name: LESSON 19

Applying Properties for Powers with the Same Base Rewrite each expression as a single power.

29 1 64 • 64 2 (255)2 3 ··25

125 • 127 75 2 4 3 • 3 • 3 • 3 • 32 5 6 ·······2124 1 ··72 2

Evaluate each expression.

48 (23)4 3 7 8 (210) • (210)4 9 ··45 1 ·····(23)2 2

What value of x makes the equation true?

8x (211)10 (612)2 10 5 87 11 (211)x • (211)4 5 12 (6x)10 5 ··85 ······(211)3 ·····64

13 Explain how you solved for x in problem 12.

©Curriculum Associates, LLC Copying permitted for classroom use. GRADE 8 LESSON 19

© 2020 Curriculum Associates, LLC. All rights reserved. 3 Tuesday, August 28th - - Part 1

© Paper Airplanes Tuesday, August 28th - - Part 2

© Paper Airplanes Wednesday, August 29th FLUENCY AND SKILLS PRACTICE Name: LESSON 1

Interpreting a Linear Fntion nterpret the linear function to solve the prolems. Show our work.

1 A group of volunteers is spending a wee y 1,600 cleaning up the trails in the udson ighlands. 1,400 n day 2 the volunteers begin at the point on the 1,200 1,000 trail where they ended the day before. he graph 800 shows their elevation, in feet, as a function of the 600 number of hours they wor to clean the trails. 400 200 x 0 0 1 2 3 4 5 6 7 8 a. hat does the ordered pair (1, 1000) on the graph represent

. he graph begins at 720 on the axis. hat does this value represent s this the rate of change or the initial value

c. y how many feet does the elevation increase for one hour of wor hat does this value represent, rate of change or initial value

. hat is the euation that represents this function

2 he table shows number of people as a ours Numer of eople function of time in hours. rite an euation for the function and describe a situation that it 1 150 could represent. nclude the initial value, rate 3 250 of change, and what each uantity represents in the situation. 5 350

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Interpreting a Linear Fntion continued

3 Amber plans to coo a turey and macaroni and cheese for a special dinner. ince she will need to use the oven for both dishes, and they wont both fit in the oven at the same time, she has to determine how much time all the cooing will tae. he macaroni and cheese will tae a set amount of time, while the turey taes a certain number of minutes per pound that the turey weighs.

he euation models the total cooing time Amber will need to prepare her dishes.

5 15x 40

a. hat do variables x and represent se the phrase to describe how the two uantities relate to each other.

. hat does the value 40 represent

c. hat does the rate of change represent

. hat is the total cooing time for ust the turey if it weighs 12 pounds ow do you now

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© 2020 Curriculum Associates, LLC. All rights reserved. 3 FLUENCY AND SKILLS PRACTICE Name: Thursday, August 30th LESSON 1

Soling Systems of Linear Eations y Elimination in the solution to each sstem of equations.

1 4x 2 12 5 28 2 6x 2 9 5 18

23x 12 5 12 26x 2 5 24

3 6x 3 5 3 4 23x 2 5 217

3x 2 5 4 26x 3 5 230

5 7x 6 5 16 6 16x 5 5 22

4x 2 2 5 1 4x 2 5 22

7 hen using the elimination method to solve a system of euations, how do you choose which variable to eliminate

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www.teacherspayteachers.com/Store/Geonan Physical Science 8th Grade Week 3 (4/27-5/1) Barnard & Hill Monday - Day 1

Name: Date:

Identifying Examples of Heat Transfer 1. What are the energy transfer methods that fuel weather? 2. How does Earth’s atmosphere maintain its delicate balance?

Decide whether each example demonstrates heat transfer through conduction, convection, or radiation.

1. Toaster toasting bread ______2. Steam rising from a dishwasher ______3. Hot air balloon ______4. Heat coming from a light bulb ______5. Heat coming off a hot car ______6. Toasting marshmallows at a campfire ______7. Warming your hands on a hot mug ______8. Hot air coming from an oven when you open the door ______9. Your body warming a chair ______10. Heat from a clothes dryer when you open the door ______11. Heat from the sun ______12. Frying bacon in a skillet ______13. Heat coming from the coils of an electric oven ______14. Holding hands and getting ‘sweaty palms’ ______15. Hot steamy air in the bathroom after a shower ______16. Steam rising from a pot of soup ______17. Hot gasses rising from a volcano ______18. Ice cube melting in your hand ______19. Heat coming from the asphalt on a hot day ______20. Steam rising from a geyser ______21. Feeling cold when you jump into a swimming pool ______22. Ironing clothes ______23. Burning your hands on a hot pan ______24. Boiling water on the stove ______25. Heat from an electric radiator ______Monday - Day 1

Name: ______Class:_____ Directions: Read the passage below. UNDERLINE the parts that are NOT TRUE, CIRCLE the parts that are true. Tommy really wanted to go out and play in the snow. He decided to dress warmly, so he put on layers of clothing, but left off gloves. Outside he picked up a handful of snow; after a few seconds his hand was freezing! He said, “Whoa, that snow is cold! All the energy must have transferred out of my hand to the snow.” To test this, he waited a few more seconds and the snow melted. Tommy’s five year old sister saw what happened and said, “No Tommy, the snow melted because it wanted to be water; now it will never be snow again.”

Directions: Using COMPLETE sentences with punctuation, answer the following questions. 1. Why did the snow melt in Tommy’s hand? ______

2. How does heat transfer? Use vocabulary terms.______

3. Predict what you think would have happened if Tommy continued to hold the snow. ______

4. If you were Tommy, would what you have said to your little sister? ______

5. Use any knowledge of the water cycle to discuss this statement: “now it (the melted snow) will never be snow again.______------Bonus  ------If Tommy wanted to stay the warmest, what parts of his body should he keep covered and why? Tuesday - Day 2 Name: ______Speed, distance, Average speed

Write down the equation to show your work!!

1. A girl cycles for 3 hours at a speed of 40km/h. What distance did she travel?

2. A train travels at a speed of 30mph and travels a distance of 240 miles. How long did it take the train?

3. A car travels a distance of 540 km in 6 hours. What average speed did it travel at?

4. John is a runner. He runs the 100m sprint in 10.6 seconds. What (average) speed did he travel at?

5. A cyclist travels 20km in 4 hours. What speed did the cyclist travel at?

6. The distance between 2 cities is 144km, it takes me 3 hours to travel between the cities. What average speed am I?

7. A bus travels form the station to the beach, a distance of 576km away in 6hours. The bus is only allowed to travel at a maximum of 90km/h. Did the bus break the speed limit?

8. Lauren walks 100m in ½ a minute. What is her (average) speed?

9. A mouse runs a distance of 2 meters in 15 seconds. What is it’s speed?

10. Jim traveled at a speed of 18km/h for 2 hours. What distance did he travel?

12. Marc was told his dinner would be ready at 6:00. He left his house at 12:00 and travelled in his car at an average speed of 45mph to his mom’s house 300 miles away. Did Marc make it to dinner on time? Tuesday - Day 2 Wednesday - Day 3

Name ______Directions: Label the pictures either “Balanced force” or “Unbalanced force”

1. 2.

3. 4.

Come up with your own example of an unbalanced force and write or draw it below: Wednesday - Day 3 Name:______Date:______

Balanced and Unbalanced Forces

Directions: Use the word bank to fill in the blanks.

Net Opposite Equal Motion

1. Balanced forces are two forces of ______strength that combine to act

on the same object but in ______directions.

2. The total of all forces acting on an object is called the ______force.

3. Unbalanced forces cause objects to change ______.

Directions: For each scenario, circle if it’s an example of a balanced or unbalanced force.

You play tug of war and one group is pulling with 200 N Balanced Unbalanced and the other group is 300 N.

20 N 20 N Balanced Unbalanced

You push on a wall and the wall does not move. Balanced Unbalanced

When a professional wrestler bumps into a 1st grader. Balanced Unbalanced

When someone kicks a soccer ball and it moves. Balanced Unbalanced

When you are sitting in a chair and gravity is pulling you Balanced Unbalanced down while the chair is holding you up. Name: ______Date: ______Newton’s First Law of Motion Thursday - Day 4 Vocabulary Words: Gravity: unbalanced force that brings everything to the center of the Earth Inertia: tendency of an object to keep its same motion

What goes up, must come down. There is a saying, “What goes up, must come down”. This tells us that if we throw a ball up into the air, it will not stay there, it will come down. Gravity is a downward unbalanced force that brings everything to the center of the Earth. Gravity is the reason why when you throw something, it will eventually fall to the ground. Why do objects eventually fall to the ground?

Outer space. Outer space does not follow the same rules as on Earth. The closer you get to outer space, the weaker the pull of gravity will be. Since there isn’t an unbalanced force such as gravity pulling on the spaceship, it flies around easily. Spaceships will glide in outer space at the same speed, in the same direction until they come close to another planet. Then, that planet’s pull of gravity will have an effect on the spaceship. An unbalanced force such as gravity will have an effect on an object. What causes spaceships to fly so easily in outer space?

Newton’s First Law of Motion. Isaac Newton was an English scientist that studied gravity and the motion of objects. Through his studies, he came up with three laws of motion. Newton’s First Law of Motion states that an object at rest will remain at rest unless acted on by an unbalanced force. An object in motion will remain in motion unless acted on by an unbalanced force. This means that an object on your desk will remain there, forever, unless a force comes along to move it. The force could be you picking it up

Samson’s Shoppe © 2015 to go to another class or an earthquake shaking it off and onto the floor. Also, an object in motion, such as a baseball, will remain in motion until an unbalanced force such as friction, gravity, air resistance, or even another object stops it. What is Newton’s First Law of Motion?

Inertia. Sometimes Newton’s First Law of Motion is also called the Law of Inertia. Inertia is an object’s tendency to keep its same motion. What does this mean? Think of yourself sitting in a car. You are moving at the same speed as the car. If the car suddenly stops short, your body will keep moving in the forward direction for a few seconds. This is inertia. Your body wants to keep moving in the same direction, even though an unbalanced force is acting on it. This is why seatbelts are so important when you are in a car. Your body would be propelled out of the car if the seatbelt wasn’t holding you back. Why are seatbelts important?

Inertia and Mass. Some objects have more inertia than others. The more mass an object has, the greater the inertia and the force must be to move it. Have you ever tried to pick up a glass that you thought was full? The force you were using to pick up the glass was greater than needed and it probably resulted in the glass being raised very quickly and feeling like it was going to fly out of your hand. Since the glass was empty, you did not need as much force to pick it up than if it was full. Why would a full backpack be harder to pick up than an empty one?

Samson’s Shoppe © 2015 What You Learned: 1. Gravity is an unbalanced force that is greater at the Earth’s surface. 2. In outer space, the pull of gravity is much less than on Earth. 3. Newton’s First Law of Motion states that an object at rest will remain at rest unless acted on by an unbalanced force. An object in motion will remain in motion unless acted on by an unbalanced force. 4. Inertia is an object’s tendency to keep its same motion.

Comprehension Check: 1. If you throw a ball into the air, the Earth’s gravity will cause the ball to ______.

2. Newton’s First Law is also called the law of ______

3. According to Newton’s First Law, unless acted upon by an unbalanced force, an object at rest will ______.

4. What is inertia? ______

5. Why is it hard to walk in outer space? ______

Samson’s Shoppe © 2015 Sound and Light Waves

Friday - Day 5 Name:______Period:______

1. Label the parts of a wave: crest, amplitude, wavelength, and trough

2. A ______wave needs a medium to be transferred. (example: the particles in the air transfer sound energy. 3. A ______wave can travel without a medium. (example: light can travel in space, but sound cannot)

4. Match the following terms to the correct definition.

____1. Wavelength a. The height of a wave that also controls the volume of a sound 2. Crest ____ b. The lowest part of a wave 3. Amplitude ______c. The distance between successive crests in a wave ____4. Trough d. The highest part of a wave

5. Define frequency: Sound and Light Waves

6. Label each image with reflection or refraction. What is the difference between reflection and refraction.

7. Describe the Doppler Effect and draw an image to represent it.

8. Why do we see the color orange when looking at a pumpkin? Use the terms absorption and reflection in your answer.

9. Wide wavelengths = ______frequency & ______pitch.

Short wavelengths = ______frequency & ______pitch.

10. Vibrations cause what kind of waves?

11. What is energy?

12. A wave transfers ______from one place to another.