2nd Quarter grade

As of 1 pm on 12/17 my grades are completed. I will still go back and insert comments on all grades but the grading of work and entering of grades is complete. I do have two 7th grade assignments without names and one 8th grade assignment without a name and I will be able to add those, if claimed, on Jan. 3 when we return.

I hope you all have a safe, restful and enjoyable Christmas Break and I look forward to seeing all of you when you return.

Be safe and have fun
Mr. C

7th Grade

Today the students studied independently for the first half of the class and the second half of class we got into teams and played review basketball.

The students have a test over sections 13.1, 14.1, and 14.2 on Monday (12/13).

We are closing in on the end of the quarter and the end of the semester. Let us all work together and finish the year out strong and on a good note.

Thanks
Mr. C

8th Grade

Today we finished up Chapter 7 study guide during the first part of class. We spent the second part of class playing review basketball. The students have their Chapter 7 test on Friday(12-10).

They should be studying 10 minutes EVERY night.

They also have their Constitution Test on Tuesday(12-14) of next week. Any student that is not here on that day needs to make arrangements to take the test before or Wednesday or Thursday. Grade will be completed and submitted to the front office at the end of the day on Friday(12-17) Below is a 2 minute summary of the Article of Confederation

Thanks Mr.C

7th Grade

Today the students got to see their grades for the quarter and I talked with each about how to improve going into the last 5 days of class.

Some students worked on makeup work and other worked on the Africa Map test that is coming up at the end of the Unit next quarter.

All should have finished the 13.1,14.1,14.2 guided notes(study guide) and should be using that to study for the test that will happen on Monday(12-13). All the test questions are focused on the sheet we have been doing in class over the last 4 class periods.

Mr. C

8th Grade

8th grade will take their Chapter 7 Test on Friday this week.

Do not forget......Constitution Test is next Tuesday 12-14. the Preamble portion is Oral.

You have 130 points left this quarter. Your grade is not in stone just yet.

Thanks
Mr. C

Odds and ends as the quarter comes to a close

Parents and students.....we are winding down on the 2ND quarter. Please be looking for student led conference forms to be coming home this weekend. Sign and return those as quickly as possible. The sooner those get turned in the better chance you have to get the time slot you want.

8Th grade will have 2 tests still this quarter. A chapter 7 test and a Constitution test. both are 50 points along with a 25 point study guide. There is still a chance to have a positive or negative impact on your grade. the Constitution test will be on 12-14. That is the Tuesday before Christmas Break.

7Th grade. We will test on Monday of next week (13Th)over Sections 13.1, 14.1 and 14.2. Please make sure you are studying 10 minutes a night.

Thanks
Mr. C

8th Grade

Hope all had a great Thanksgiving. I know I had so much to be thankful for this year. That day has passed however and it is back to the grindstone until Christmas Break. We will be starting Chapter 7 on Tuesday. It is about the Constitution. You will be tested over 2 things in this chapter.

1) The material in the chapter
2) The Constitution handout with the Preamble, Articles, and the Amendments on it

Please do not blow this off. You will want to do well on these 2 assessments. Most of you need the points after the Chapter 6 notes and study guide fiasco.

See you Monday
Mr. C

7th Grade

Happy Thanksgiving. Hope all of you had a great and wonderful time on Thursday. Now sadly it is time to get back to work. Here are the notes for section 12-4. We will quiz over this section on Monday. Do not forget.......you will be having an Africa Map Test towards the end of this unit. I would not procrastinate on this. Start now!! Our blog has 2 great map sites to help you learn the countries of Africa.
Be safe and have fun.

Independence and Its Challenges
Chapter 12
Section 4

Growth of Nationalism
Nationalism- feeling of pride in ones homeland
Political Parties and Nationalism
with the withdrawal of colonial powers, unity must be built. Groups did not like each other
1912 South African Native National Congress is formed. Shortened to ANC
Protested laws

Pan-Africanism
The belief that all Africans should work together for rights and freedom
Slogan- Africa for Africans
Leopold Senghor- leader of Pan-African movement. Becomes Senegal’s first president when it gains independence in 1960

Africa and World War II
WWII, Germany, and Italy invades North Africa, and Ethiopia
Countries of Africa contributed needed supplies to Allied forces
African airfields were used to launch attacks and carry supplies
Approx. 450,000 African took part in WWII on the side of the British
Fought for British Freedom, now they wanted their freedom

Different Paths to Independence
With the victory in WWII, Africans were even more inspired to gain their freedom
Winds of Change
War was costly and holding their colonies was also expensive, something had to give
Some freedom came peacefully, others fought to keep control
Britain gave-in freely
France- made them fight for it

From Gold Coast to Ghana
Boycott- refusal to buy or use certain products
Through a series of peaceful protests and boycotts, Gold Coast gain independence from Britain and renames itself Ghana (1957)

War in Algeria
France sees Algeria as more than a colony. They see it as part of France.
Not willing to give it up peacefully
1954 war breaks out
100,000 Algerians and 10,000 French dead
After an 8 year war and in 1962, Algeria gain independence

Challenges of Independence
No real governmental leadership. No experience
Colonial powers left after independence was granted and left them to “figure it out”
Military control in most countries
Few rights, no better than before


Building Democracy
Democracy- citizens exercise power through elected officials
Most African countries are less than 50 years old. This process takes time. Consider how long the U.S. took to get to where we are.

8th Grade

8th grade will be testing over Chapter 6 on Wednesday the day before Thanksgiving Break. They have all the notes, lots and lots of handouts and summaries galore. Please help your student my making sure they are studying.

Thanks
Mr. C

12-3 Notes

We will quiz over this section(12-3) on Tuesday. Please be sure you are studying. 10 minutes every night.

European Conquest of Africa

Chapter 12
Section 3

Europeans on the Coast
Pre 1500’s Europe and Africa were trade equals
1500’s- saw Europe enslavement and forced migration of Africans
1800’s end of slavery and Europeans turned their attention to Africa’s natural resources
1900’s Europeans carve up and divide Africa amongst themselves
Portuguese Exploration
Portuguese were looking to by pass Northern African traders and deal directly with West Africa
Gold and Ivory
Sailing improvements- triangle shaped sail and the astrolabe

A Change in Trade Relations
Europe and Africa were originally trade equals
Trading goods for goods
1498 Portuguese ships rounded southern tip of Africa and up the east coast
They were amazed by east Africa’s wealth
More Portuguese ships quickly arrive
Seized control of east Africa’s wealth and would control it well into the 1600’s

European Trade Spreads
Dutch, French and English soon follow
Trading posts all along Africa’s coasts
Dutch settle the Cape of Good Hope
Europeans spread by force if needed
Relationship between Africans and Europeans sours

Atlantic Slave Trade
Slavery was common in Africa before 1500
A temporary situation
Property, bought and sold like goods
Europeans living in Africa bought slaves and sent them back to Europe and to America
Europeans rarely freed their slaves

The Demand for Slaves
Americans originally used Native Americans as slaves but they did not hold up well.
African slaves were healthier and stronger
Better at farming, miners, and metal workers
Easier to adapt to the climate
Unfamiliar with the territory so less likely to run away

Slave Trade Begins
Some African nations refused to take part
Others sold conquered Africans into slavery
1780- 80,000 slaves were being shipped across the Atlantic per year

Horrors of Slavery
Branding
Filthy conditions on ships
Over crowding
Little food or water
20 percent death rate on the ride over
Beatings

Europeans Colonize Africa
African’s resisted European colonization, but old guns and Europe’s modern weapons were a problem for Africa

Scramble for Africa
European countries competed, but did not want it to lead to a European war
1848- Berlin Conference- divided Africa
1900 majority of Africa is colonized
1914 only Ethiopia and Liberia are independent


Effect of European Control
European countries used a variety of governing techniques to control African
From direct control secondary governments, the ultimate result was Africans were powerless
Encouraged rivalries among ethnic groups
Europeans took the best land for farming
New political boundaries formed without consideration to tribal, ethnic groups
As long as Europe controlled Africa the conflicts were limited…when the left, chaos

Here is a very cool video that is useful in all things in life. This is very good. Watch it, take it to heart and work it into your life. Success is never an accident!

Just click on the video screen and it will start.
Mr. C

7th Grade

Here are 12-2 notes. We did the bulk of these in class. There should only be couple of slides you need to complete from this section. I posted all of them, but you only need to pick up where we left off in class. Again you only need to write the slides we did not get to in class.

Kingdoms, City-States, and Empires
Chapter 12
Section 2

East African Trading Civilizations
East Africa Boundaries: Red Sea, Indian Ocean
Primarily trading centers
Port cities
Arab and African traders settled the area
Aksum- Present day Ethiopia
Controlled trade in the Red Sea
By 200’s A.D. controlled all trade from India to the Mediterranean Sea
Christianity came to Aksum around 300 A.D.
By 600 A.D. Arabs had seized control of the region and Aksum began to decline


Cities of Trade
Sailors used seasonal winds to reach China and India, when winds changed, they sailed back
Took- skins, Ivory, gold and other metals
Brought back- cotton, silk, and porcelain
Islam introduced to region during this time
New language- Swahili- Bantu/Arab language
Most widely spoken language in Africa today

Rise of City-States
City-State- city that has its own traditions, governments, and laws. Both a city and an independent state
Important city-states
Malindi, Mombasa, Kilwa, and Great Zimbabwe

Kilwa
3 and 4 story stone and coral dwellings
Traders paid high taxes to trade there
Conquered by Portugal in the 1500’s

Great Zimbabwe
Inland and east along the Limpopo River
Connected to the east by a system of trade networks all the way to the Indian Ocean
Reached it’s peak of power in about 1300 A.D.
1000’s of people called this walled city home

North African Trading Powers
Boundaries- Sahara and Mediterranean Sea
Phoenicians were the first to explore this region
Rise and Fall of Carthage
Phoenician trading center in present day Tunisia
Wealthiest city in the world at the time
Controlled trade in the Med. Sea from 500-200 B.C.
Taken over by Roman Empire in 146 B.C.
City was destroyed

Roman and Islamic Influences
Cities grew all along North Africa under Roman rule
Christianity spread as well
1000’s of miles of roads to connect its empire
Roman Empire falls in 476 A.D. and competing forces fought over the land until Arabs gained control in 600’s A.D.
Islam spread and replaced Christianity

West African Kingdoms
Based on the trade of salt and gold
No refrigeration at the time so salt was very important
A lot of trading between north and west Africa
Growth of important cities like Ghana, Mali, and Songhai and Forest Kingdoms like Benin

Ghana
Between the Senegal and Niger Rivers
Controlled trade in western Africa
Called the land of gold
High taxes

Mali
Upper Niger River valley
Powerful in mid 1200’s
Kings controlled the flow of salt and gold to the north
Kings were called Mansa-emperor
Most important Mali king was Mansa Musa
20 year reign brought peace to the region

Mansa Musa and the Spread of Islam
Was Muslim himself
Made regular pilgrimages to Mecca
Brought 60,000 people with him
Each of his 80 camels carried 300 lbs of gold
Gave it away as a gift
Europeans heard about his wealth and began buying Mali gold

Songhai
Becomes powerful after Mansa Musa’s death
Tombouctou was Songhai’s major trading center
Important caravan stopping location along the Nile
Greatest Muslim learning center
Songhai declined after northern invaders attacked in 1591

Forest Kingdoms
Benin
late 1200’s
Traded ivory, palm oil and pepper
Worked with bronze, brass, and wood
Created some of the finest sculpture of the time
Trade partners- Africa and Europe
European began to trade guns for slaves
Many African Americans are descendants of these forest kingdoms

7th Grade Notes

Below are notes for 12-1 we will be quizzing over both sections 1 and 2 of Chapter 12 on Friday.

African Beginnings
Chapter 12
Section1

Changing Survival Skills
Hunter-Gatherers
Nomadic – moved with herds
Hunted animals for meat
Collected fruits, nuts, and roots
Made tools from stone
This age became known as the Stone Age

Farming and Herding
Earliest farming probably in Northern Africa- present day Sahara Desert
In the beginning harvested wild grains
Then collected seeds
Then kept seeds from stronger plants and threw out seeds from weaker plants
This is called domestication-adapting plants or animals for human use.

Early Settlements
Domestication of plants and animals meant people could stop being nomadic
Most early settlements were by water sources
Mainly rivers
Transportation
Food
Fertile soil
Surpluses allowed for specialization outside of farming

Civilizations on the Nile River
Civilizations- society with cities, a government, and social classes
Architecture, system of writing, and art also
Social Class- group of people with similar backgrounds, wealth and way of living
Formed mainly out of occupation
2 earliest civilizations were the Egyptians and the Nubians

Egypt- 5000 B.C
Nile River Valley
Good soil for farming- fresh silt from flooding
Transportation
Food Source
Ruled by kings (Pharaohs) and queens that were treated and worshiped like Gods
Built temples (pyramids) to honor them
Hieroglyphs- system of writing using symbols
Specialization allowed them to develop skills like paper-making, architecture, astronomy, and medicine

Nubia- 6000 B.C.
South of Egypt along the Nile
Napata- greatest Nubian Civilization
724 B.C. Nubians of Napata conquered Egypt
Meroe- Weaker Nubian civilization, conquered by Ethiopians from Aksum around 350 A.D.

The Bantu Migration
4000 years ago in Africa, one of the largest migrations takes place
Bantu speaking peoples began to move
Southern migration from west-central Africa into south-east and south-west Africa
Why Migrate?
No one knows for sure
May have been the new ability to farm the rainforests
overpopulation
Over 100’s of years Bantu speaking people spread all across Central and Southern Africa

Bantus Spread Their Language
People were living in regions where Bantus migrated to but Bantu language and culture came to dominate all regions they inhabited
Language and Ethnic Groups
Ethnic Groups- group that shares language, religion, family ties, and customs
Shared history
Most of today’s Africans in Southern and Central Africa speak Bantu (200 million)

8th Grade

It was been a little while since I posted so here is an update. We are working our way through the American Revolution. We have talked about all the lead up and have studied the opening battles and advantages for both sides. The students have plenty of work to fill their 10 minutes a night. They have 4 sections of notes, hand outs galore and a study guide. Please make sure your student is studying 10 minutes every night. Exposure is key. We are quizzing every other class period and will have a chapter test down the road. Thank you for all your hard work at home and helping your student stay focused and successful.

Mr. C

7th Grade

It has been a few class periods since I have posted anything. Here is a catch up for all. We tested today over Chapter 11 and the students worked on an extra credit assignment after they finished the test. We will be working our way through Africa over the remainder if the quarter and into the third quarter. We have almost reached the half way point of the second quarter already!!! Progress reports will be out before you know it. Parents pleas continue to make sure your student is studying 10 minutes a night. They have plenty to review, they can watch clips on here, copy the notes into their notebooks, or work on their study guides. 10 minutes.....they need to be studying 10 minutes a night.

Thanks for your time
Mr. C

7th grade

Here are the notes for Chapter 11 Section 3. You will have a quiz on Tuesday and we will test over Chapter 11 on Thursday. Please make sure that you are studying 10 minutes every night!! You are not just studying on the days that we have class.

Here are 11-3 notes.....

Resources and Land Use
Chapter 11
Section 3

Agricultural Resources
Most Africans are Farmers
Subsistence Farmers- growing just enough to support one’s own family
They grow wheat and barley in dryer Savannah regions
They grow fruits and vegetables in regions with more rainfall
Ex. corn, rice, fish, goats, and poultry

Crops for Sale
Cash Crop- crops raised for resale
Ex. Coffee beans, tea
Cash crops farming is on the rise
Is leading to food shortages when harvests are light
Also bad when global prices drop. Families struggle for food and money

Harvesting Trees
Hardwoods grow in all regions of Africa
1000’s of acres of trees have been cut down
Tree farmers are now starting to replace what they cut down to counter deforestation
Treating trees like the renewable resource that they are

Natural Resources
Economy-system for producing, distributing, consuming and owning goods and services
Mining, many areas are rich in mineral resources
Ex. Gold, diamonds, petroleum, iron, and coal

Improving Economic Health
Specialized Economy-when a nation is dependent on one type of industry
Strengthening Economies
crops must be successfully grown and sold at a high price for farmers to be successful
Diversity- add variety
In order for most African countries to be successful, they must diversify their economies
More flexible type of economy
More diversified an economy, the stronger the economy, not as fluctuating

Where Does the Money Go?
Mining requires many workers and expensive equipment
Foreign companies take most of Africa’s mineral resources and take profits out of Africa
This does nothing for Africa’s economy
Africa wants to grow it’s manufacturing and refining industries to keep those profits

7th Grade

We are working on Chapter 11. I am posting Section 2 notes below. Today in class we worked on a Climate map. The students were to complete the map for homework if they did not get it completed in class. We will be testing on Thursday of next week over Chapter 11.

Climate and Vegetation
Chapter 11
Section 2

What Influences Climate?
Distance from the Equator
Runs through the midsection of Africa
Tropics also run through Africa
Much of Africa has a tropical climate
Influences not only climate, but also seasons

Role of Elevation
Higher the elevation- colder the temperature
Irrigate- supply with water from another source
Drought-long period with little or no rain
Oasis- a fertile place in the desert with water and vegetation

Unpredictable Rainfall
Because of Africa’s size, rainfall varies from region to region
West Coast and Central Africa get a lot
North and South get very little

Vegetation Regions of Africa
Tropical Rain Forests
Covers close to 20% of Africa
Lush vegetation and variety of wildlife
Farming, Fishing, Hunting, Logging
Tropical Savannas
2 seasons- dry and wet
Tall grasses and scattered trees
Large pack animals
Farming(wet season) Trade(dry season)
Desert Living
Nomads- people who have no permanent home
They follow trade routes or migrating animals
Live up in the mountain regions during rainy season and around oases during dry seasons
Make a living trading, herding, or caravan leaders

Climate & Health
Sleeping Sickness
Tsetse Fly- found in 1/5 of Africa
A bite can kill a cow
A bite to a human causes “sleeping sickness”

Malaria
Spread by mosquitoes
Moist climates- breed in swamps or standing water

8th grade

You all are in luck...........

I had to wipe and reload my laptop and I am having a hard time locating my Microsoft Office program disc. You all do not have any notes to get. I will post them on Monday when we return to school. Have a fun and SAFE Halloween and I will see you all Monday.

IF you did not go to the festival you missed a great time. Seemed like the whole town was there. The best turn out for the Irvington Festival I can remember in year. Perfect weather and I got to see TONS of students both past and present.

Mr. C

Happy Halloween

be safe and have a fun halloween from your 8th grade team.

Personalize funny videos and birthday eCards at JibJab!

7th grade

Power Points are complete. They were ok. I wanted the students to focus on information we learned in Unit One as it pertained to their topic. Over all I did not see that. They ended up being more travel brochure like.

Here are the Notes for Chapter 11 Section 1

Africa Land & Water
Chapter 11
Section 1
Regions and Landforms
• Africa has 46 countries
• 5 main regions
– North
– West
– South
– East
– Central
• Each region has several different climates and landforms
• The Regions
– North
• Rocky mountainous, seemingly endless deserts (Sahara, the world’s largest desert)
– West
• Most populated
• Grasslands
• Fertile soil for farming
– East
• Few Plateaus- large, raised areas of mostly flat land
• Many mountains
– Central and Southern
• Flat rolling grassland
• Thick rainforests
• Mountains
• Swamps
• Deserts in the south(Namib and Kalahari)
• Plateau Continent
– Much of Africa is a raised Plateau
– Elevation- height above sea level
• Mountains
– Highest is in East Africa
– Mount Kilimanjaro
• Coastal Plains Edge the Continent
– Dry and sandy
– Marshy and moist
• Great Rift Valley
– Formed millions of years ago as the continents pulled apart
– Rift- deep trench
– most of Africa’s major lakes are in this area
• Africa’s Rivers
– 4 large rivers
• Nile
• Congo
• Zambezi
• Niger
– Nile River
• Longest river in the world
• Fed by the White and Blue Nile
• Tributaries- smaller rivers that feed into a larger river
• Farming along the Nile
– land has been farmed for 1000’s of years
– Over flows it’s banks and deposits fresh silt every year
– Fertile- rich in the substances that plants need to grow
– Aswan High Dam prevents this area from getting fresh silt now….land will become in fertile in time
– Used to produce electricity
– Created Lake Nasser- largest man made lake in the world
– Congo River
• Flows through rain forests of Central Africa
• 2nd largest river in Africa
• 100’s of tributaries
• Fishing and farming in this region
– Niger River
• 3rd longest river in Africa
• Flows north then cuts south
• Fishing and farming
– Zambezi River
• 4th largest river in Africa
• Southern Africa
• Forms the border of 6 countries
• Boats can only travel 460 miles of the 2,200 miles of river
• Used for electricity
• Victoria Falls mist can be seen up to 40 miles away

7th Grade

We presented most of our Power Points today in class. The excitement of the morning put us about half a class period behind and the last class of the day had several students not prepared to present and so we sat in silence. If your student did not present today in that 3rd core, their presentations need to me spectacular. They are getting 5 points deducted for not being prepared to present on the day it was due.

8th grade

We finished up Section 2 and started Section 3. We also read various author interpretations of the Boston Massacre as well as watched 5 versions of the Boston Massacre and talked about historical interpretation. We talked about how bias is introduced and the idea of propaganda and its effectiveness.

We have a test on Friday and your study guide is due. Judging by the number of students that did not have their notes done today I am not confident that you are all studying your 10 minutes a night.....this will reveal itself when scores are low on Friday's test.

Mr. C

7th Grade

Today we finished up our second and final day in the computer lab. You will need to finish up your Power Points outside of school and have them ready to present on Tuesday of next week (10/26). I assigned this project last Friday and told you that outside time would need to be spent on it. Please do not come in on Tuesday and tell me you were not able to complete this project. Every computer in the building has Power Point installed on it as well as the computers at the public library. You picked your topic so there is no excuse to not get it done. I am looking forward to seeing what you created. Have a great weekend!!!

Mr. C

8th Grade

We continued talking about the lead up to the American Revolution. We talked about specific Acts passed and the Boston Massacre. Monday we will watch a video clip or two that deal with this event. I am also posting the notes for Chapter 5
Section 3. I expect to see all 3 sections in your notebooks on Monday. We will be testing over Chapter 5 on Friday October 29th (next Friday).

Here are the notes for Section 3 and do not forget your study guide which is also due next Friday. 10 minutes a night, every night :)

Mr. C

From Protest to Revolution
Chapter 5
Section 3

A Dispute Over Tea
Tea was very popular

Parliament Passes the Tea Act
British East India Company supplied most of the tea to the colonies
Tax tea…sat on boats unsold
British merchants were allowed to sell tea
Undercut the colonial merchants
Colonists boycotted Tea Act buy continuing to buy colonial tea at a higher price

A New Boycott
Started drinking coffee “Liberty Tea”
Refused to allow British merchants to unload their cargo of tea

Boston Tea Party
November 1773 3 British ships reach Boston harbor
Dec. 16th Sam Adams & Sons of Liberty demand ships leave the harbor
They refuse
Sons of Liberty dress like Indians and dump 342 chest of tea into Boston Harbor

Parliament Strikes Back
Colonists had mixed reactions to tea party
Britain passes Intolerable Acts
British ships blockade Boston Harbor until tea is paid for
Town meetings forbidden
British officials must be tried in Britain
New Quartering Act

Quebec Act
Set up separate government for Canada
Complete religious freedom for French Catholics
Gave land in Ohio Valley to French Canadians

Other Colonies Support Boston
Smuggled food into Boston
All Merchants closed in a show of unity

First Continental Congress-
Boycott of all British goods until Intolerable Acts were repealed
Agreed to meet again on May 1775
Encouraged each colony to setup a militia
Militia- citizens that served as soldiers during an emergency

Lexington and Concord
Minutemen- men trained and ready to fight at a minutes notice
British soldiers marched on Concord to seize a cache of arms stored there.
Led by General Thomas Gage
Supposed to be a surprise
April 18th 700 British troops leave Boston
Sons of Liberty watching
2 lamps hung in Old North Church-By sea
Militia waited on banks of Charles River
Day break on April 19th, near Lexington British commanders ordered militia to go home
Militia disbanded and headed home
Shot rang out from somewhere
Fighting breaks out
8 militiamen killed
British move on Concord
British found nothing at Concord
Supplies had been moved
On the march back to Boston, militia, now larger waited for British
300 militiamen
More fighting
73 British killed and 200 wounded
Became know as the Battle of Lexington and Concord
All hope of a peaceful solution was gone
Only option…..WAR!

7th Grade

We tested over Chapter 5 today and half way through the tests and I am impressed with the scores. First core has an 82%!!!!!

We are starting our Africa Power Points on Wednesday. The students are to be using their 10 minutes a night beginging the research for their topics they picked in class today. The students know the expectations and they will have 2 days in the computer lab to create the Power Points. This means that some work must be done outside of class on it. The students also need to bring a flash drive (portable memory stick) with them on Wednesday and Friday. We will be presenting starting on Monday. Rubric will be given on Wednesday.

Thanks
Mr. C

8th Grade

Here is part 2 of Section 2 of Chapter 5. I am expecting to see all of Chapter 5 Section 2 in your notebook on Tuesday.

Mr. C

5-2 part 2

Uniting in Peaceful Protest
all colonies united
Formed the Stamp Act Congress in 1765
Sent a petition to King George III and Parliament

Petition- formal written request to someone in authority signed by a group of people
Parliament ignored the petition
Colonies then boycotted British goods
Boycott- refusal to buy goods from someone or somewhere
British trade fell 14%
1766 Britain repealed the Stamp Act
Repeal- cancel or undo
Parliament added a clause that said they had the right to raise taxes in “all cases whatsoever”

The Townshend Acts
1767 Parliament opened debate of taxation in colonies
“Cowards, you are afraid of the Americans, you dare not tax America”
Townshend responded back by passing the Townshend Acts
Tax on glass, paper, paint, lead, and tea
Amounts were low but colonists still objected to the tax
Matter of principal

Searching Without Reason
Townshend Act also set up new ways to collect taxes
Custom officials sent to stop smuggling
Writ of Assistance- allowed for inspection of cargo without giving a reason
Not popular with colonists
Also allowed for searching of personal property without reason

Colonial Protests Widen
All colonists effected by the Townshend Act agreed to boycott all products taxed by this act in hopes that Britain would repeal this Act as well

Sons of Liberty
Mob like groups from Boson to Charleston that resorted to public protests and hanging of likenesses of British tax collectors
Most famous Son of Liberty- Sam Adams (not the beer, the cousin of John Adams


Daughters of Liberty
Paraded, organized petitions and boycotts and protested
“It is better to wear a homespun coat than to lose our liberty”

Some Sons and Daughters of Liberty threatened colonial merchants if they continued to buy from Britain

New Colonial Leaders
Massachusetts
Sam Adams
Failed business man
Poor public speaker
Good organizer
Arranged protests and strikes against British

Mercy Otis Warren
Taunted British officials in public plays
Abigail Adams

Virginia
George Washington
Patrick Henry
“Give me liberty or give me death”
Great speaker
Inspiration to Thomas Jefferson
Quartering Act
Colonists had to provide housing, candles, bedding and beverages soldiers
Britain revoked this act quickly after it was widely disobeyed

Boston Massacre
Britain sent 2 regiments of soldiers to protect customs officers.
Soldiers risked beatings and public insult
A Bloody Night
March 5th 1770
Colonists started insulting and throwing snowballs, ice, and oyster shells at British soldiers
Soldiers got scared as crowd grew and one fired a shot at the crowd
Riot breaks out and when smoke clears, 5 colonists lay dead.
Colonists took and blew it out of proportion for propaganda purposes and started calling it the Boston Massacre
Started showing up in newspapers (Paul Revere), and in pamphlets, and letters in other colonies
Soldiers arrested and tried in court. Defended by John Adams. They were found not guilty
Committee of Correspondence- regularly written letter informing the other colonies about goings on in Massachusetts

Temporary Calm
The same day as “massacre” Parliament rescinded most of the Townshend Act
Quartering Act rescinded
As were most of the rest of the taxes the colonists disagreed with
Kept tea tax
Most colonists liked this…tea tax was ok
Relationship between Britain and colonies calmed but underlying issues were unresolved. Representation!

7th Grade

We finished the notes for Chapter 5 today in class.

Monday we will be testing on Chapter 5. I am expecting that you are giving me and will continue to give me 10 minutes a night. During that time you should be stdying the notes, reading your daily summaries and looking at any handouts you may have recieved.

Thanks and happy studying

Mr. C

8th Grade

Here are the notes for Section 2 Chapter 5. These will need to be in your note book by Friday.

The first part is listed below.

Turmoil over Taxation
Chapter 5
Section 2

New Troubles on the Frontier
With the French now out of the way, English settlers flooded over the Appalachian Mountains

Clashes with Native Americans
English encountered many new tribes
Ex. Huron, Miami, Delaware, & Ottawa
1762 Lord Jeffrey Amherst was sent to Ohio Valley to keep order
He allowed their land to be taken by settlers
He raised prices on goods they bought
Completely different than how the French treated the Indians
Pontiac is chosen as leader against the English
“dogs dressed in red, who have come to rob us of our hunting grounds and drive away the game”

War on the Frontier
Several different tribes of Indians led by Pontiac vs. English at Fort Detroit
In a few months the Indians had captured most English forts in Ohio Valley
Colonial troops with aid of British army regained most of what was lost
Became know as Pontiac’s War and it ended because the French told Indians they had signed the Treat of Paris
Indians quit fighting and went home

Proclamation Line of 1763
Pontiac’s War convinced British that they needed to end free run on westward expansion.
Created an imaginary line along the crest of the Appalachian Mountains.
No new settling could be done west of that line
All settlers west of that line must return at once
To enforce this line Britain sent 10,000 troops
Colonists were angry
Daniel Boone disobeyed and explored Ohio Valley

British Impose New Taxes
Huge debts to England over French & Indian War
To help off set the cost, England decides to tax colonies
Felt that colonist would understand a small tax increase

Sugar Act
New tax on molasses
Replaced a old high tax that was being avoided because of smuggling
Sugar Act lowered old tax but made it easier to enforce and punish smugglers

Stamp Act
Tax placed on all legal documents
Ex. wills, marriage papers, diplomas
Also taxed newspapers, playing cards, almanacs, and dice
All items must be stamped to show taxes had been paid
English already used this tax elsewhere, just never in colonies

Protesting the Stamp Act
Rock Throwing
Tar and Feathering
Riots in Boston as well as New York
British caught off guard, did not expect this kind of reaction
Had protected the colonists, the least they could do was pay the tax
British citizens were paying a much higher tax

Taxation without representation
Principal of the Magna Carta
Only their elected officials had the right to tax
No elected officials in Parliament, no taxes
Colonists were willing to pay a tax if it was passed by their colonial legislature

8th Grade

Here is a 3 minute video of the French & Indian War.


Mr. C

7th Grade

I did not get the notes posted last night. Confrences last a bit longer than I was expecting. I will not hold you accountable for the notes tomorrow in class, however I will still expect to see them in your notebook come Monday when we test over Chapter 5. Below are the Section 3 notes I promised you.

Mr. C

People’s Effect on the Environment
Chapter 5
Section 3

First Level Activities
First-level activities- direct interaction with raw materials, provide food, and resources that people need to live

Creating farmland
Cut down forests
Drained swampland
Destroying habitats for countless species of animals

Environmental Challenges
Deforestation- loss of forest cover in a region
Deforestation can lead to the loss of Biodiversity- richness of different kinds of living things
Fertilizers and chemicals increase yield, but has negative effects on water supplies
How do we feed the world but be environmentally friendly?

Finding a balance
Planting tree farms
Natural farming-less yield, but safer on water supplies and fish
Limit fishermen’s catches and only catch fish that there are plentiful

Will this work? What are the problems?

Second and Third Level Activities
Second-level- industries (factories)
Third-level- making products available to consumers

Created our landscape of housing developments, offices, railroads, and highways

Providing Jobs, Reshaping the EnvironmentIndustrial and service industries provides the majority of jobs in developed nations
Civil Engineering- technology for building structures that alter the landscape, such as dams, canals, roads, and bridges
Environmental downfall- loss of green areas, water run-off from pavement
Telephone and power lines fall under third level activities

Environmental ChallengesPollution- waste that makes air, soil or water less clean
Industry output, trash from people, and automobile exhaust all contribute to pollution
Some scientists believe that this pollution is the cause of global temperature change and climate change

8th Grade

Here is the outline for Section 1 of Chapter 5. We will move through this chapter fairly quickly. I have given you the outline, timeline, standards and study guide for this chapter. I implore you to study 10 minutes a night this chapter. You, for the most part, did not last chapter and we are all familiar with the results of that. Please, please, please be sure you are giving me 10 minutes a night. You will see improvement in your score. New quarter means a new opportunity!!

French & Indian War
Chapter 5
Section 1

European Rivals in N. America
Europe was in a struggle for empires.
Spain
Great Britain
France
All wanted to establish colonies all over the world.
Proxy war in America for supremacy
France claimed everything from St. Lawrence R. west to Great Lakes and south to Gulf of Mexico
Protected it with extensive fort system and Indian help

Conflict in the Ohio Valley
English were no longer content to stay by the coast
1740’s settlers began to cross Appalachians into France’s territory
France wanted to protect this area because they needed the Mississippi River to link there lands

Native Americans Choose sides
France was sure they had Indian support because they did not move in on the Indian’s land. Worked with Indians.
England was sure they would have Indian support because of trade relationship
Intermarriages between French and Indians and British and Indians tested loyalties
Algonquin and Huron Indians went with France
Iroquois went with British
British gained loyalty by under selling French

French & Indian War Begins
3 times between 1689 and 1748 Great Britain and France warred in Europe
1754 the 4th war broke out
Control of the Ohio River Valley was at stake
George Washington’s men fired the first shots

A Bold Young Leader
22 years old land surveyor (Washington)
Build a fort where Allegheny and Monongahela River met Ohio River
Led 150 men into Ohio country only to find the French had already constructed a fort where he wanted one
Fort Duquesne

Conflict at Fort Necessity
Washington led a surprise attack that scattered the French
Took over Fort Duquesne and renamed it Fort Necessity
French and Indians surrounded the fort and captured Washington and his men. After surrender, released Washington

Albany Congress
Delegates gathered in Albany, New York
Cement alliance with Iroquois and plan a united colonial defense
Ben Franklin proposed the Albany Plan of Union
It stated that- one general government, make laws, raise taxes, set up defense led by the Grand Council
Delegates liked it, not one assembly member approved it

A String of British Defeat
1755 General Edward Braddock led colonial troops at Fort Duquesne. Over confident he was killed and troops defeated.
Disaster for Braddock
Not accustomed to this new warfare, Braddock’s troops in their red coats and loud marching were easy targets
Washington was also shot and wounded


The Tide of the Battle Turns
1757, William Pitt take control of the troops
Pitt sends Britain’s best generals to N. America
Winning was the only option for Pitt
Canada’s most important fort, Louisbourg was captured
Fort Duquesne recaptured and renamed Fort Pitt and Pittsburg grew on the site of Fort Pitt

The Fall of New France
By 1759 British had pushed French out of Fort Ticonderoga, Niagara, Crown Point,
Battle for Quebec
Quebec was on the Plains of Abraham
Used to supply forts up the St. Lawrence River
General Wolfe snuck in under cover of darkness and greeted Montcalm in the morning
Wolfe was killed but got the victory

Treaty of Paris
September 18th 1759 French surrendered
Treaty of Paris marked the end of French control in America
Britain got Canada and all land east of Mississippi except New Orleans
French kept 2 islands in Gulf of St. Lawrence and West Indies
Spain got Florida and New Orleans for helping Britain
Peace would reign for the next 17 years

8th Grade

Here is a video clip to give you some reinforcement information about the original colonies. It is 24 minutes but really pretty good. If you feel like watching it, good for you. If you don't, I can't make you. I just provide the information it is up to you what you do with it. Do not forget that your final test of the quarter is next Wednesday. Like always I will remind you that you are to be studying 10 minutes every night. Read through your notes, look at your daily summaries, and review the handouts. Like before every test, I am available Wednesday morning at 7:30for a review session. As of right now, I could do one Monday and Wednesday morning. If your last name ends with A-M you have a Historical Non-Fiction Book Summary due to me no later than Wednesday next week(9/29). It is 50 points and you have had all quarter to get it completed. Not doing it will lower your grade about 10 percent!! Thanks Mr. C

7th Grade

Here are 5-2 notes. I will be having a notebook check on Friday. Be sure you have notes for Sections 1 and 2.

Mr. C

Land Use
Chapter 5
Section 2


Land Use and Culture
Environments- natural surroundings
Places on the same latitude line use the land differently based on culture. Ex. Georgia/Japan

Culture & Landscapes
culture can also shape environment
Ex. terrace farming
Developed vs. developing
ex. irrigation


Land Use and Economic Activity
Three stages of economic activities
Geographers use stages of economic activity as a way to understand land use

First-level activities
Second-level activities
Third-level activities

First- level activities
People use the land and resources directly
People interact directly with the land
Most of the world’s land is used for first level activities
Ex. Hunting
Logging
Fishing
Farming
Developed nations use only a small percentage of the land for first level activities


Second-level activities
Manufacturing- large scale production of goods by hand or machine
Second-level people process product from first-level activities
Ex. Turning trees into paper or lumber
Ex. Crude oil into fuel
Manufacturing, especially in urban areas is an important land use in developed nations

Third- level activities
The delivery of the products made from second-level activities
Ex. Lumber delivered to Lowes
Ex. Fuel delivered to a gas station
This level does not produce a product
This level works directly with the consumers or businesses
Services are clustered in urban areas especially in developed countries

Changes in Land Use
Colonization- a movement of new settlers and their culture to a country
People change the land to fit their cultural practices
People also find new ways to earn a living based on the land in their new country
Ex. Crop and livestock farming did not exist in Australia until Europeans arrived


Industrialization and Sprawl
Industrialization- machine powered production
Started in the 1800’s- know as the Industrial Revolution
Lead to the formation of cities
1900’s suburbs grew out of cities. Aided by the invention and easy access to cars and highways
Sprawl- The spread of cities and suburbs

8th Grade

Today in class we reviewed motivations of the New England Colonies and the Middle Colonies. I refreshed the class as to the expectations and then we worked through Section 3 of Chapter 4 with our daily summaries. You are having your Chapter 4 test on Wednesday of next week. You will have all the information your need to begin preparing for the test after you copy the below notes into your notebook.

Thanks
Mr.C

Life in the Colonies
Chapter 4
Section 5

Colonial Society
More social equality than in England
Status determined by birth or wealth

Gentry- top of the class structure
Wealthy planters, merchants, royal officials, ministers, and successful lawyers
Middle Class- included: farmers that worked their own land, skilled craft workers, and trades people.
¾ of colonists belonged in this class
1000’s of people came to America as indentured servants and worked their way into the “middle class”


Women’s work in the Colonies
City women
Took care of the home
Cooked, cleaned, milked the cows, took care of children and made clothing
Sometimes worked outside the home
Country Women
Worked the fields with husband
Harvesting was “women’s work”
Hunt
Raise livestock

Females could cut down their time as Indentured servants by marrying

Women who worked outside the home
Nurses, midwives, seamstresses, butchers, cook, or printers

Learned from husband, father, or brother

A woman could take over a business if her husband died

African Cultural Influences
Language and growing techniques varied depending on where the slaves came from
Many of the fine crafts Africans made in the cities varied as well. Ex- ropes, barrels, plates

Great Awakening
A religious movement
1730’s-1740’s
All classes effected

Jonathan Edwards was the father of the movement
From New England
A reintroduction to God and his wrath and grace

1739 George Whitefield arrived from England and continued to advance the movement

Impact of the Great Awakening
New churches were formed
Forces even greater religious tolerance
Spread democratic feelings
Formal religious training less important than “a heart filled with the Holy Spirit”
Encouraged independence
Challenge authority when liberty was at stake
Self governance

Education in the Colonies
New England
Towns with 50 or more people were required to hire a school teacher
Children needed to be taught to “read and understand the principals of religion”
Massachusetts established the first public school

Middle and Southern Colonies
Private schools established by churches and individual families
Only wealthy kids got educated because families had to pay
Tutors also used for families that lived too far out to go to a school
Some families sent kids back to England to be educated

Apprenticeships and Dame Schools
Apprentice- works for a master to learn a trade or craft
Started when a boy was 12 or 13
Apprentice would live with master for the 6 or 7 years they were in apprenticeship
No pay
Dame School
Private school run by women in their homes
For girls
Taught them to spin, weave, and read and write

Spread of Ideas
Many laws of nature discovered during 1600’s
Newton

Enlightenment Spreads
Reason and scientific method could explain society
Natural laws that governed human behavior
John Locke- English philosopher- said people gain knowledge by observing and experimenting

Ben Franklin
Son of a soap and candle maker
Started a printing press business at 17
Wanted to use reason to improve the world around him

Colonial Cities
Centers of trade between coast and back country
Way to spread culture

7th Grade

Test scores were lower than I was hoping. After asking the classes they all admitted that they did not do what was asked. They are to be studying 10 minutes a night and they did not. We talked about what needs to happen for next test. Thursday the 30th of September is the last day of the quarter it is also the day we will test over Chapter 5.

Chapter 5 Section 1 Notes. These need to be in your notes book by Wednesday.

Natural Resources
Chapter 5
Section 1

What are Natural Resources
Natural Resources- useful material found in the environment
Water, minerals, vegetation
Raw Materials- natural resources that must be changed to be useful
Ex. Trees into paper

Renewable Resources
Renewable resources- resources that can be replaced
Water
Wind
Solar energy
Geothermal energy

Living Resources
Plants and animals
Ex. Trees
Eggs
Chickens
Cows
Living renewable resources must be managed to ensure they are not used completely used up

Nonrenewable Resources
Nonrenewable Resources- resources that cannot be replaced
Ex. Crude oil
Natural Gas
Most Minerals
Collection must be managed
Substitutes must be developed
Most can be recycled

Fossil Fuels
Fuels created over millions of years from remains of prehistoric living things
Ex. Coal
Petroleum
Natural Gas
They are both renewable and nonrenewable at the same time

A Special Resource: Energy
Energy can be gotten from- wind, sun, fossil fuels,
Energy is needed in order to make other natural resources.
Ex. Trees needs the sun fossil fuel needed to harvest the trees Water energy needed to turn it into paper (falling water can produce energy)

Energy “Have’s” and “Have Not’s”
Energy is needed by everyone, but not evenly distributed around the world
Canada and Norway- lots of water
Saudi Arabia and Mexico- lots of oil
U.S. and Japan use more energy than they produce so they have to buy energy

Meeting Future Needs
Limited fossil fuels
Atomic energy
Tidal energy
Geothermal Energy
Nuclear Energy
Conservation is key to making resources last
Pollution and population also play a role in meeting future needs

8th Grade

We continued to work on our Daily Summaries. I feel confident that you are getting the hang of these. Now we need to keep working towards true summaries of the slides. Be sure you are still getting the notes into your notebooks. I am posting Section 4 and I want them in your binder for class Tuesday.

Standing assignment as it is every night is to read over your notes every day for 10 minutes.

Here are Section 4 notes

Roots of Self-Government
Chapter 4
Section4

England Regulates Trade
Mercantilism- strict control over trade
Country should export more than it imports
Export- good sent out of a country
Import- goods brought into a country
Navigation Acts- a series of trade laws meant to regulate trade between England and its colonies
Both pros and cons in these Acts.

Pros-
Guaranteed market for colonial goods
Freedom to develop businesses
Cons-
Limited competition
Favored the mother country

Trade in Rum and Slaves
Yankee- nickname given to New England merchant. Implied they were clever and hard working.
Triangular Trade Routes- 3 legged trade route that formed a triangle. (N. America, West Africa, and West Indies)

Trade triangle allowed colonists to ignore some Navigation Acts.


Colonial Government
Each colony had its own government, but they were all similar
Elected Assemblies-
Legislature- group of people who make the laws
Upper House- advisers appointed by governor
Lower House- approved laws and protected citizens rights- elected by the people. Held the “power of the purse”

Bill of Rights
Written list of freedoms the government promises to protect

Limits on Liberties
Colonists had more freedoms than English citizens
Colonists had less rights
Africans and Native American had almost no rights or freedoms

7th grade

We took a quiz today over Chapter 4 to start the period. After that we reviewed for the Chapter 4 test that will be administered on Monday (9-20). You need to be looking over the material nightly. 10 minutes is your standing nightly homework assignment. If you are not doing this it will be reflected in your test scores. Read over the notes and read your summaries you created in class. 10 MINUTES EVERY NIGHT.

Thanks......I have attached a 3 minute clip on Human/Environment Interaction.....The most important theme of Geography when looking at Culture.

Here are the questions from the Study Guide we talked through in class 1) Which Theme in Geography is most important in Culture? 2) What are the 4 major advancements in technology? 3) What were some institutions needed as cities grew? 6) What are important institutions of today? 7) What is the most basic and important of all social units? 8) What are the factors that determine social class? 9) What are some of the reasons for religion in culture? 10) What are the 3 factors we talked about that affect culture? 11) What is an example of cultural diffusion? 12) What is an example of acculturation?
Mr. C

8th Grade

Today in 8th Grade we started talking about the Middle Colonies (4-3). We looked at Pennsylvania, and New York specifically. You need to make sure that you have sections 1,2,3 in your notebook by Friday.

We have a standing assignment of reading through your notes 10 minutes a night. If that is out of your note book or off the blog I don't care, as long as you are looking over the material nightly.

Daily summaries are coming along well. I am really impressed with how you 8th graders are embracing and improving these summaries. I won't be long and you wont need me leading you.

Thanks
Mr. C

7th Grade

Today we are finishing Chapter 4 Sections 1 and 2. We are starting Section 3 and will be finishing that on Thursday. You need to be sure to have all 3 sections in your notebook by Thursday. I will be having a 10 point comprehension quiz on Thursday. You need to be reading your notes EVERY NIGHT for 10 minutes. This is a standing assignment

Here are Section 3 Notes for Chapter 4

Mr. C.

Cultural Change
Chapter 4
Section 3

Why Cultures Change
Culture is an entire way of life
A change in one part causes changes in other parts
Things that change culture
Natural Environment
Technology
Ideas

New Technologies
1800-1900- Factories (Industrial Revolution)
1920’s affordability of the car
Now we live in a culture based on the car
Ex. Suburbs

How One Change Leads to Another
Radio Television Computers  Longer Life
Explain the path of Change

Changes affect our language
New words to explain cultural changes

How Ideas Spread
Cultural Diffusion- movement of customs and ideas

Acculturation- process of accepting new ideas and fitting them into a culture.
Food and Clothing

Communication Technology and the Spread of Change
Fastest way to get to Japan?
Airplane
Phone Call
Fax
Internet

All could be right depending on what you want to send to Japan
Instantly share culture around the world

Defending Traditions
Change can be a negative
Threatening if happens too fast

Once a tradition is lost it can never be regained

A similar tradition can be revived but it is never exactly the same. Always missing some parts

8th Grade

Today in class we finished up Chapter 4 Section 1 notes and summaries. We talked about organizing our binders for History. I handed out a map of the original 13 Colonies and a "cheat sheet" for the Colonies with Motivation, settlement information and Economic strategies.

You need to have 4-2 notes in you notebook for Wednesday and 4-3 for Friday. They are both posted and ready to go.

Thanks
Mr. C

Southern Colonies
Chapter 4
Section3
Mason-Dixon Line
• Used the stars to calculate the path along a constant latitude line.
• Each stone weighed between 300-600 lbs
• Drug them behind a wagon to place them
• Took 5 years
• Established because of a dispute between Calvert and Penn
Maryland & Virginia
• Indentured Servants- people who in exchange for passage to America would agree to work for free for a determined period of time for no pay
• Act of Toleration- granted religious freedom in Maryland.
Virginia
• Bacon’s Rebellion
– William Berkley promised Natives, that settlers would not move off the agreed plot of land the Natives gave them.
– Bacon did not like the agreement, he gathered some settlers and attacked Natives and drove Berkley into exile
– Showed expansion was inevitable
Carolinas & Georgia
• Carolinas
– Carolina was a Proprietary Colony
– King Charles used it as a reward to those that helped him regain his throne after the Glorious Revolution
– John Locke wrote a constitution
– Carolina eventually split into a northern and southern colony
• Georgia
– James Oglethorpe
– Last English colony established
– Set up for the poor and those that owed money (debtors)
France and Spain in N. America
• La Salle, a French explorer, claimed a plot of land where the Mississippi R met the Gulf of Mexico and called it Louisiana in honor of King Louis XIV of France. 1718 New Orleans is settled
• France used tenant farmers- farmers that agreed to work a certain number of days a year for the lord of the land
• Unlike the English, the French had a good relationship with the Natives.
• They did not try to change their religion or customs nor did they push them of their land
Spain
• Already controlled most of Mexico while rest of Europe was settling East Coast of America.
• 1609/1610 Spain settles New Mexico and Santa Fe is established
• Most exploring and settling was done by missionaries looking for converts
• By 1769 Spain has a string of missions along the west coast

7th grade

Today we worked on our daily summaries. These summaries were over the material covered in sections 1&2 of chapter 4. We need to be working towards out goal of being able to complete a slide in 5 minutes or less. First core today did an awesome job. Second core was not bad. Third core was by far the furthest behind in grasping this new learning style. My gut feeling is that this class is the most distracted by each other and less focused....as a class. That will get better as well. I am going to distribute MIR's on Tuesday to every student that tries to get the class off track by off topic question or random chatter. This new learning style has to be done correctly. Skipping steps cheats everyone out of the benefits. I will not allow the actions of a few hurt the rest.

Have a fun and safe weekend.

Mr. C

8th Grade

Here are Chapter 4 Section 2 notes. These need to be in your notebook no later than Tuesday the 14th. That is Tuesday of next week. Remeber that the notes are even more important now that they have ever been!

The Middle Colonies
Chapter 4
Section 2
New Netherland becomes New York
• Fur Traders
• Farmers granted large plots of land (miles long)
• Patroons- owners of huge estates. Powerful
• New Amsterdam was major trading center
• Slaves made up more than ¼ of the population
• Protestants, but tolerated other religions
• 1664 English/Dutch rivalry peaked and English took over renaming it New York
New Jersey Separates from New York
• Duke of York decided New York was too big
• Gave some land to friends who set up New Jersey
• Proprietary Colony- land given for a yearly payment
• Fertile farmland
• 1702- New Jersey becomes a royal colony (under direct control of the English crown)
• Religious freedom & right to an assembly

The Founding of Pennsylvania
• William Penn- founder 1681
• Quakers
– Most despised religion in England
– All people were equal in God’s eyes
– Spoke out against war and refused to join the army
– Persecuted
– King Charles II named it after Penn and issued the royal charter
– A Policy of Fairness
– A model of religious freedom, peace, Christian living
– Many different types of religions flocked to Pennsylvania
– English officials soon banned Catholics & Jews
– Penn spoke out about the treatment of Indians
– Settlers must pay Indians for the land
– Indians like Penn, peace prevailed
• The Colonies Grow
– Penn sends pamphlets back to Europe inviting people to come to Pennsylvania
– 1730-1750- 1/3 of the population was slaves
– Philadelphia became the capitol, described as
“most noble, well built city ever seen”
• Delaware
– Pennsylvania Lower Countries complained it was too far to Philadelphia
– 1701 Penn allows the creation of a new assembly
– 1704- Penn allows them to break off and form Delaware
Life in the Middle Colonies
• A Thriving Economy in the Eastern Counties
– Great Farmland – large farms
– Cash Crops- crops sold at a market for money
– Wheat, Barley, and Rye, (Breadbasket Colonies)
– Cattle and Pigs
– Skilled artisans- clocks, paper, glass, guns
– Region rich in Iron Ore
• Middle Colony Homes
– Towns less important, villages became important centers for government
– Swedish brought log cabins
– Dutch brought brick narrow tall housing
– German brought wood burning stoves
– Families made or caught everything they needed

• The Backcountry
– 1700’s German and Irish settlers moved into Appalachian Mountain region
– Moved along old Iroquois trails known as the Great Wagon Road
– Farming this region was challenging
– Made everything from the cleared forests
– Light weight rifle developed by Germans
– Indians not excited to see the new settlers
– Occasional violence and disputes broke out

7th and 8th grade

This week we have implemented a new learning strategy. It involves the students working together to create summaries of each portion of the material. This allows them to have multiple exposures and focuses on multiple portions of the brain. They will see it, hear it, say it, and write it several times. the goal is to increase the exposures giving them the opportunity to better understand and learn the material. Notes are still required off the blog. The summaries will be collected and returned. Study guides and state standards will also be give out at the beginning of each chapter. I want the students to understand why they are learning what they are learning.

So far it was been working well. Your students have embraced this new style of learning and appear to be having a good time learning and teaching.

Parents if you have any questions about the changes please ask you student or shoot me an email or a call.

Thanks you so much
Mr. Clark

7th Grade

Here is Section 2 of Chapter 4

Please make sure these are in your notes book by Wednesday

4-2
Culture and Society
How Society is Organized
Society- group of people that share a culture
Social Structure- pattern of organized relationships among groups of people within a society
Family is the most basic and most important social unit
Social Classes
Social Classes- groups of people based on rank or status
determined by: wealth, land, education, or ancestors
Kinds of families
Nuclear family- Mother, Father and kids
common in developed nations
Extended families- families that include several generation
less common and mainly found in developing and rural developed nations
Language
Language is the basis for culture
Each culture even if within the same country is different because of language
Religion
every culture has some sort of religion
Beliefs and practices may vary between religions
Helps make sense of the world
Provides comfort and hope
Helps to answer purpose and meaning of life
Guides people in ethics (standard or accepted behaviors).
All have prayer and rituals
One or many gods
Celebrate special places and times

7th Grade

Here are the notes I promised for Section 4-1. I did not post them because I did not get to discuss them in Core 3 yesterday. I like to talk through the notes before I post them so there is some connection and meaning to them, none the less here they are. What I will do is expect sections 1 & 2 in your notebook when we meet again on Wednesday of next week. That will give you 7 days to get the notes into your notebook.

Mr. Clark

Cultures of the World
Chapter 4
Sections 1 & 2

Understanding Cultures
Culture- people’s way of life including, their beliefs, customs, and practices.
Elements of Culture
Parents pass culture to their children and so on and so on.
Cultural traits are the way a people do things. These can change with time.
Language, spiritual beliefs, material things, right and wrong, and government
People and their land
To study culture, geographers look at Human-Environmental Interaction.
Environment does not always dictate culture.
Culture can have a big impact on environment.
Cultural Landscape- parts of a people’s environment that they have shaped and the technology they have used to shape it.
Development of Culture
4 major advances in technology-
Invention of tools millions of years ago
Control of fire
Development of farming
Development of civilization
Civilization- advanced cultures with cities and system of writing
Agricultural Revolution- when people began to rely mostly on farming for their food.
Irrigation is a major factor in this revolution
Full time farming allowed people to grow more than they need and build up surpluses of food. This allowed others to specialize as well outside of farming.
Led to the development of trading.
Industrial Revolution- 200 years ago people developed power-driven machines to make things
Development of Institutions
Institutions- customs and organizations with social, educational, and religious purposes.
After Agro. Revolution more complex institutions needed to be developed
Extended families, political institutions
As cities grew other institutions were needed
Organized religion
Armies for protection
Governments
Schools
Today we have new types of institutions
Sports clubs
Universities
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Institutions are an important part of our culture

8th Grade

Today we tested on Chapter 3. It was an open note test. I will have them graded and posted on PowerSchool by Friday. I have hhigh expectations on this one.

The notes are long, but you do not have History again until Tuesday next week. That gives you 6 days to do these. We will have an open note quiz just to check who did them.

Here are the notes

The 13 English Colonies
Chapter 4
Section 1 New England Colonies
• Puritans leave England for Massachusetts
– Wanted to separate from Roman Catholic Church
– Mainly well educated
– Persecuted by Charles I
– Given the charter to form Mass. Bay Company
– Non-first sons wanted to go in hopes of a better future
– Society based on biblical law
• Governing a Colony
– 1629 John Winthrop and 1000 colonists arrive
– Winthrop chosen as first governor
– Originally only stockholders had the right to vote
– Colonists resented taxes and laws passed without their input
– Eventually any male church member could vote
– General Court formed and used elected officials
– 1629-1640 colony grew to 15,000
– This movement of people became known as the Great migration
– Boston grew into the colony’s largest town
Problems in Massachusetts Bay
The questioning of authority was frowned upon
• Unhappy colonists were forced to leave
• This lead to the formation of new colonies in New England
• Thomas Hooker Founds Connecticut
• 1636- Hooker a minister leaves M.Bay
• Settled along the Connecticut River
• Believed officials in Mass. Bay had too much power
• Wanted a colony with strict limits on govt.
• Gets its own charter in 1662
• Fundamental Orders of Connecticut
• All men had the right to vote
• Limited governments powers
• Roger Williams Settles Rhode Island
• Also left Mass. Bay due to disagreements
• Minister
• Good ideas but alarming to Puritan leaders
• Church had too much power in Mass. Bay
• Believed in separation of church and state
• Religious Tolerance- willingness to allow the practice of one’s own beliefs
• 1635 ordered to leave Mass. Bay
• Fled so as not to be sent back to England
• People flocked to Rhode Island
• Anne Hutchinson Speaks Out
• Devout Puritan
• Began to question Puritan authority privately
• Women should not have the power to explain God’s Laws
• 1637 brought before Mass. General Court
• Held her own until she claimed God spoke to her
• 1638 left for Rhode Island with family & friends
• Became a symbol for religious freedom
Puritans at War with Native Americans
• Originally contact between colonists and Native Americans was good
• As more settlers arrived, fighting broke out over land.
• 1670- 45,000 settlers in New England, on Native American land
• 1675- Largest conflict- Metacom’s(King Phillip) tribe attacked settlers. Destroyed 12 towns and killed 600+ settlers
• After more than a year of fighting, Metacom captured and killed, his family and about 1000 Indians were sold into slavery
• For years this pattern of expansion and fighting would continue
Life in New England Towns and Villages
• Tightly knit religious towns and villages
• Sabbath- religious holy day- taken very serious
• All day church activities were the only thing allowed
• Women and men separated at church
• Blacks and Indians sat in the balcony
• Children had a separate section as well
• Government
• Town Meetings- discussed and voted on issues
• Gave settlers a chance to speak their minds
• Encouraged growth of democratic ideas
• Economy
• Poor soil
• Good forests for lumber and hunting
• Sawmills were built
• Fishing- cod for food, whales for oil and other products
• Decline of the Puritans
• 1700’S decline of Puritan traditions
• Fewer people leaving England for religious reasons
• Ministers loosing influence

8th Grade

Test Wednesday the 1st. You have been working your way through Chapter 3. Completing the section assessments and outline in the sections into your notebook. You have done well in class working but I hope you have also been working outside of class on this task as well.

I will check your notebooks on Wednesday then have a review session and then we will take the test. Remember, focus on vocabulary, explorers, and settlements. Religious relationships among the colonies and Europe are important as well.

Mr. Clark

7th Grade

We will be testing over Chapter 3 Tuesday. That is 4 days from now. Please DO NOT cram. Read your notes then put it away. Come back to it later, read the notes and put it away. Do that every day, 2 or 3 times and you will be well prepared for the test. The key to test taking is exposure to the material. 6 10 minute study sessions is better than one 60 minute study session. Trust me.....believe me.....please do this. Your grade depends on it. :)

Mr. Clark

7th Grade

Here is a 2 minute clip on Free Market Economy vs. Command Economy. Please watch.

Mr. Clark

8th Grade

Here are 2 more videos. The first is a 9 minute clip of Jamestown and the second is a 9 minute clip of Plymouth. Again this is just reinforcement and not required.

8th Grade

Here is that video I promised you. It is 20 minutes. It is just for more indepth information. Not required but I would like you to watch it. Mr.Clark

7th Grade

Here is a video that goes into more detail about population. It is a follow up reinforcement video. It will help you understand the material. Not a required watch, but it will help you with the material.

Mr. Clark

7th Grade

Today we learned how to outline a Section in anticipation of the students completing self-guided learning activities in the near future. We read Section 3-3 and outlined it together on the board. The students decided what was important and they created the outline and copied it into their notes.

Section 3-3 Section Assessment was assigned 1,2,3 all parts due Friday.

All that being said, 7Th grade you need to start completing your work and turning it in. Your schooling is moving towards you accomplishing things independently on your own on your own time. You are doing a very good job with this so far this year. Please lets buckle down and get focused on our education. Far too many of you in Academic Detention each and every week.

Mr. Clark

8th Grade

We tested today over Chapter 2. We will test again on September 1st over Chapter 3. Please remember this is a self-guided chapter. You need to read the sections, outline it into your notebook and complete the Comprehension Section of each Section Assessments. You will turn those in as you complete them. I will give you at least an hour in class on Thursday and Monday to work and to answer questions and have a brief class discussion over the material. I will allow this test to be open notes. It will be nearly all short answer. I will require you to use your brains. You have 8 days to complete this task. You need to work on it outside of class as well. The 2 days I give you in class will not be enough. Please take this serious and learn the material and lean on the notes for recall and not your only connection to the material.

Good luck and I am here to help.

Mr. Clark

7th Grade

We need to get better about taking notes. I will continue to give open notes quizzes as long as you refuse to take notes.

These notes Section 2 of Chapter 3 need to be written in your notebook when you come to class on Wednesday.

Mr. Clark

Migration
Chapter 3
Section2

Why people migrate
Migration- people’s movement from one place or region to another

Immigrants- people who move into one region from another.

Emigrants- people who move out of one region for another.

Voluntary Migration
Voluntary- of one’s own will

Push-Pull Theory- difficulties “push” someone to leave and hope for a better life “pulls”.
Push factors- war, disease, needs cannot be met, jobs, and oppression
Pull factors are the opposite of push factors and amenities

Involuntary Migration
When people are forced to leave a region.
Why would people be forced to leave?

Slave trade, war prisoners, criminals, and natural disasters

Migration hurdles: governments, boundaries (political and natural)

Urbanization
Urbanization- movement of people to cities and the growth of cities
Factors- Industrial Revolution, food easier to get, needs no longer being met in the country, amenities, and dream of home ownership.

Rural- area in the countryside
Urban- area in cities and nearby towns

Problems with living in cities-
Traffic
Overpopulation
Crime
Pollution
Disease

So why do we flock to cities?
Jobs
Housing
Hospitals
Schools
Easier life
More to do (amenities)

7th grade

7th grade you need to read Chapter 3 Section 1 over Population and read Chapter 3 Section 2 over Migration. After that you need to complete the Section 2 Assessment over Migration all parts of questions 1 and 2. This is all due Monday August 23rd.

Mr. Clark


Population
Chapter 3
Section 1
Population Distribution
• Population- total number of people
• Population Distribution- How a population is spread out in an area.
• Demography- The study of how populations change and why populations are unevenly distributed
• Population and Places
• Why people move
• Better life
• Forced
• Cannot meet families needs
• As long as needs can be met people tend to stay put. Areas with large populations tend to keep them.
• Population and History
• People lived where they could grow food, get water, farming climate, good soil, plenty of water
• New Population Clusters
• Transportation (RxR, steamships)
• Rise of Factory and office jobs
Population Density
• Population Density- the average number of people per square mile
• Population Distribution- total number of people in an area
Population Growth
• Birth rate- Total number of live births per 1000 people
• Death rate- Total number of deaths per 1000 people
• Population growth- Live births minus deaths.
• Reasons for Population Growth Today
• Death rates dropping and birth rates increasing
• Medical break through
• Green Revolution
• Crop protection
• Bigger yields per acre
• Less water needed
• Cleaner drinking water
• Better sanitation
• Challenges of Population Growth
• Big problem in Asia and Africa
• More people than food
• Not enough clean drinking water
• Money
• Environment
• Deforestation
• Loss of fertile soil

8th grade Chapter 2

Here is whats is going on for the next 2 class periods. This will take us to next tuesday. For Friday the 20th you need to have Chapter 2 Section 3 notes in your notebook. For Tuesday the 24th you will need to have completed your Guided Notes from Chapter 2 Section 4. We will also test over Chaper 2 on Tuesday the 24th. This gives you 6 days notice for the test.

Mr. Clark

Chapter 2 Section 3 Notes

Trade Networks of Africa and Asia
Chapter 2
Section 3
Muslim World
Arabia- major trade crossroads
 Linked Asia and Africa in the Mediterranean world
 Rise and Spread of Islam
 Early 600’s Islam emerges in Arabia
 Prophet Muhammad – Leader
 Quran- Sacred book of Islam
 Islam spreads rapidly throughout Asia and Africa.
5 Pillars of Islam
 No God but Allah and Muhammad is his prophet
 Pray 5 times a day
 Show generosity and concern for the needy, help them with donations
 Fasting cleanses the Spirit
 Must make a pilgrimage to Mecca at least once in a life time (Hajj)
Silk Road
 Land route that linked China to the Middle East
 Crossed mountains, deserts, and grasslands
 Bandits, desert storms, and starvation were threats
 Caravans- groups of people who traveled together for safety.
African Trading States and Cultures
 City-States of East Africa
 Lined the coasts- natural harbors
 Gold, Hardwoods, and Ivory came shipped from here to India and China
 Accumulation of wealth from trade allowed the formation of city-states
 City-states- a large town that had its own government and controlled the surrounding countryside
 Trading Kingdoms of West Africa
 Mainly a grassland region
 Timbuktu was a major trading center
 Mali- 1200’s A.D. lasted about 200 years
 Songhai- 1400’s A.D.
 Village and Family Life
 Herding, farming, fishing
 Extended families- many generations in one house
 Kinship- sharing common ancestors
 Links to family lasted after death
Chinese Voyages of Trade and Exploration
 China’s power was centered around an Emperor
 Most isolated of all the ancient civilizations
 Believed they were the center of the ancient world
 Looked down on outsiders
 Physical barriers separated it
 Great Treasure Fleets
 1405-1433 many long voyages to Asia, India and Africa
 Voyages End
 New Emperor decided China had nothing to learn from the outside world. Outlawed foreign trade
 What Might Have Been
 1421- Chinese sailed to America
 Ships sat in port and rotted and sank
 Proof of voyage to America was lost

8th Grade Notes and assignment

You are to complete the Section Assessment on page 48 numbers 3,4,5,6. COMPLETE SENTENCES ARE REQUIRED. Notes for Section 2 of Chapter 2 are listed below. I will be around on Wednesday to make sure you got them.

Native American Cultures
Chapter 2
Section 2
Culture Areas of North America
Cultural Area- a region in which people share a similar way of life
Tribe- a community of people that share common customs, language, and rituals
Needs must always be met first, Native Americans developed several ways to do this
Hunting, Gathering, Fishing- (Nomadic)
Farming (stationary)
Trade ( diffusion)
Diffusion- Process of spreading ideas from one culture to another

Climate, Resources, & Culture

Climate and Resources-
What could be grown
Clothes they wore
Tribal organizations
Harsh conditions, nomadic and small
Favorable conditions larger groups and stayed together

Culture-
Far North and Plateau
Limited resources
Depended on the sea for almost everything
Northwest
Plenty of food
Built permanent villages
So much surplus, they competed to see who could give away the most
Southeast
Hunted, Fished, Farmed
Permanent villages

Shared Beliefs
Though belief varied between groups, they did share some basic ideas
Respect for nature
Sought to maintain a balance between people and nature
Believed in spirits and unseen forces
Special Ceremonies
Ceremonies to bring rain, good harvests,
Dances and feasts that could last for days

Iroquois Confederacy
12 or more families to a “long house”
Women
owned all household property
In charge of planting and harvesting
Held political power
Men moved in with woman’s family
Clan- group of 2 or more related families
5 nations of Iroquois- League of the Iroquo

8th Grade Notes

Here are Chapter 2 Section 1 notes. Please have them in your notebook when you come to class on Monday. This gives you 4 days to do it. No excuses.

Mr. Clark

First Civilizations in America
Chapter 2
Section 1 Reaching the Americas
• Glaciers- Thick sheets of slow moving ice
• One such glacier created a land bridge that allowed peoples from Asia to enter North America across the Bering Strait
• New country, new way of life
• Hunting for new types of food
• Growing new types of crops
• Climates dictated these changes
Olmec Civilization
• First known civilization in the Americas
• Farming
• Formed cities
• Social classes
• Complex religions
• Primitive forms record keeping
• Studied stars to know when to plant crops
The Mayas
• Rainforests of what is today Guatemala
• Cleared rainforests and drained swamps for farming
• Populations grew and spread along trade routes
• Social classes
• 365 day calendar
• Mysteriously disappeared about 900A.D.
The Aztecs
• Originally nomadic
• Settled in Central Mexico and built a powerful empire
• Causeways- raised roads made of packed earth
• Farming and trade
• Worshipped the Sun God
• By 1500 ruled a huge empire that stretched from Gulf of Mexico to Pacific Ocean
The Incas
• 2500 miles along west coast of S. America
• Massive palaces and temples made of stone
• Population 10 million people
• Well organized
• Systems of roads
• Government officials to carry out emperors wishes (governors of each area)
• Skilled engineers
Early North American Cultures
• Hohokams-
– American Southwest
– Dug irrigation ditches for farming
• Anasazis-
– Four corners region
– Adobe for housing- (sun dried bricks)
– Irrigation farming, trading
Mound Builders
• Appalachian Mts., and Mississippi Valley
• Mounds used as burials & religious ceremonies
• 2 groups- Hopewells and Mississippians
• 30,000 may have lived at Mississippian city of Cahokia

7th grade Chapter 2 Sections 2 &3 Notes

Here are the notes for the next 2 sections. Please do not forget to read Section 3 as well.

Friday we will talk quickly through section 3 watch a video clip and then play a review game. Please be ready to play. It will not be fun if you do not know the material.

Mr. Clark

Forces Shaping Earth
Chapter 2
Section 2
Understanding Earth
• Core- sphere of very hot metal at the center of the Earth
• Mantle- thick hot rock layer around the core
• Crust- thin rock and mineral layer around the mantle
• All layers are “floating” on each other
Water and Air
• Less than 30% of the Earth’s crust is land
• 97% of Earths water is in the oceans
• Most fresh water is frozen in the polar ice caps
• Earths atmosphere contains miles of layers of gasses
• Contains oxygen, carbon dioxide and other important gasses
Landforms
• Mountains- raise more than 2000 feet above sea level. Wide at the bottom and narrow at the top
• Volcano- type of mountain
• Hills- less than 2000 feet, with rounded tops and less steep than a mountain
• Plateau- large mostly flat area that rises above the surrounding land. At least one side is steep
• Plains- large areas of flat gently rolling land
Forces inside Earth
• Magma- soft nearly molten rock
• Lava- molten rock
• Plates- blocks of Earth’s crust
Volcanoes & Earthquakes
• Fault- cracks in the Earth’s crust
• when 2 fault lines come together, pull apart or rub against one another, earthquakes happen
Forces on Earths Surface
• Slower processes happen on the surface
• Weathering- process that breaks down rocks into tiny pieces
– Ice, water, and lichens cause weathering
• Erosion- removal of small pieces of rock by water, ice or wind (wearing down)
• Removed material is moved downstream forming plains regions
This is the End of Section 2…………………below is Section 3. Please be sure to read this section as well as copying the notes.

Climate & Weather Weather- conditions of the air and sky from day to day
 Precipitation- water that falls to the ground: Rain, snow, sleet, hail
 Climate- average weather over many years.

Air currents are also called Belts or Cells

Water Cycle
Evaporation- Condensation- Cloud Formation- Rain- Flows into ground or water systems- Repeat

Oceans and Climate
 Oceans spread Earth’s heat
 Equatorial region would overheat
 Warm water flows away from Equator
 Cold flows towards Equator

Cooling and Warming Effect
 Water takes longer to heat than land
 Water takes longer to lose its heat than land
 Coastal or lakefront land is warmer than inland

Raging Storms
 Cyclones- intense wind and rain that form over the oceans in the Tropics
 N.H.- Hurricanes/S.H.-Cyclones
 Tornadoes are funnels of wind
 Formed around low pressure areas