MrGreiner.com

1. Time Magazine article on “The Acre”

Paragraph Graphic Organizer

You Be the Supreme Court (3 cases)

Constitution Study Guide

You Be the Supreme Court–RAV v. City of St. Paul (1992)

Constitution Paragraphs

Thomas Paine Speech

Here is a pdf file of Friday, Sept. 11’s homework:

Conflict with Native Americans

This should do it:

Who Freed the Slaves?

Gettysburg Address Handout

In place of a test…

Gettysburg Address Play

Here are any documents you may need when I am in NY:

Civil War Readings

Barbara Frietchie

Shiloh

The Rebel

The Wound Dresser

Your homework for chapters 11-14:

Lyddie Chapters 11-14

If anyone wants to get a jump on the study guide for out Test next Tuesday, here you go:

Industry and Immigration Study Guide

Also, if you are missing any notes, we will have copies in class.

Below are your chapter response questions.  Please answer them in one short paragraph, and be sure to use at least one example from the text to back up your point of view.  You only need to do one per chapter, and I will give out a schedule in class.

CHAPTER 3:

A.  Is Lyddie independent?  Can she make her own decisions?

B.  How do different people respond to the factory girl in the pink silk dress?
CHAPTER 4:

Read page 29, the third full paragraph.  What has changed about how people get their clothing?
CHAPTER 5:

This chapter is a short one, so there is no chapter response.

CHAPTER 6:

A.  What were Lyddie’s assumptions about slaves before she met Ezekiel?

B.  Ezekiel strongly hints that Lyddie is living like a slave, and she is taken back.  Does Lyddie have freedom, or is Ezekiel correct?
CHAPTER 7:

A.  What was the journey from Vermont to Lowell like?  What happened when the coach became stuck in the mud?

B.  Read page 51.  What are Lyddie’s first impressions of Lowell?

CHAPTER 8:

A.  Describe, in detail, the living conditions that the girls experienced in the boardinghouse.
a.  food
b. sleeping arrangements
c.  Crowdedness

B.  Why do you think that must the girls attend church and to follow other rules in order to work in the mill?
CHAPTER 9:

A.  Describe the noise and air quality of the weaving room.

B.  What are the responsibilities of the workers in the Concord Mill?

MORE TO COME, but we will not go past Chapter 14.

This is for you, Nina!!

Tonight’s homework is to finish the graphic organizer, and to read Chapter 1 of Rachel Bella Calof and answer question 1:

Rachel Bella Calof packet
Graphic Organizer
Cherokee Removal packet

Sorry the Westward Expansion packet with all the pictures was too large of a file to include.

UNDERSTANDING REGIONAL DIFFERENCES–A One Act Play

Characters:
–New England and New York
–The Chesapeake
–The Midwest
–The Deep South
–The West

Ideas:
• New England farmers are struggling to succeed. Why?
• Midwestern farmers can’t buy British goods because of the War of 1812. Where will they turn for products?
• New England merchants can’t trade. What will they do?
• The Deep South gets land hunger (or land fever). Why?
• What happens to the Chesapeake? How will they contribute to the Deep South?
And finally, how does this all lead to conflict?

MIDWEST: Gee, this is sure some good land. Thank heavens that the Native Americans were defeated here and all of this is available. Too bad, but they can’t stand in the way of Progress! Let’s grow some food.

NEW ENGLAND and NEW YORK: Hey, Midwest, we built this here Erie Canal. Now you can send us your food! Here’s some money for it.

MIDWEST: Hey, thanks. Wow, I have money. I want stuff.

NEW ENGLAND and NEW YORK: Oh no! All that food you sold us put our farmers on their crummy land out of business. Now there are a bunch of unemployed and poorer people. A bunch of them are moving to the Midwest. *Pause, think while stroking your beard*

NEW ENGLAND and NEW YORK: Wait. You want stuff. We have rich guys looking for new ways to make money. We also have fast rivers and available workers. We’re going to start some factories! If only there were cheap cotton, we could make so much cloth!

DEEP SOUTH: Did somebody say Cotton? We in fact can grow lots of it! We just need some more land and some workers. Get out of here, Civilized Native American tribes!! Make way for Progress and Cotton! COTTON! COTTON! LAND! LAND! WOOO!

CHESAPEAKE: Dang Nabbit! We can’t grow cotton, and we can’t get that much money for all this tobacco we keep growing. Our slaves keep having children, but we don’t really need all these slaves, just some of them.

DEEP SOUTH: Yo, Chesapeake! We need slaves. We need LOTS of slaves!! More slaves equals more cotton equals more money from those New England (and English) factories! We’ll pay top dollar for your extra slaves!

CHESAPEAKE: Sweet. Just let us just break up these slave families, sending their children to a life of terrible labor in the Deep South where they will never see their families again, and you will have all the slaves you need.

NEW ENGLAND and NEW YORK: Hey, that’s kind of messed up. We in the north don’t do that to people, at least not anymore. You should stop treating your slaves that way. If you pay them like we pay our workers, they will work harder, and you won’t have to beat them and threaten them all the time.

DEEP SOUTH and CHESAPEAKE: Hypocrites!

DEEP SOUTH: You need slavery just as much as we do. Without cotton, America would be broke. Don’t tell us how to grow it.

MIDWEST: Actually guys, that is kind of messed up. I agree with New York and New England. Slavery is getting out of control down south. Stop it.

DEEP SOUTH and CHESAPEAKE: No way. We have always had slavery. George Washington and Thomas Jefferson had slaves. Slavery is part of the American way of life, and it is necessary for us to make cotton and to make money. In fact, we are going to have slavery out west.

NEW ENGLAND and NEW YORK: But slavery is un-American. People can’t make their own decisions; people can’t work hard and succeed if they are slaves. That’s the American Dream. You can’t move your slaves to the west. That is for free people to work hard.

DEEP SOUTH: If you don’t leave us alone, we are going to form our own country.

THE WEST: Umm, hey everyone. I’m new here, but it seems to us that the north is right. Slavery is kind of messed up, and it’s not the American Dream. We don’t want slavery out here.

DEEP SOUTH: Oh, you too, huh? Fine! That’s it, we are out of here! If you guys are going to gang up on us and tell us how to live, we’ll just form our own country.

NEW ENGLAND, MIDWEST, THE WEST: You can’t do that! You have to stay as part of America!

DEEP SOUTH AND CHESAPEAKE: Make us! And get YOUR army out of OUR south! *pretend to shoot at them*

NEW ENGLAND, MIDWEST, THE WEST: OW! That’s it, it’s war!

BEGIN THE CIVIL WAR.

I’ll be back online to moderate comments around 10:30.  If you are having a problem posting or you are not seeing your comment, send me an email at jonathan_greiner@brookline.k12.ma.us and I will do my best to take care of it.

Here are a few recent assignments, if you are missing them:

Revolutionary War Project packet

Thomas Paine Speech

Valley Forge Homework

Hey everyone,

I will use this website every now and then. Don’t expect much from the website, and you won’t be disappointed. Please do not leave me comments, as spam has clogged my comments box and made the comments section useless.

Below are the documents that 7th Graders may be missing:

French and Indian War handout

Introduction to Boston

Men on the Street

The Leaders of Boston

Boston Massacre Documents

Field Trip Permission Slip

Olive Branch Petition

Creative Boston Project

They will open as PDF’s, and on a Mac can be viewed in “Preview.” You shouldn’t need to download Adobe.

7G started their group project today! You will have Wednesday and some of Thursday to complete, if necessary. I am expecting high quality work that someone could read and understand with no prior background knowledge.

If you need another syllabus or need to know the response questions, click on this link:

Industrialization Syllabus and Questions

See you tomorrow!

Well, we’ll see. I’ll post some stuff every time I think of it, which is to say probably not all that often but you can find documents when desperate. Part of the problem is that large documents cannot be uploaded, making it difficult to post items such as that 1920’s essay with all the pictures. But we may find some use for this website yet…

Hey everyone,

I am having some trouble with my website, so all posts are on the front page.
Here are the documents FOR THE 8th GRADERS that we have used so far:

Civil Rights Timeline
Booker T. Washington
Frederick Douglass Questions
DuBois

HERE ARE THE DOCUMENTS THAT YOU MIGHT NEED FOR THE 7TH GRADERS!:
Technology Project

We are only four days into school, and I forgot to post something yesterday.

So, 7th Grade, continue to work on your big maps. Many of you are done, but for the rest of you they are due on Friday. Even though it is Rosh Hashanah, I think you should be able to be done based on the class time spent on it and having Tuesday night to work on it.

If you need a copy of the handout, Big Map (commerce)
and Big map (population).

Good luck, and see you tomorrow.

HEY 7th GRADERS!

This is where you are supposed to go if you forgot what your homework is.

So, for tomorrow, you need to:

1. Look up the meaning of your last name, a town name connected to you, or the name of the street you live on.

2. Get the expectations sheet signed–Opening Documents

AND FOR MONDAY:

Purchase all your materials (Binder, notebook, dividers, paper) because we will be setting up your notebook.

Please ignore all previous posts, as they are from last year. I just can’t bear to part with them, no matter how trivial they may seem.

See you all soon!!

Your homework tonight is to take Book 6, Read Chapter 21 (determined soldiers) and write down what you think the five main ideas are.

In class, we will complete our prep for the mock trial, which will take place all period on Friday.

Do Not forget that you have your Enrichment essay ROUGH DRAFT due on Tuesday. You will be graded for making a serious effort to complete it, not on quality of writing. That comes later. You need to get this to me by then so that I can grade it when I am with the 8th graders in New York City.

FINALLY, there is an open-note Civil War quiz next Wednesday. The list of notes you need are:
1. Southern society (you know, that triangle with slaveowners on the top)
2. Causes of the war
3. Motivations for fighting
4. War Fever
5. Your opinion on “Who Freed the slaves” (This wasn’t notes, but you will be asked to back up your point of view with some facts.)
6. Sherman and Andersonville (you just need to know what Andersonville was, what Sherman did, and possibly an informed opinion on whether or not they constituted war crimes.)

Bye

Hey 7th graders:

7G–Finish the poem response.

7S–I’ll give you the poem on Monday, and I will also take your notebook that day.

1. Finish your map-based class work.

2. Your Enrichment outline is due on WEDNESDAY in class.

3. You have a Binder check on Friday. I will only be checking for items from the last two months, meaning it is fine if you lost stuff from the Constitution, or even Lyddie paragraphs.

Bye.

Hey gang,

Tonight’s homework is to complete your map project and bring it in to class tomorrow. Since we are using these in groups, it is essential that you complete your homework.

Unless signed by the learning center, all late maps will be penalized 25% per day. This is harsh, but necessary for the class to go well.

Hey gang,

At this point, you should be done at least sources A-D. Remember to pull out specific facts, not just general impressions.

Also, we are starting the Slavery Debatetomorrow.

If you need a copy of those abolitionist notes, there you go.

See yesterday’s post for any other documents you might need.

Hey gang,

I am going to post a whole bunch of stuff that you may or may not need. However, I cannot post Jourdan Anderson (but a quick google search should let you find it), Jermain Wesley Loguen, or Harriet Jacobs, since they were copied from books. Source A also cannot be copied because it is too big.

Everything else I am probably breaking copyright laws on, so don’t tell on me.

Here we go:
abolitionist notes–Notes on the abolitionists from the group presentations.
Five primary source questions–The common worksheet for the first few primary sources.
William Lloyd Garrison–The Liberator
James Henry Hammond–The slave-owner source.
Source B–The Broadside
Source C–Phebe Browning letter
Source D–Excerpt 1 from speech
Source E–Excerpt 2 from speech
Source F–Solomon Northup chapter from autobiography
Source G and HGreat Depression interviews of former slaves

First packet worksheet–Sources A-F
Second packet worksheetSource G-H

Since it is Passover, there has not been any homework for Social Studies class. However, I thought I would post recent stuff just in case you needed it.

1. That essay that we are doing.
At this point, 7G should be done their outlines and 7S should be starting them. This was going to be homework, but I forgot about Passover. Therefore, 7S will have them be due on Thursday. If you need a copy: Essay Worksheet. If you need any copies of how to make an outline, etc, check with the Expository Writing Guide PDF.

2. Teaching about slavery:
This project should be finished in class only. 7G will begin presentations tomorrow, and 7S will begin them on Thursday. The project has students teaching about four different aspects of slavery and also a presentation on different types of abolitionists. The goal is to understand the different types of slavery that each region produced, and how the enviroment and crops greatly affected the lives of the slaves. PDF’s are below:

Teaching Slavery worksheet
Slavery in America source
Brazilian Slavery
Abolitionist group

Let me know if you need anything else.

THIS FAILED!

My website will not upload the document. Therefore, you are no longer responsible for doing it for homework. It will become class work.

Sorry for any confusion.

I have been so neglectful of this website as of recently…sorry!

Here are some stuff you might need:

Blank Map–thanks eduplace.com!
San Patricios Worksheet

Sorry, again. Let me know if there is anything else you might need.

So, my computer crashed…again. Therefore, I do not have the PDF’s to post any documents. Conveniently, though, there is no homework for either class except to leave your Write Your Rep post on the comments sectoin of the WYRP posts. G’Luck!

Hi 7th Grade,

Today, we began our Westward Expansion unit. The point of today was to get some overall background information, much like a text book would provide. If you want to watch that movie (hey, it can’t hurt!), go to www.animatedatlas.com and click on the “Free History Movie” link.

While I gave you some notes in class, I will not provide them here. That would be a degree of laziness that I couldn’t handle.

No homework tonight, as you can see on the Westward Expansion Syllabus. Will there be homework tomorrow? Only time will tell.

Remember:

I NEED ALL PERMISSION SLIPS ASAP!
and
BRING A LUNCH ON THURSDAY!

As for class stuff, don’t forget to look up five books on the Minuteman Library Network (mln.lib.ma.us), and write down the call number/author/title. Even if you already have books at home, look up five at the main library. You will not be checking out five of them, but at this point you have no idea which books will be good or not.

See you tomorrow.

Hey 7th graders,

Your homework tonight is to:

1. GET YOUR PERMISSION SLIP SIGNED! FIELD TRIP INFORMATION, if you need it.

2. Pick five books from the library that will help you on your Enrichment project. Go to www.min.lib.ma.us, then click on the catalog link. Be sure to change the location to Brookline!
Then, type or write down each book’s author, title, and call number.

Bye!

One week to go:

On Wednesday, your last two journal entries are due. You can find these on the Industrialization Unit Syllabus.

You also received the Write Your Rep Project today. If you need more copies, go to that category. (You can find the categories on the bottom right hand side of the page.)

AlSO, you got the Study Guide for this Thursday’s test and Syllabus for the week.

Hey gang,

I’ve been posting less on here because all your homework and explanations are on the Industrialization Unit Syllabus. As for the project that we have been working on in class, that can be found by clickign the Lowell Mills Project link on the top of this page.

A QUICK CHANGE TO THE SYLLABUS–Journals will be collected on THURSDAY, not WEDNESDAY. This gives you an extra day to do your work. I expect that you use this extra time to make sure that your work is consistent with the expectations talked about in class today. A quick reminder:

These are paragraphs, which means:

A. Start with a topic sentence. This is your argument, what you plan on talking about. It organizes the rest of your paragraph. Don’t just start answer the question, sum up your answer in a topic sentence!
B. PROVE THE TOPIC SENTENCE. The only information in your paragraph should be stuff that proves your topic sentence. Don’t include random information just because it is in the book. Quotes or specific examples fom the book are super.
C. CONCLUDE–A common mistake is to not sum up your argument at the end.
D. Limit the “I think”s. The reason for this is because it does nothing to strengthen your argument. I know it seems like protection just in case you are wrong, but it’s not. All it does is make it look like you are guessing.

See you tomorrow!

Today, I collected the three Lyddie Journals from the past week. The late penalty is 10% PER DAY PER JOURNAL!!! That will add up fast, so stay on top of it.

Industrialization Unit Syllabus–Click here if you need the questions.

Today in class we looked at different types of 19th century transportation, which we will finish tomorrow. Your only homework is Lyddie and another response. Oh, and don’t forget that there is an open-note quiz on Friday.