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
Corporations
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