Day 29
The Best Place to Learn From - Is The Best Place for Learning
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Home Educaton Program

Day 29

Good Morning folks! I hope the information you received yesterday was interesting. I hope today's is just as interesting. I have a short lesson from the bible todayas soon as your shores, responsibilities, or tasks are carried out for the day and a prayer is said. After Isaac and Rebekah are married they live in the land of Abraham, given to them by God.  They lived without children for twenty years together, for the bible says Issac was forty when he and Rebekah were married. After those twenty years Isaac knew Rebecca could not have children and "he prayed to the Lord on behalf of his wife, because she was barren.(Genesis 25:21The Lord answered his prayer, and his wife Reekah became pregnant. (Genesis 25:22)The babies jostled each other within her, and she said, "Why is this happening to me?" So she went to inquire of the Lord." The Lord told her that the two boys were in battle of each other and they would seperate and that the younger would be over the other, but one would be stronger than the other.
Now Esau came out first so he was considered to be the older. Jacob came out hanging onto Esau's heal which to some would have some significance in itself. Esau was the stronger of the two and liked to hunt and be out and about. He was the more skilled for the outdorrs. Jacob was more of the shier type, clinging to mom and learning the skills of cooking and being about the home. However, Isaac thought stronger of Esau and knew he would be the one to recieve his blessings when the day came because he was the elder of the two and he had more admiration of him, but Rebekah drew very close to Jacob.
As the boys grew they always had this battle inside of them over the birthright. Esau despised his birthright to Jacob to try to appease him because he knew it would always be his and yet Jacob wanted it so bad he would challenge his brother at times for it as the one part in the bible(Genesis 25:29-34) in which Jacob blackmails Esau with food to get it. Esau came in very hungry and Jacob would not feed him until he gave his birthright to him. In order to get fed Esau gave an oath that he would give the birthright to Jacob in order to get fed. To many this meant that that position was not that important to him. Esau means hairy, Edom, means red and Esau was both these things. Jacob means he grasps the heal(meaning figuratively, he deceives)Now the Faith Alive book looks at the birthright situation in a certain direction in asking through Let's Live it! and God Is Important saying,"Esau's "birthright" was his right as the oldest son to inherit promises
God made to his grandfather Abraham. That indluded, above all, the right to be an ancestor of Christ. In
Genesis 25:27-34, how did Esau show that God was not important to him?
Where does God fit into your priorities? Make up an ending to each story below to show how the person will
act if God is important to him or her Share your endings with one other person.
   1. The guys were throwing stones at passing cars. "Come on Tim," they said. "It's fun. Here, take this stone."
   2, Sarah, I won't come to your party if Cindy is there,"Judy said. "Cindy wears old clothes and looks funny."
   3. "Hey, Justin," his best friend said in a loud whisper. "What's the answer to question five?"
How important is each one of us to God? (see Romans 5:6-8.) Tell of a time when you showed how important God is to you.
We will read tomorrow of what happens to the blessing and how it comes out.
 
If we are done with Childrobotics, I will go into our Creative Dance for today, lesson 6, in which the
element is breath
helper is ideas from children
The author says, "Besides your muscles, there is something else in your body that determines how you move.
 Does anyone have any idea what that might be?
(Go into the lesson that corresponds to whatever they say first: heart, bones, and joints, or breath)"
If it is breath:
Then she says, "When you breathe, you move. Everyone take a big breath. Which way did your body move? (Usually the children say "Up and down" or "In and out.") Now try to get that breath movement into your arm. Imagine inflating your arm with air. Let it rise. And fall. Do that with your head. Let it rise. Then fall. Your chest. Your leg.
Now you can take a very long breath, or a short, panting breath. Get on one spot, and put yourself into a possition from which you can rise. Take one long breath, hold it, then let it out. Let your body follow by rising, suspending the movement, then falling. Ready, go. Do it again in a different shape, maybe add a turn or a balance on one leg.Now try letting your breath take you only halfway up.
Now that you have the feeling, you don't have to keep breathing in time with the movement. Your throat will get rather dry and you'll tire guickly. Try rising and falling, now, up to different levels, using the feeling of inflating your body or parts of your body with air. Let them collapse-really collapse. Then start again. Try some short gasps, and some long, long breaths. I won't play the drum or play any record this time so that you can feel the rhythm timing of the rise and fall of your breath. Each of you will be different. Remember to keep your eyes on your own body, or on the air around you. Try not to look directly at someone else. We'll watch each other later. Ready, shape, begin.
What do you know that moves like that? (Answers have been: a kite, a cloud, a butterfly, the ocean, a paperairplane.) Everyone take one of these ideas or any other thatyou think of and dance it by using the breath impulse and letting go. Ready, shape, begin.
What is the difference between being yourself dancing on your own breath, and being something else,
like a cloud or a kite? How is the feeling different? This time you can be either yourself or something
you imagine. Concentrate as deeply as you can on what you are trying to do, on the kind of movement that we are doing. Show me lots of changes this time---changes in level and in your use of space around the room. Change your tempo too Try leaping, skipping, or jumping on the breath impulse. Try running. Show me variety in your movements this time. Ready, go.
Now let's watch each other, because there are so many different and beautiful movements and shapes.  Watch and see if you can get the feeling of breath impulse from the dancers. First half, ready, shape, begin. (comment.) Second half, ready, shape, begin. (The dancing may take place either unaccopanied or with music.)
Goals for evaluation: Look for lightness and free flow in rising and falling. There should be good use of knee bends in all landings.
 
If the children picked the heart than use this one:
Lesson 7
element: heart
helper: beat
What else in your body is moving all the time? Your heart. Everyone, jump. Jump a few times and make your hearbeat strong. Whose heart can I feel? (picking one child beat the tempo of their heart on the drum) Everyone, clap as (the child's) hearbeat. Everyone, jump again. Whose heart can I feel? (picking another child) Everyone march to the child's heartbeat.
Now feel your own heartbeat(where if all there is you and 1 child-you will have to use your heart beat then their own with this) Let's be very quiet so each of us can feel our own heartbeats. When you feel yours, tap your knee with your finger in time to it. You may have to close your eyes to feel it and not be distracted by something else.
Now, your heartbeat is a very even beat. What does"even" mean? Can you make your head move evenly in time with your heart? Move your arms evenly in time. Your feet. Let's all clap evenly. Now let's march--marching is moving your feet with an even beat. Imagine the floor is your drum and the sounds you are making are very even. March anywhere you want to in the room and feel the steadiness of the beat. Feel how each foot stays the same length of time on the floor. The lengths of time are even. Ready, go.
Now march with your head. Your arms. Your elbows. Knees. Hips. Back. Fingers. Move in time to this music (Play a march.)
Who can move just that evenly, but twice as slowly? Try it. Move on every other beat, staying with the music. Now try it without the music. Slow, even beat. You can move through space or up and down in levels. Keep making interesting shapes as you move slowly but evenly.
Now move with your heartbeat again, the medium beat.
Who can move exactly twice as fast? Go. With your feet. Now with your arms. Head hands.
Now with the march music we are going to have variet. (Play music) Let's all be medium, first. Go. Show me how many different kinds of even movement you can do at a medium speed. Now move to the slow beat--exactly tiwce as slow as medium. Now twice as fast. (stop the music.)
What can you think of that moves evenly like that? What is there besides your heart that keeps a steady even beat? (Answers have been: robots, drops of water, machines.) Take one of these ideas and dance it. Remember: concentration and variety. Go.
Now take a partner. One of you will do breath movement, and one will do heartbeat movement. Decide who will do which. Show me your starting shape. Ready, go. And make an ending shape.
Practice again. Make sure you have a definite ending shape. Know how you are going to end. Don't be afraid to whisper to each other if you have to. Ready, shape, begin. Everyone show me your ending shape. Good, I think we are ready. Let's watch these duets. Watchers, see if you can tell who is doing heartbeat and who is doing breath.
 
Goals for evaluation: Watch for children who may be having a hard time matching their movements to the music. In the partner dances, look for differentiation between breath and beat.
 
Lesson 8
element: bones and joints
helper: graveyard
Today I want you to imagine you have no muscles at all. You are just a bag of bones. Show me a shape those bones can make. Another shape. Yes, those bones would dangle and hang loosely. Each bone is hanging from its own joint.
Let's start from your center----that's your backbone or spine. How many ways can those spine bones move? They can arch, they can bend, they can twist or turn, they can curve sidewards. Can they circle? can they do two things at once? try it.
Now go to your shoulder joint. What comes out of the shoulder joint? What can your arms do? The hip joint---what can your legs do? Is there anything your arms can do that your legs can't? Let's go farther from your center, to your elbows and knees. Can they do all the things your shoulders and hips can do? Let's go farther still, to your ankles and wrists, then to your fingers and toes. What can they do? Your head---it's right at the top of your backbone. What does your neck joint let your head do?
Now go anywhere in the room and show me how many ways your joints let your bones move. They can bend, they can reach, they can lift, they can fall, they can twist, they can shake, they can swing, they can circle. Let me see you gallop with free, shaking bones. Skip. Hop. Jump. Leap. Yes, keep them loose and free. You have no muscles to make the movement strong or tight.
Back to your spot, now, and let me see you move just your arms as if they were nothing but sticks tied to their joints by string. Now move the joints and bones of your spine. Now your neck. Your legs, arms.Your feet, fingers. Let me see one high jump, and while you are in the air, shake every bone in your body. Ready, go.
Your bones give your body its shape in space. There is no energy in bones as there is in muscles. Let me see you move your bones slowly now into different shapes. Hold your shape just a floppy second, and then fall into another shape. Use as little effort as you can. Feel as if you are moving the skeleton of your body. Go.
Imagine that you are all skeletons in the graveyard. At midnight you rise and dance a most fantastic dance of bones. When you end, show me how you get back into your coffin. Remember: just bones and joints, no muscles. Think of loose shapes in space. Ready, go.(For music use novelty percussion or rhythm sticks or beat the rim of your drum.)
What do you know besides yourself that movers loosely in shapes like bones? (Answers have been: puppets, scissors, lightning.) Let's take partners now, and do another duet. This half of the class will watch first. This time both partners may be bones, or one may be muscles. Surprise doing. Make it very clear whether you are using your muscles or your bones. Practice about two minutes. (Performance and comments.)(home schooling parents you know you will have to do the best you can with this.)
For our good-bye dance today, com eto me without using your feet! Discover how muscles and bones and joints all work together.
Goals for evaluation. Look for looseness and freedom.
 
(Dear parents, Grandma is sorry the lessons have been running late into Friday and the weekends. It takes one night thats behind and she cannot get them finished till morning and she is scared to go to bed that she will not get up to finish them that she will end up sleeping at the machine and then by Friday she runs late. She has a home and other connections that make it hard in order to do what she has to do. She is trying very hard to get ahead on the weekends. It will eventually straighten out, maybe this weekend. They take 6 to 10 hours to type and things she remembers she wishes she had in them. If she has other interferences she feels she must do, she must do them. However, this is her first obligation; therefore, she knows she must do them in her heart. She thanks-you for obtaining what you need of them and she hopes they are helping people give something to the children.Take care and be patient with her.)
 
It is time to check and work on the calendars and birthdays. Be sure to handle your own and your own schedules of getting things done. Check the weather too, for the nights are definately getting colder.(Besides the birthdays, history to share, and your other assignments--I am going to try to give you some additional fun pages to do through the Listen up books: 7a, 7b, 7c. I hope I can remember to do some recycling and planting with you next week and some book activity for the week may be given. I am doing all I can)
The birthdays and events should be lots of fun this weekend. Today being October 18 Nancy Winslow Parker, author and illustrator of children's books was born in 1930 she would be almost the same age as Grandma's mother of age 84. In 1939 Lee Harvey Oswald, presumed assassin of President John F. Kennedy was born. Then two years after Grandma was born Martina Navratilova, tennis player was born in 1956. Book 1 has an activity for this birthday. Grandma hopes there are some tennis players out there or some that have played because when she did years ago she enjoyed it a lot. Book 1 says,"Martina Navratilova was born in Prague, Czechoslovakia. In 1981 she became a citizen of the United States. (Grandma's husband became a citizen in 1999.) Ayear later she became the first woman to earn more than $! million from tennis prize winnings. She has since set up the Martina Foundation in order to share some of her wealth with poor children." Book 1 wants you parents as home schoolers to have your children locate her birthplace on a world map(computer) Then it asks if the children feel wealthy people should feel an obligation to share their  fortunes with others? Why or why not? What would happen to them if they didn't in your opinion?
This weekend is also being the (third weekend) the Great Teddy Bear Jamboree weekend. The children are to write an invitation to their favorite stuffed animal(s). It is a pass to a bear-filled morning reading bear books---both fiction and nonfictional. The children are to compare and contrast the foods, habitats, and habits of different species of bears.
It is also Sweetest Day(third Saturday of the month.) Book 1 says, " Sweetest Day began when a resident of Cleveland, Ohio, decided to help some of the underpriveleged in his community. He delivered small gifts to orphans and shut-ins. The idea soon spread to other communities, with people remembering both friends and the less fortunate with small gifts and kindnesses." Grandma did not like Book 1's suggest of what to do with this so she made up one of her own. She feels it will develop empathy which is the latest in desires for children's learning. She feels it would be a good project for you as a family in your community to find someone who needs something and carry out that task, or to back some cookies to hand out to those in need or visit an orphanage you can do something special for or a hospital. Something out of the way on yourselves. October 19 which is Saturday Ed Emberley, children's illustrator was born in 1931.
Now for the events before 1800. You should be keeping record of happenings from the Bible. Keeping tabs on all the births would be pretty hard so only worry about the important people talked about. The rest of the record is there in those sections of the bible already recorded where the other happenings are so seperated it is better to put them on a timeline recording. You can make a notation to keep in your bible or in a notebook the places in the Bible it gives a recording of all the names. Those happenings to record on the time line should be of God creating the earth, stars, planets, and the sun. Then the animals, man, woman and their children as well as Cain killing Abel. Next should be the recordings of Noah and the tower of Babel. Next we should have when Abram talked to God and all the events or happenings with his life and his sons. Next it will go into happenings from there on by Xmas we should be at the birth of Christ, otherwise, we would have to back up to catch what we not able to get from the Old testimate. Grandma will do her best there. We also have the events from the History book Grandma is covering. Book 1 has an event October 18 in 1767 of which Charles Mason and Jeremiah Dixon completed their surveying of the Mason-Dixon Line between Maryland and Pennsylvania. Then on Saturday October 19 in 1752 is when Benjamin Frankline put a key on a kite and proved that Lightning is Electricity. I am assuming it was raining at that time. Then in 1781 General Cornwallis surrendered at Yorktown, marking the end of the Revolutionary War. However, Grandma feels she must give this last event of The Star-Spangled Banner to be sung for the first time in Baltimore, Maryland. in 1814. As you can see it runs into the 1800's but she feels it belongs with the 1700's history. The event she saved for this day was that of 1744 in which the Earl of Sandwich, inventor of the sandwich, told friends in London, "Sandwishes should be eaten with a civilized swallow, not a barbarous bolt.." Maybe you can add it to your Teddy Bear celebration and what you do in your community for the weekends. Remember it is Dessert, popcorn, apple, pizza month also. Now she is going to go into our History in the History book.
 
She gave you the time line from this book because she could not remember if it was part of the events she gave you before with those of Book 1. She has given up to the date of 1700. Then beginning in 1700 there is a 1707 date which is confusing but maybe it will be explained later. England, Scotland, Wales, and Northern Ireland form Great Britain. Now Grandma understands it. It is just saying they were formed into what they call Great Britain in 1707. In 1754 French and Indian War begins. In 1763 the French and Indian War ends. In 1770 Five colonists are killed the Boston Massacre. In 1773 Sons of Liberty have the Boston Tea Party.  Then in 1774 the First Continental Congress meets in Philadelphia. That same year the American Revolution begins at Lexington and Concord. Then in 1776 The Declaration of Independence is signed. In 1781 The British Army surrenders at Yorktown. In 1783 the United States and Great Britain sign the Treaty of Paris. In 1787 The Constitution is written. In 1788 The Constitution is ratified. The Bill of Rights is ratified in 1791.
The History Book says that by 1775 the 13 English colonies were so angry that they decided to fight for their freedom. "As they prepared to battle, they called themselves Minutemen because they needed only a minute to be ready to fight. They did not have uniforms or enough weapons, but they had a cause that they were willing to die for, By 1781 Americans would defeat the powerful British Army.
Think About It
-The first public school laws in the colonies were passed by Puritans Why did the Puritans need public schools? (Grandma does not know how you feel about this but she definately has her opinion about ti.)
-Americans began to fight in the American Revolution in 1775. Why did they wait until July 4, 1775, to say they were free?
-George Washington led the American Army during the American Revolution. He lost more battles than he won. So why did Americans call Washington a great hero?( Grandma feels he actually was because times were tough. No one had pay to go to battle, they were untrained, and going stricktly on their intuitions)
This next Chapter is called Life in the Thirteen Colonies, it shows Hornbooks as a board with a handle little notches to hold pages( like a picture frame only the backing is there and the picture slips in the space above with little notches done in very beautiful dark wood..The People, Places and New Vocabulary for this chapter is listed her below  Grandma will give the Focus on Main Ideas first.
 
1. What were some of the differences between New England, the Middle Colonies, and the Southern Colonies?
2. What were the responsibilities of women in the colonies?
3. How did public schools and colleges develop in the colonies?
 
People:
Congregationalists                                             Eliza Lucas Pinckney
Jonathan Edwards                                             Benjamin Franklin
 
Places
New York City                                    Sweden                           Scotland
Harvard College                                   Boston
 
New Vocabulary(Be sure the Children are working on any other new vocabulary they may be coming upon in their reading and the activities.)
democracy                        cash crops                 manufacturing                     planter
Episcopal Church               indigo                        Great Awakening                 grammar schools
dame schools                    apprentice                  jouneyman                          mercantilism
favorable balance of trade    Navigation Acts          triangular                            trade routes
(reminds Grandma that the little children need a color of she is going to say brown, and a shape of triangles for the day)
As you remember,"There were three groups of colonies: the New England Colonies, the Middle Colonies, and the Southern Colonies. The climate, the geography, and the way of life differed in each of these regions."
Life in the Three
New England Colonies had long, cold winters. The rocky soil mad it difficult to grow food. They used the trees for shipbuilding; the Atlantic Ocean for fishing, hunting whales, and trading. Religion was the center of life. Puritans came from England. They were also called Congregationalists in America. They believed that God rewarded people who worked hard. In most towns they built meeting houses where they held Sunday services and town meetings. All who were church members and property owners could speak and vote. They helped build democracy in America because they gave a large group of people a voice in their government.
The Middle Colonies "had settlers from many nations Europe, including Germany, Sweden, France, and Scotland. They earned their living from farming. These colonies were called the "breadbasket colonies" because they grew large amounts of wheat and grains as cash crops. Farmers used the area's three main rivers to ship their products to Philadelphia and New York City. These busy port cities became the largest cities of the Middle Colonies. Besides trade, manufacturing was important, too.
In the Southern Colonies, the climate was warmer than in the other two regions. The warm climate made it possible to grow crops throughout the year. Also there was a larger area of flat land with good soil for farming. In these colonies people grew tobacco and rice on large plantations. These cash crops were sold to other colonies and to England.
Almost everything a planter, or plantation owner, and his family needed was made on the plantation. The planter lived a large house with his family. The owner's wife ran the house and often managed the slaves that worked in the house.
Planters depended on African slaves to do most of the field work. Laws called "slave codes" were passed to control the slaves. According to these laws slaves were the property of their owners,and had no rights. Teaching slaves to read and write was against the law. Although there were some African slaves in the Middle Colonies and in New England, most slaves were in the Southern Colonies. By 1775 slaves were one fifth of the population in the 13 colonies.
Unlike the Middle Colonies, most people in the Southern Colonies came from England. And unlike New England most people belonged to the Church of England, which was called the Episcopal Church in America....also called the Anglican Church. Laws in Virginia required all people to pay taxes to the Episcopal Church. Most southerners owned small farms. But the wealthy planters controlled businesses, slaves, and governments in the Southern Colonies."
Southern Colonies produced Fish, tobacco, wheat, and Indigo.According to a product map in the history book-New England Colonies produced fish, whales, ships, and lumber. Middle Colonies produced cattle, iron, lumber, and fish.
"Family Life, Role of Women, and Social Classes
The family was the most important social group in the colonies. The father was the head of the house, and he expected his family to obey him. Women had few rights in the 13 colonies. A woman could not vote or work in a colonial government. In order to own land, start a business, or sign a contract, a woman had to have permission from her husband or from her father.
All women were expected to do many kinds of work for their families, but wealthy women had servants to help them. Women had to feed their families, so they grew vegetable gardens that provided some of their food. Women cooked meals in large pots over a fire in a fireplace. Pies filled with meat and vegetables were very popular.
Women took care of all children who lived in their homes. Women made soap, candles, and clothing by hand. By working quickly, a woman might make two hundred candles in one day. To make clothing women had to spin thread, weave it into cloth, and sew the cloth into clothing.
Finally most women worked with their husbands on their farms or in their shops and businesses. A few women managed their own plantations. Eliza Lucas Pinckney became famous for managing her father's plantation. She turned indigo into an important cash crop in South Carolina
Social classes were important in the colonies. Yet colonists had more opportunities to move to a higher social class than did people in England. The highest social class was the upper class. The upper class included the wealthy and the well-educated. Ministers, lawyers, southern planters, and rich merchants were part of the upper class. Only upper-class women could afford to wear silk dresses. Upper-class men often wore fancy white wigs. The largest class of people in the colonies were the middle class. Small farmers, shopkeepers, and skilled workers were part of the middle class. Farm workers and servants were in the lower class. Slaves were the lowest level of society and had the least rights.
Religion and Education
Religion was important throughout the 13 colonies. A religious movement called the Great Awakening began during the early 1700s. Johathan Edwards, a Protestant minister in Massachusetts, was an important leader of this movement. All people were equal before God, Edwards told his followers. Edwards, a Protestant minister in Massachusetts, was an important leader of this movement. Edwards taught that people should not depend on ministers to teach them about God. Instead they could learn about God by reading the Bible by themselves. The Great Awakening helped democracy because it spread the idea that all people are equal.
New England became the leader in the development of public schools because the Puritans believed everyone should be able to read the Bible. In 1647 Massachusetts passed America's first public school law. The law required towns with more than 50 families to hire a teacher for the town's children. Towns with more than 100 families had to start grammar schools for boys. These grammar schools, the first public schools in America, were small, one-room schools. Theey were for both rich and poor boys, and tax money supported the schools. Girls often went to dame schools, which women ran in their own homes. There was little public education in the Middle Colonies and in the Southern Colonies. Most schools in the Middle Colonies were private schools that charged fees. In the Southern Colonies, wealthy children were taught at home.
At the age of 12, many middle- and lower-class children received an education by becoming an apprentice. An apprentice lived and worked with a master craftsman. A boy could be an apprentice to a printer, shoemaker, glassmaker, silversmith, or other craftsman. The craftsman taught reading, writing, and his trade, or business, to the apprentice. After about seven years, the apprentice could work on his own as a journeyman. Later when he was experienced, he was considered a master craftsman who could have his own apprentices.
The first colleges in the colonies were started as schools to train ministers. In 1636 the puritans started Harvard College, the first college in the colonies.
Colonial Trade and Cities
Most colonial trade was with other colonies and with England. During the 1600s and the 1700s, Europeans believed in an idea called mercantilism. Under mercantilism a nation could be rich only by gaining wealth from rival nations. To get this wealth, a nation needed a favorable balance of trade. Colonies were a good place to sell products, and they were a good place to get raw materials to make more products
Beginning in 1651, England passed laws called the Navigation Acts to control trade with its colonies. These laws tried to make England richer by forcing the colonies to trade mainly with England. The colonies were not allowed to make products that they could buy from England. All trade had to be done on English ships or on ships that were built in the colonies.
New England, a leader in shipbuilding, sent trading ships to England and to English colonies in all parts of the world Colonial products, such as lumber and fish, were traded in England for manufactured goods such as furniture and fine clothing. But much trading took place among the 13 colonies. New England merchants shipped fish and lumber to the other colonies. The Southern Colonies sent rice and tobackko to New England. Grain and flour from the Middle Colonies went to the Southern Colonies and to New England.
In order to trade with countries other than England, the colonies developed triangular trade routes. To trade with European merchants, the colonial merchants shipped their products to European ports. There they were traded for goods that were not available in England, such as fruits and wine. Next the fruits and wine were traded in England for manufactured goods. Finally the manufactured goods from England were sold in the colonies.
Another triangular trade route brought African slaves to America. First, colonists traded their products for sugar and molasses in the West Indies. Ships carried sugar and molasses back to the colonies where they were made into rum. In the next step, ships carried rum and guns to Africa. In Africa These were exchanged for slaves. Then African slaves were shipped to the West Indies or to the colonies. Trade helped port cities in the colonies grow larger. By 1770 Boston was the busiest port, and Philadelphia was the largest city in the colonies. Cities grew larger each year, but most colonists continued to live on farms and in towns.
By 1760 there were almost 2 million people living in the 13 colonies. About half of the colonists came from European nations other than England. They spoke many languages, belonged to many religions, and earned their livings in many different ways. They thought of themselves as Virginians, New Yorkers, or members of other colonies. Read on to learn how problems with England would help the colonists join together to become Americans. "
Benjamin Franklin 1706-1790
-famous for his work as a printer, a writer, a scientist, an inventor, and a leader in the 13 colonies
-admired around the world because he could do so many things
-born in Boston, fifteenth child of seventeen
-little money
-two years in school
-educated self by reading every book he could find
-apprentice in older brother's printing shop
-like printing but not the brother, left home at age of 17 to Philadelphia
-published his own newspaper in Philadelphia after a few years
-first American to use maps and cartoons in a newspaper
-published a book each year clled Poor Richard's Almanac
it was filled with wise sayings like"Early to bed and early to rise, makes a man healthy, wealthy, and wise."
-famous for his work as an inventor and a scientist
-invented the Franklin stove(less fuel and gave more heat)
-proved that lightning was one form of electricity by attaching a key to the end of a kite
-contributed to the city of Philadelphia(first hospital, library, and fire department
-started school which became the Univ of Pennsylvania
-helped the colonies win their freedom from England.
-At 81 helped write the Constitution
-lived to be 84
This is the end of the History lesson for Today. I had just figured out a way that may get the attention of the students because there is no pictures or any thing to any of this history the last few days. I am thinking you could break it down and have the children draw pictures of each part you read to them . Do it as an experiment and let me know if it works. I also will let you know  all my pages have links to the blogs now except the contact and guest page. I will be typing up some excersize pages here. for this history.
I do not know if I will get Listen up! done tonight. Maybe tomorrow I will do extra. I have some book assignments also and the answers for Book 54 escersizes
 
Review and Apply
Main Ideas
-Puritans in New England held town meetings so the people could solve problems together.
-The Middle Colonies had the most diverse population because there were immigrants from many different European nations.
-Public school education began in New England.
-Most people in the Southern Colonies owned small farms, but rich plantation owners controlled government and businesses.
-Colonial women could not vote or work in the government.
-The triangular trade routes helped the colonies trade with the West Indies, Europe, and Africa.
 
Vocabulary
Finish the Sentence
-chose on of the words or phrases from the box to complete each sentence. You will not use all the words in the box
1. In a _________________________the government is ruled by the people.      Navigation Acts
                                                                                                                       plante
                                                                                                                       debtor
2. Crops, like tobacco and indigo, that are grown for profit are called                   democracy
                                                                                                                   Mercantilism   
    _______________________________.                                                        cash crops
                                                                                                                   dame school
                                                                                                                    apprentice
3. An __________________________________was a boy who lived and         manufacturing
 
    worked with a master craftsman in order to learn his trade.  
 
4. A____________________________________owned a large plantation.
 
 
5. ___________________________________ means to produce goods by machine.
 
 
6. The system that helped a nation get rich by gaining wealth from rival nations
 
was called____________________________________________________.
 
 
7. __________________________________were laws that forced the colonies to trade
mainly with England.
 
Journal writing
Write  a paper on the responsibilities of colonial women.
 
Comprehension Check
Choose the Answer-Write the letter of the word or phrase that best answers each question.
 
__________1. What right did colonial women not have?
                     a. to teach
                     b. to vote
                     c. to cook
___________2. Who was a leader of the Great Awakening?
                     a. Johnathan Edwards
                     b. John Smith
                     c. Roger Williams
___________3. Which people belonged to the upper class?
                     a. farm workers and servants
                     b. farmers and shopkeepers
                     c. ministers, planters, lawyers, and rich merchants
___________4. Which city was the busiest port in the colonies?
                     a. Boston
                     b. Providence
                     c. Jamestown
___________5. Where did most people live in the Southern Colonies?
                     a. big cities
                     b. large plantations
                     c. small farms
___________6. About how many people lived in the 13 colonies in 1760?
                     a. almost 2 thousand
                     b. almost 2 million
                     c. almost 20 million
 
Critical Thinking
Comparing and Contrasting-You read about the difference in the three sections of colonies. Complete the chart below based on the learning.
 
                                      New England                      Middle                             Southern
Climate
 
 
 
 
 
 
 
Education
 
 
 
 
 
 
 
The ways people
earned a living.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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