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