Financial literacy vocabulary words
1. Annual percentage rate
Annual percentage rate, or APR, is the yearly interest rate charged on borrowed money. The rate is expressed as a percentage and indicates how much interest the borrower will pay over the course of a year.
2. Asset
An asset is any resource (tangible or intangible, owned or controlled) that holds value. In other words, assets contain value that can be converted into money. An individual, company, or country can own or control assets, which include things like cash, investments, art, technology, real estate, and intellectual property.
3. Bankruptcy
Bankruptcy is a legal status that a person or entity can enter when they're unable to repay their debts. Bankruptcy shields borrowers from debt collection, but it requires that they sell their assets to repay the money they owe. Bankruptcy carries significant financial consequences.
4. Budget
A budget is a plan for using income to meet financial obligations. It tracks how much income a person receives and details how that money will be allocated to pay for expenses, build savings, and meet financial goals.
5. Comparison shopping
Comparison shopping is a strategy that consumers can use to save money on purchases. It consists of comparing the prices of similar products to determine which is least expensive.
6. Credit
Credit is a financial arrangement in which money is borrowed for a purchase and paid back at a later date. It allows consumers to make purchases that they wouldn’t be able to afford if they had to pay the full price in one installment. By spreading the cost over time, credit enables borrowers to make big-ticket purchases such as homes and vehicles. Common forms of credit include loans and credit cards.
7. Credit report
A credit report is a record of a borrower’s credit history. It is produced by the credit bureaus and typically consists of four sections: personal information, financial account history, history of credit applications, and public records. The information in a credit report is used to calculate a consumer’s credit score, which is one of the primary factors that lenders consider when evaluating a credit application.
8. Credit score
A credit score is a three-digit number that represents how likely a borrower is to repay a debt. It is calculated based on the information in a borrower’s credit report and ranges from 300 to 850. Borrowers with higher scores are viewed as more likely to repay debt obligations and are thus more likely to be approved for credit and receive lower interest rates.
9. Creditworthiness
Creditworthiness is a term that refers to how much confidence a lender can have in a borrower’s ability to repay a loan. Creditworthiness is primarily determined by how well a borrower has managed previous debt obligations.
10. Debit card
Unlike a credit card, a debit card immediately withdraws funds from the user’s bank account. Debit cards are less likely to contribute to excessive debt than credit cards, but users face fees if they overdraw their account.
11. Debt
Debt is the money that a borrower owes to a lender. It can be accrued through any form of borrowing—credit cards, mortgages, personal loans, and auto loans among others.
12. Emergency fund
An emergency fund is money set aside for big, unexpected expenses such as job loss or large medical bills. It provides a financial buffer that shields against accruing unwanted debt.
13. Income
Income is money received through sources such as employment, investments, or business transactions. There are two ways to measure income: gross income and net income. Gross income is the total amount that’s earned before expenses, taxes, and other costs. Net income is what remains after these expenses are deducted.
14. Interest
Interest is the percentage of a loan principal that lenders charge borrowers. There are two primary kinds of interest: simple interest and compound interest. Simple interest is calculated exclusively on the initial amount of money borrowed, while compound interest is calculated based on the loan principal plus the interest that accumulates each period.
15. Need vs. want
One of the most basic concepts of personal finance is being able to differentiate between needs and wants. A “need” is defined as an essential expense, such as food or housing. A “want” is an expense that would be nice to have but isn't essential, such as designer clothing.
1. Annual percentage rate
Annual percentage rate, or APR, is the yearly interest rate charged on borrowed money. The rate is expressed as a percentage and indicates how much interest the borrower will pay over the course of a year.
2. Asset
An asset is any resource (tangible or intangible, owned or controlled) that holds value. In other words, assets contain value that can be converted into money. An individual, company, or country can own or control assets, which include things like cash, investments, art, technology, real estate, and intellectual property.
3. Bankruptcy
Bankruptcy is a legal status that a person or entity can enter when they're unable to repay their debts. Bankruptcy shields borrowers from debt collection, but it requires that they sell their assets to repay the money they owe. Bankruptcy carries significant financial consequences.
4. Budget
A budget is a plan for using income to meet financial obligations. It tracks how much income a person receives and details how that money will be allocated to pay for expenses, build savings, and meet financial goals.
5. Comparison shopping
Comparison shopping is a strategy that consumers can use to save money on purchases. It consists of comparing the prices of similar products to determine which is least expensive.
6. Credit
Credit is a financial arrangement in which money is borrowed for a purchase and paid back at a later date. It allows consumers to make purchases that they wouldn’t be able to afford if they had to pay the full price in one installment. By spreading the cost over time, credit enables borrowers to make big-ticket purchases such as homes and vehicles. Common forms of credit include loans and credit cards.
7. Credit report
A credit report is a record of a borrower’s credit history. It is produced by the credit bureaus and typically consists of four sections: personal information, financial account history, history of credit applications, and public records. The information in a credit report is used to calculate a consumer’s credit score, which is one of the primary factors that lenders consider when evaluating a credit application.
8. Credit score
A credit score is a three-digit number that represents how likely a borrower is to repay a debt. It is calculated based on the information in a borrower’s credit report and ranges from 300 to 850. Borrowers with higher scores are viewed as more likely to repay debt obligations and are thus more likely to be approved for credit and receive lower interest rates.
9. Creditworthiness
Creditworthiness is a term that refers to how much confidence a lender can have in a borrower’s ability to repay a loan. Creditworthiness is primarily determined by how well a borrower has managed previous debt obligations.
10. Debit card
Unlike a credit card, a debit card immediately withdraws funds from the user’s bank account. Debit cards are less likely to contribute to excessive debt than credit cards, but users face fees if they overdraw their account.
11. Debt
Debt is the money that a borrower owes to a lender. It can be accrued through any form of borrowing—credit cards, mortgages, personal loans, and auto loans among others.
12. Emergency fund
An emergency fund is money set aside for big, unexpected expenses such as job loss or large medical bills. It provides a financial buffer that shields against accruing unwanted debt.
13. Income
Income is money received through sources such as employment, investments, or business transactions. There are two ways to measure income: gross income and net income. Gross income is the total amount that’s earned before expenses, taxes, and other costs. Net income is what remains after these expenses are deducted.
14. Interest
Interest is the percentage of a loan principal that lenders charge borrowers. There are two primary kinds of interest: simple interest and compound interest. Simple interest is calculated exclusively on the initial amount of money borrowed, while compound interest is calculated based on the loan principal plus the interest that accumulates each period.
15. Need vs. want
One of the most basic concepts of personal finance is being able to differentiate between needs and wants. A “need” is defined as an essential expense, such as food or housing. A “want” is an expense that would be nice to have but isn't essential, such as designer clothing.
https://docs.google.com/presentation/d/1_OU8kh26Jxk4Oc5xQPnCtGMbfxBkIV-Kky3DstzI8gQ/edit?usp=sharing
You will create a political cartoon answering the guiding question, “What makes Pearl Harbor a defining moment in American history?” The Pearl Harbor Political Cartoon Rubric to assess the assignment.
Objective:
Students will be able to Evaluate the importance of Pearl Harbor on America’s entry into World War II.
Students will analyze the impact of the attack on the American identity and the American role in the world.
What makes Pearl Harbor a defining moment in American history?
Objective: Students will be able to explain the difficulty of treating wounded troops during the D-Day invasion by analyzing interviews from those who were there.
- 7.H.2 – Understand the implications of global interactions.
- 7.H.2.1 – Analyze the effects of conflict and war on the political, economic, and social structures of various societies.
- 7.H.2.2 – Evaluate the impact of major conflicts (such as WWI) on societies, including shifts in power and governance.
- 7.G.1 – Understand how geography influences societies and regions over time.
- 7.G.1.2 – Explain how physical geography and human geography influence societies, including causes of war and territorial disputes.
- 7.E.1 – Understand how economic decisions impact societies.
- 7.E.1.3 – Explain how global wars and conflicts influence economies, including the effects of wartime production and economic shifts.
- 7.C&G.1 – Understand the development of government systems.
- 7.C&G.1.4 – Explain how World War I influenced political ideologies, alliances, and the rise of nationalism.
- 7.C.1 – Understand how cultural expressions influence society.
- 7.C.1.2 – Analyze how nationalism and propaganda influenced public opinion during World War I.
SIOP Objective for WWIContent Objective:
Students will analyze the causes, major events, and effects of World War I by examining primary and secondary sources, discussing key concepts in small groups, and creating a visual timeline of significant events.
Language Objective:
Students will read and summarize key information about WWI, use academic vocabulary (e.g., militarism, alliances, trench warfare, Treaty of Versailles) in discussions, and write a short response explaining how WWI changed global politics.
Students will analyze the causes, major events, and effects of World War I by examining primary and secondary sources, discussing key concepts in small groups, and creating a visual timeline of significant events.
Language Objective:
Students will read and summarize key information about WWI, use academic vocabulary (e.g., militarism, alliances, trench warfare, Treaty of Versailles) in discussions, and write a short response explaining how WWI changed global politics.
Life in the Trenches
The Great War — a phrase coined even before it had begun — was expected to be a relatively short affair and, as with most wars, one of great movement. The First World War was typified, however, by its lack of movement, the years of stalemate exemplified on the Western Front from autumn 1914 until spring 1918.
Not that there was not movement at all on the Western Front during 1914-18; the war began dramatically with sweeping advances by the Germans through Belgium and France en route for Paris. However stalemate — and trench warfare soon set resulted.
Daily Death in the Trenches
Death was a constant companion to those serving in the line, even when no raid or attack was launched or defended against. In busy sectors the constant shellfire directed by the enemy brought random death whether victims were lounging in a trench or lying in dugouts — many men were buried alive as a consequence of such large shell-bursts.
Similarly, novices were cautioned against their natural inclination to peer over the parapet of the trench into No Man’s Land.
Many men died on their first day in the trenches from a precisely aimed sniper’s bullet.
Estimates show that up to one third of Allied casualties on the Western Front were actually sustained in the trenches. Aside from enemy injuries, disease wrought a heavy toll.
Rat Infestation
Rats in the millions infested trenches. Rats gorged themselves on human remains, grotesquely disfiguring dead bodies by eating their eyes and liver. Rats feasted on corpses so frequently that many rats grew to be the size of cats.
Soldiers were maddened and afraid of these rats, which often scampered across their faces in the dark. Men attempted to rid the trenches of rats by various methods: by gunfire, by bayonet, and even by clubbing them to death.
It was useless however: a single rat couple could produce up to 900 offspring in a year, spreading infection and contaminating food. The rat problem remained for the duration of the war, although many veteran soldiers swore that rats sensed impending heavy enemy shellfire and consequently disappeared from view.
Frogs, Lice, and Trench Foot
Rats were by no means the only source of infection and nuisance. Lice were a never-ending problem, breeding in the seams of filthy clothing and causing men to itch unceasingly.
Even when clothing was periodically washed and deloused, lice eggs invariably remained hidden in the seams; within a few hours of the clothes being re-worn, the body heat generated would cause the eggs to hatch.
Lice caused Trench Fever, a particularly painful disease that began suddenly with severe pain followed by high fever. Recovery — away from the trenches — took up to twelve weeks. Lice were not actually identified as the culprit of Trench Fever until 1918.
Frogs by the score were found in shell holes covered in water; they were also found in the base of trenches. Slugs and horned beetles crowded the sides of the trench.
Many men chose to shave their heads entirely to avoid another common scourge: nits.
Trench Foot was another medical condition peculiar to trench life. It was a fungal infection of the feet caused by cold, wet and unsanitary trench conditions. It could turn into gangrene and result in amputation.
Patrolling No Man’s Land
Patrols would often be sent out into No Man’s Land. Some men would be tasked with repairing or adding barbed wire to the front line. Others, however, would go out to assigned listening posts, hoping to pick up valuable information from the enemy lines.
Sometimes enemy patrols would meet in No Man’s Land. They were then faced with the option of hurrying on their separate ways or else engaging in hand to hand fighting.
They could not afford to use their handguns while patrolling in No Man’s Land, for fear of the machine gun fire it would inevitably attract, deadly to all members of the patrol.
... And the Smell
Finally, no overview of trench life can avoid the aspect that instantly struck visitors to the lines: the appalling reek given off by numerous conflicting sources.
Rotting carcasses lay around in the thousands.
Overflowing toilets similarly gave off a most offensive stench.
Men who had had a bath in weeks or months reeked of dried sweat. The feet were generally accepted to give off the worst odor.
Trenches would also smell of cleaners or chloride, used to stave off the constant threat of disease and infection.
Add to this the smell of gunpowder, the lingering odor of poison gas, rotting sandbags, stagnant mud, cigarette smoke and cooking food... yet men grew used to it, while it thoroughly overcame first-time visitors to the front.
http://www.firstworldwar.com/features/trenchlife.htm5
Shell Shock: The Human Impact of War
In World War I 56% of troops were killed or
wounded. Not surprisingly, the horrific trench
warfare had profound psychological effects on
the young men in the battlefield. Many soldiers
had to cope with images that wouldn’t go away.
At times, parts of human bodies were used to
shore up the trench system itself. Some soldiers
found it humorous to hang their water canteens
on a protruding arm or leg. These were not
people who were disrespectful of the dead; these
were people who were living with the dead. One
can imagine the possibility of becoming numb to
such images, but some who couldn’t turn off their feelings. They brought them home with them, dreamt about them, and went mad because of them.
By the winter of 1914–15, "shell shock" was a pressing medical and military problem. Not only did it affect increasing numbers of frontline troops serving in World War I, but also doctors were struggling to understand and treat the disorder. Soldiers, themselves, coined the term “shell shock.” Symptoms included fatigue, tremors, confusion, nightmares and impaired sight and hearing. It was often diagnosed when a soldier was unable to function and no obvious cause could be identified. Because many of the symptoms were physical, it bore little overt resemblance to the modern diagnosis of post-traumatic stress disorder (PTSD). Although today, modern psychologists recognize shell shock as a form of PTSD.
In 1916, British soldier Arthur Hubbard painfully set pen to paper in an attempt to explain to his mother why he was no longer on the front lines. He had been taken from the battlefields and placed in a hospital suffering from shell shock. In his words, his breakdown was related to witnessing “a terrible sight that I shall never forget as long as I live.” He wrote the following letter to his mother. [Punctuation and wording appear as originally written]:
We had strict orders not to take prisoners, no matter if wounded my first job was when I had finished cutting some of their wire away, to empty my magazine on 3 Germans that came out of one of their deep dugouts. bleeding badly, and put them out of misery. They cried for mercy, but I had my orders, they had no feeling whatever for us poor chaps... it makes my head jump to think about it.
Hubbard had “gone over the top,” meaning he climbed out of his trench and charged forward through no-man’s land to attack the enemy German trenched. While he survived, practically his whole battalion was wiped out by German artillery. He was buried, dug himself out, and during the subsequent retreat was almost killed by machine gun fire. Within this landscape of horror, he collapsed.
Arthur Hubbard was one of millions of men who suffered psychological trauma as a result of their war experiences. Symptoms ranged from uncontrollable diarrhea to unrelenting anxiety. Soldiers who had bayoneted men in the face developed hysterical tics of their own facial muscles. Stomach cramps seized men who knifed their foes in the abdomen. Snipers lost their sight. Terrifying nightmares of being unable to withdraw bayonets from the enemies’ bodies persisted long after the slaughter.
The dreams might occur “right in the middle of an ordinary conversation” when “the face of a [German] that I have bayoneted, with its horrible gurgle and grimace, comes sharply into view,” an infantry captain complained. An inability to eat or sleep after the slaughter was common. Symptoms, however, did not always occur during the war. One soldier did not suffer until he returned home when he admitted he “cracked up” and found himself unable to eat, deliriously re- living his experiences of combat.
These were not exceptional cases. It was clear to everyone that large numbers of combatants could not cope with the strain of warfare. Medical officers quickly realized that everyone had a “breaking point” — weak or strong, courageous or cowardly, war frightened everyone.
The Great War — a phrase coined even before it had begun — was expected to be a relatively short affair and, as with most wars, one of great movement. The First World War was typified, however, by its lack of movement, the years of stalemate exemplified on the Western Front from autumn 1914 until spring 1918.
Not that there was not movement at all on the Western Front during 1914-18; the war began dramatically with sweeping advances by the Germans through Belgium and France en route for Paris. However stalemate — and trench warfare soon set resulted.
Daily Death in the Trenches
Death was a constant companion to those serving in the line, even when no raid or attack was launched or defended against. In busy sectors the constant shellfire directed by the enemy brought random death whether victims were lounging in a trench or lying in dugouts — many men were buried alive as a consequence of such large shell-bursts.
Similarly, novices were cautioned against their natural inclination to peer over the parapet of the trench into No Man’s Land.
Many men died on their first day in the trenches from a precisely aimed sniper’s bullet.
Estimates show that up to one third of Allied casualties on the Western Front were actually sustained in the trenches. Aside from enemy injuries, disease wrought a heavy toll.
Rat Infestation
Rats in the millions infested trenches. Rats gorged themselves on human remains, grotesquely disfiguring dead bodies by eating their eyes and liver. Rats feasted on corpses so frequently that many rats grew to be the size of cats.
Soldiers were maddened and afraid of these rats, which often scampered across their faces in the dark. Men attempted to rid the trenches of rats by various methods: by gunfire, by bayonet, and even by clubbing them to death.
It was useless however: a single rat couple could produce up to 900 offspring in a year, spreading infection and contaminating food. The rat problem remained for the duration of the war, although many veteran soldiers swore that rats sensed impending heavy enemy shellfire and consequently disappeared from view.
Frogs, Lice, and Trench Foot
Rats were by no means the only source of infection and nuisance. Lice were a never-ending problem, breeding in the seams of filthy clothing and causing men to itch unceasingly.
Even when clothing was periodically washed and deloused, lice eggs invariably remained hidden in the seams; within a few hours of the clothes being re-worn, the body heat generated would cause the eggs to hatch.
Lice caused Trench Fever, a particularly painful disease that began suddenly with severe pain followed by high fever. Recovery — away from the trenches — took up to twelve weeks. Lice were not actually identified as the culprit of Trench Fever until 1918.
Frogs by the score were found in shell holes covered in water; they were also found in the base of trenches. Slugs and horned beetles crowded the sides of the trench.
Many men chose to shave their heads entirely to avoid another common scourge: nits.
Trench Foot was another medical condition peculiar to trench life. It was a fungal infection of the feet caused by cold, wet and unsanitary trench conditions. It could turn into gangrene and result in amputation.
Patrolling No Man’s Land
Patrols would often be sent out into No Man’s Land. Some men would be tasked with repairing or adding barbed wire to the front line. Others, however, would go out to assigned listening posts, hoping to pick up valuable information from the enemy lines.
Sometimes enemy patrols would meet in No Man’s Land. They were then faced with the option of hurrying on their separate ways or else engaging in hand to hand fighting.
They could not afford to use their handguns while patrolling in No Man’s Land, for fear of the machine gun fire it would inevitably attract, deadly to all members of the patrol.
... And the Smell
Finally, no overview of trench life can avoid the aspect that instantly struck visitors to the lines: the appalling reek given off by numerous conflicting sources.
Rotting carcasses lay around in the thousands.
Overflowing toilets similarly gave off a most offensive stench.
Men who had had a bath in weeks or months reeked of dried sweat. The feet were generally accepted to give off the worst odor.
Trenches would also smell of cleaners or chloride, used to stave off the constant threat of disease and infection.
Add to this the smell of gunpowder, the lingering odor of poison gas, rotting sandbags, stagnant mud, cigarette smoke and cooking food... yet men grew used to it, while it thoroughly overcame first-time visitors to the front.
http://www.firstworldwar.com/features/trenchlife.htm5
Shell Shock: The Human Impact of War
In World War I 56% of troops were killed or
wounded. Not surprisingly, the horrific trench
warfare had profound psychological effects on
the young men in the battlefield. Many soldiers
had to cope with images that wouldn’t go away.
At times, parts of human bodies were used to
shore up the trench system itself. Some soldiers
found it humorous to hang their water canteens
on a protruding arm or leg. These were not
people who were disrespectful of the dead; these
were people who were living with the dead. One
can imagine the possibility of becoming numb to
such images, but some who couldn’t turn off their feelings. They brought them home with them, dreamt about them, and went mad because of them.
By the winter of 1914–15, "shell shock" was a pressing medical and military problem. Not only did it affect increasing numbers of frontline troops serving in World War I, but also doctors were struggling to understand and treat the disorder. Soldiers, themselves, coined the term “shell shock.” Symptoms included fatigue, tremors, confusion, nightmares and impaired sight and hearing. It was often diagnosed when a soldier was unable to function and no obvious cause could be identified. Because many of the symptoms were physical, it bore little overt resemblance to the modern diagnosis of post-traumatic stress disorder (PTSD). Although today, modern psychologists recognize shell shock as a form of PTSD.
In 1916, British soldier Arthur Hubbard painfully set pen to paper in an attempt to explain to his mother why he was no longer on the front lines. He had been taken from the battlefields and placed in a hospital suffering from shell shock. In his words, his breakdown was related to witnessing “a terrible sight that I shall never forget as long as I live.” He wrote the following letter to his mother. [Punctuation and wording appear as originally written]:
We had strict orders not to take prisoners, no matter if wounded my first job was when I had finished cutting some of their wire away, to empty my magazine on 3 Germans that came out of one of their deep dugouts. bleeding badly, and put them out of misery. They cried for mercy, but I had my orders, they had no feeling whatever for us poor chaps... it makes my head jump to think about it.
Hubbard had “gone over the top,” meaning he climbed out of his trench and charged forward through no-man’s land to attack the enemy German trenched. While he survived, practically his whole battalion was wiped out by German artillery. He was buried, dug himself out, and during the subsequent retreat was almost killed by machine gun fire. Within this landscape of horror, he collapsed.
Arthur Hubbard was one of millions of men who suffered psychological trauma as a result of their war experiences. Symptoms ranged from uncontrollable diarrhea to unrelenting anxiety. Soldiers who had bayoneted men in the face developed hysterical tics of their own facial muscles. Stomach cramps seized men who knifed their foes in the abdomen. Snipers lost their sight. Terrifying nightmares of being unable to withdraw bayonets from the enemies’ bodies persisted long after the slaughter.
The dreams might occur “right in the middle of an ordinary conversation” when “the face of a [German] that I have bayoneted, with its horrible gurgle and grimace, comes sharply into view,” an infantry captain complained. An inability to eat or sleep after the slaughter was common. Symptoms, however, did not always occur during the war. One soldier did not suffer until he returned home when he admitted he “cracked up” and found himself unable to eat, deliriously re- living his experiences of combat.
These were not exceptional cases. It was clear to everyone that large numbers of combatants could not cope with the strain of warfare. Medical officers quickly realized that everyone had a “breaking point” — weak or strong, courageous or cowardly, war frightened everyone.
ESSENTIAL QUESTIONS: What role did animals play in the successes and failures of World War I? How did animals affect the morale of the troops?
Essay Question: Woodrow Wilson’s 14 Points.
At the end of World War I, Woodrow Wilson presented a plan to create a lasting peace. His plan, known as the Fourteen Points, met stiff opposition at both the Paris peace talks and back home in the United States. Describe the ideas expressed in this document and how well it addressed the causes (M.A.I.N.) of the war. In your opinion, was Wilson’s plan a good proposal? Explain.
Write one paragraph (5 sentences)
SS.7.H.2 – Analyze the impact of historical events and developments in North Carolina, the United States, and around the world. • Understanding how the Industrial Revolution, and its inventions, impacted society locally and globally. SS.7.H.1 – Use historical thinking skills to analyze the causes and effects of events and developments. • Students will explore the cause-and-effect relationship between the inventions and societal changes during the Industrial Revolution.
SS.7.C&G.2 – Evaluate how the United States government and other institutions are influenced by historical events. • Recognizing how industrial inventions influenced not only industry but also policies and institutions in the United States
SIOP- Content Objectives: • Students will understand the historical impact of the Industrial Revolution on society, both locally and globally.
• Students will identify and explain the cause-and-effect relationships between technological innovations during the Industrial Revolution and the resulting societal changes, including urbanization, labor movements, and economic growth. • Students will evaluate how the Industrial Revolution influenced government policies, labor laws, and economic institutions in the United States.
Language Objectives: • Reading: Students will read and analyze historical texts, identifying key vocabulary and understanding the historical context. • Writing: Students will produce written responses that analyze the impact of industrial inventions, using historical evidence to support their claims. • Speaking/Listening: Students will engage in discussions and presentations to demonstrate their understanding, using appropriate academic language and supporting their ideas with evidence.
Invention Shark Tank Objective: Students will research and “pitch” an Industrial Revolution invention as if they were selling it to investors (like in Shark Tank).
Instructions: Students will choose an invention (e.g., steam engine, cotton gin, telegraph, spinning jenny, etc.).
Research the invention –
Students should learn: Who invented it
When and why it was created
How it impacted society
Create a sales pitch (2-3 minutes long): Explain the invention and how it works Highlight its benefits (Why is it important? How will it change the world?)
Convince the "investors" (classmates or teacher) why they should support it Present to the using video or audio (can make a commercial or podcast)
Bonus: You can dress up as the inventor for extra creativity
Fact Sheet: Working Conditions in the Industrial Revolution
1. Long Working Hours
Discussion Questions:
1. Long Working Hours
- Children and adults worked 12 to 16 hours a day, often six days a week.
- There were no breaks except for a short meal period.
- Many workers fell asleep on the job due to exhaustion.
- Children were paid much less than adults, often only 10-20% of an adult’s wage.
- Women were also paid less than men.
- Families struggled to afford food, housing, and clothing.
- Factories were hot, dirty, and poorly ventilated, leading to breathing problems.
- Workers operated heavy and unsafe machinery with no safety regulations.
- Accidents were common--workers lost fingers, hands, or even their lives.
- In textile factories, workers inhaled cotton dust, which caused lung diseases.
- Factory owners and supervisors were often cruel to workers.
- Children were beaten or fined if they worked too slowly.
- Workers were punished for talking, making mistakes, or taking breaks.
- Children as young as 5 or 6 years old worked in factories and mines.
- Many worked in coal mines, crawling through tight tunnels and carrying heavy loads.
- Some children worked in textile mills, fixing broken machines or cleaning under moving parts.
- They were often injured or killed by the machinery.
- There were no labor laws protecting workers.
- If workers got sick or injured, they lost their jobs immediately.
- Factory owners cared more about profits than workers' safety.
- Workers lived in overcrowded, dirty housing near factories.
- There was no clean water or proper sewage systems, causing diseases.
- Most children didn’t go to school because they had to work to support their families.
Discussion Questions:
- How would you feel working in these conditions every day?
- What do you think was the biggest danger in these factories?
- How do modern labor laws protect workers today?
- What would you say to a factory owner to change these conditions?
| enlightenment_philosophes_worksheet.pdf |
Final Test
| age_of_reason_cross.pdf |
Industrial Revolution Project Due Monday December 4th
https://www.youtube.com/watch?v=q10lD0npXJo&t=53s
- ❏ How did the Scientific Revolution change the way people understood the world?
- ❏ How were the Renaissance and Scientific Revolution connected?
Complete this webquest:
Scientific Revolution Web Quest
Directions: Use the links for each of the following historical natural philosophers (scientists) and answer the questions about them. Go to Canvas and find the assignment- answer the questions.
Copernicus: http://www.phy.hr/~dpaar/fizicari/xcopern.html
1. Where was Copernicus born and what did he do in his early life?
2. Besides astronomy, what did Copernicus study in school?
3. What different occupations did Copernicus engage in?
4. What was Copernicus’ Heliocentric Theory?
5. When did Copernicus reportedly receive a copy of his printed theory?
Kepler: http://galileo.rice.edu/sci/kepler.html
1. Where was Kepler born and where did he receive his education?
2. Who did he replace after serving as his assistant?
3. What was Kepler’s mother accused of being?
Galileo: https://www.history.com/topics/inventions/galileo-galilei
1. What invention did Galileo improve upon?
2. He discovered how many moons orbiting around Jupiter?
2. He believed we lived in what type of Universe?
3. What does "Eppur si muove!" mean?
4. What was he forced to say during his trial?
Francis Bacon: http://plato.stanford.edu/entries/francis-bacon/
1. By today’s standards, Bacon did things at a young age.
a. When did he enter college?
b. When did he become a member of the House of Commons?
2. What was Bacon’s father’s role in the Queen’s court?
3. Describe Bacon’s “method.”
Rene Descartes
http://www.maths.tcd.ie/pub/HistMath/People/Descartes/RouseBall/RB_Descartes.html
1. What is the source of this account of Descartes’ life?
2. What was Descartes’ excuse for sleeping late?
3. What were Descartes’ chief contributions to mathematics?
4. Besides mathematics, what other science did Descartes delve into?
Isaac Newton http://www.physics4kids.com/files/motion_laws.html
1. How many laws of motion did Newton create?
2. What was Newton’s first law of motion?
3. What happens to items placed in a location in space? Do they move? Why or why not?
4. What was Newton’s second law of motion?
Scientific Revolution Web Quest
Directions: Use the links for each of the following historical natural philosophers (scientists) and answer the questions about them. Go to Canvas and find the assignment- answer the questions.
Copernicus: http://www.phy.hr/~dpaar/fizicari/xcopern.html
1. Where was Copernicus born and what did he do in his early life?
2. Besides astronomy, what did Copernicus study in school?
3. What different occupations did Copernicus engage in?
4. What was Copernicus’ Heliocentric Theory?
5. When did Copernicus reportedly receive a copy of his printed theory?
Kepler: http://galileo.rice.edu/sci/kepler.html
1. Where was Kepler born and where did he receive his education?
2. Who did he replace after serving as his assistant?
3. What was Kepler’s mother accused of being?
Galileo: https://www.history.com/topics/inventions/galileo-galilei
1. What invention did Galileo improve upon?
2. He discovered how many moons orbiting around Jupiter?
2. He believed we lived in what type of Universe?
3. What does "Eppur si muove!" mean?
4. What was he forced to say during his trial?
Francis Bacon: http://plato.stanford.edu/entries/francis-bacon/
1. By today’s standards, Bacon did things at a young age.
a. When did he enter college?
b. When did he become a member of the House of Commons?
2. What was Bacon’s father’s role in the Queen’s court?
3. Describe Bacon’s “method.”
Rene Descartes
http://www.maths.tcd.ie/pub/HistMath/People/Descartes/RouseBall/RB_Descartes.html
1. What is the source of this account of Descartes’ life?
2. What was Descartes’ excuse for sleeping late?
3. What were Descartes’ chief contributions to mathematics?
4. Besides mathematics, what other science did Descartes delve into?
Isaac Newton http://www.physics4kids.com/files/motion_laws.html
1. How many laws of motion did Newton create?
2. What was Newton’s first law of motion?
3. What happens to items placed in a location in space? Do they move? Why or why not?
4. What was Newton’s second law of motion?
Create a foldable using the term, definitions and add pictures.
Answer the questions in Each Artifact B-E-on a sheet of paper and upload it to Canvas.
Parallel Journeys Novel Unit on Holocaust
7th-7.B.1.2 Explain how values and beliefs affect human rights, justice, and equality for different groups of people. Students Will Understand (aligned with the NCDPI Unpacking Document) • The values and beliefs of a society can influence the way a society deals with human rights, justice, and equality for all people. • Societies may or may not value justice and equality for all of their citizens.
Parallel Journey Museum
docs.google.com/presentation/d/1j4JEY_xBrsJj-nF73UrrgqBClAnJEcINLEhJy9Znr5E/edit?usp=sharing
Holocaust Unit
NC Objectives
7.B.1.2 Explain how values and beliefs affect human rights, justice, and equality for different groups of people.
Students Will Understand (aligned with the NCDPI Unpacking Document)
• The values and beliefs of a society can influence the way a society deals with human rights, justice, and equality
for all people.
• Societies may or may not value justice and equality for all of their citizens.
Create a google slide presentation using the defintions and add a picture to represent the term.
https://www.ushmm.org/teach/holocaust-videos-for-classroom-use
September - October
https://youtu.be/njVWQooKE4E
Renaissance Inventions
Age of Exploration: Favorite Explorer Baseball Card Project
Pick any explorer you want from the Age of Exploration from the following nations: Spain, France, China, Holland, England, Norway, Italy or Portugal. You can use any website you want to get your information as long as it is NOT Wikipedia – try to use legitimate government or educational pages when you select.
You can do the entire project online or handwritten on paper. It only needs to be the size of a regular sheet of paper.
This is an individual project and while you may have the same explorer as others, your project should in no way be like theirs. Due Wednesday when you arrive to class. You will be sharing this project with your peers.
Have fun with this and do your best – the layout is completely up to your discretion, but focus on doing a great historical job
Pick any explorer you want from the Age of Exploration from the following nations: Spain, France, China, Holland, England, Norway, Italy or Portugal. You can use any website you want to get your information as long as it is NOT Wikipedia – try to use legitimate government or educational pages when you select.
You can do the entire project online or handwritten on paper. It only needs to be the size of a regular sheet of paper.
This is an individual project and while you may have the same explorer as others, your project should in no way be like theirs. Due Wednesday when you arrive to class. You will be sharing this project with your peers.
Have fun with this and do your best – the layout is completely up to your discretion, but focus on doing a great historical job
September
7.B.1.1 Compare major elements of culture in various modern societies around the world.
7.B.1.2 Explain how values and beliefs affect human rights, justice, and equality for different groups of people.
7.B.1.3 Compare how individuals and groups respond to stereotypes, oppression, human rights violations, and genocide.
7.C&G.1.1 Explain how the power and authority of various types of governments have created conflict that has led to change.
7.C&G.1.2 Distinguish how conflict between religious and secular thought and practice has contributed to change in government.
7.E.1.1 Explain the factors and conditions that contribute to the development of economic systems.
7.E.1.2 Explain how national and international economic decisions reflect and impact the interdependency of societies.
7.H.1.1 Distinguish specific turning points of modern world history in terms of lasting impact.
How do cultural expressions influence societies?
How does culture divide society?
Which groups held power during this time of change and how did they use that power to their advantage?
youtu.be/mXWf2A1nFkQ
Standards:
- Remediation of essential skill sets (6-8)
- 7.B.1 Understand how individual and group values and beliefs have influences various cultures
- 7.B.1.2 Explain how values and beliefs affect human rights, justice, and equality for different groups of people.
- 7.C&G.1 Analyze modern governmental systems in terms of conflict and change
- 7.E.1 Understand the economic activities of modern societies and regions
- 7.E.1.3 Summarize the economic activity fostered by various economic systems.
- 7.G.1 Understand ways in which geographical factors influence societies
Essential Questions: - How is power and authority organized in the governments of various civilizations?
- How are resources managed by various civilizations?
- Why is government needed? (citizens, laws, protection, order)
- What type of governments have existed throughout history?
- What is the impact of culture on society?
- How do humans use, modify, and adapt to their environment?
Click to set custom HTML
September 3rd-6th
Lunchroom Activity
https://www.youtube.com/watch?v=AIqC79WrpKg
5 Themes of Geography Project
Name: _______________
Overview:
Select a city (it can be anywhere in the world) you have visited or would like to visit.
Make a poster or booklet (one page per theme) about the place you have selected demonstrating the Five Themes of Geography.
Each theme should have pictures; you may cut these out of magazines, print them from the computer, draw them yourself or use actual photographs, and….
Along with pictures, you will write one paragraph (4 to 5 sentences) with details about each theme in regards to the place you have chosen.
Location:
You must include both the absolute (longitude and latitude) and relative (bordering cities, countries, landmarks, etc., whatever is appropriate for your choice) location of your place.
Place:
Include physical features, landforms, climate, plant and animal life, altitude, soil, etc. Include human features such as population, housing, language, economy, customs and beliefs.
Human/Environment Interaction:
Show how the people and the environment interact in this place. Positive Interaction looks like recycling, conserving resources, replanting trees, planned development with safeguards for the environment and such. Negative Interaction looks like pollution, wasting resources, cutting down trees, development with no regards to the environment and so on.
Movement:
Show major forms of transportation, major imports and exports, are there any ports (air or sea) or harbors? What does communication (movement of ideas) look like in this place?
Regions:
Show which region it is in, this may be a region in the state it is in, or in in the country it is in. Also, include which continent it is located in. (For example, Winston-Salem is in the Piedmont region of N.C. and the Southeastern region of the United States. It is also located in the North American continent.)
Name: _______________
Overview:
Select a city (it can be anywhere in the world) you have visited or would like to visit.
Make a poster or booklet (one page per theme) about the place you have selected demonstrating the Five Themes of Geography.
Each theme should have pictures; you may cut these out of magazines, print them from the computer, draw them yourself or use actual photographs, and….
Along with pictures, you will write one paragraph (4 to 5 sentences) with details about each theme in regards to the place you have chosen.
Location:
You must include both the absolute (longitude and latitude) and relative (bordering cities, countries, landmarks, etc., whatever is appropriate for your choice) location of your place.
Place:
Include physical features, landforms, climate, plant and animal life, altitude, soil, etc. Include human features such as population, housing, language, economy, customs and beliefs.
Human/Environment Interaction:
Show how the people and the environment interact in this place. Positive Interaction looks like recycling, conserving resources, replanting trees, planned development with safeguards for the environment and such. Negative Interaction looks like pollution, wasting resources, cutting down trees, development with no regards to the environment and so on.
Movement:
Show major forms of transportation, major imports and exports, are there any ports (air or sea) or harbors? What does communication (movement of ideas) look like in this place?
Regions:
Show which region it is in, this may be a region in the state it is in, or in in the country it is in. Also, include which continent it is located in. (For example, Winston-Salem is in the Piedmont region of N.C. and the Southeastern region of the United States. It is also located in the North American continent.)
