1870-1880 Essay - 1417 Words

1870-1880 During the 1870’s the United States experienced great changes with the end of the Civil War. America was going through a period called Reconstruction. Tensions were fairly high and an air of freedom was present throughout the nation. By 1877, it was obvious the United States was beginning to develop into a recognizably modern economic system of making, earning, spending, and living (Brown 60). In 1880, â€Å"over half of American workers worked on farms and only one in twenty worked on manufacturing† (Brown 59). Farmers outnumbered factory by a large number, but factories were still abundant. Child labor occurred after the Civil War as well. By 1872, more than 10,000 children were employed in Philadelphia’s industrial†¦show more content†¦This began the electrical revolution that soon swept the country and the world. These are just the few things that helped develop America in this time period. In 1870-1880 many significant world events took place. In 1870, the famous Franco-Prussian War broke out led by Prussian minister Bismarck who believed the war would help unite Germany. In 1870, the French army was defeated at the battle of Sedan (â€Å"Timeline† Primary documents â€Å"1874†). The French commanders and Napoleon III were captured and the Germans started invading Paris. On December 27, the French forts that were set around Paris were destroyed and within a month, Paris collapsed and the French surrendered (â€Å"Timeline† Primary documents â€Å"1874†). Also in 1874, the Japanese invaded Taiwan. The Japanese did such a thing because of the killing of an Okinawan seaman after a shipwreck. Another important event took place in 1878 when the Treaty of San Stefano was signed on March 5th between Russia and the Ottoman Empire. This brought peace between Russia and the Ottoman Empire after two years of fighting. Europe had a fair amount of influence on the United States at this time. In addition to influencing American literature, theatre, music, fine arts, and fashion, European immigrants help shaped American life by bringing their traditions and cultures to the United States. In the 1870’s a new literary movement called Realism was on the rise in America. Three American authors wroteShow MoreRelatedChanges Of The Youth Sector Over The Past 100 Years1899 Words   |  8 Pages â€Å"The 1870 Education Act obliged local authorities to provide primary education for all children aged 5 to 11.† (http://www.20thcenturylondon.org.uk/children). In 1902, The Education Act was updated and confirmed that the Local Education Authorities also provided secondary schools; however the places available were limited and a fee was charged so a few working class children attended. Some of the poorer children had to take days off school to work to earn money to attend school. â€Å"An 1880 Act madeRead MoreThe Populist Party and the Farmer Reform Movement792 Words   |  3 PagesMidwest and South in the 1870s, 1880s, and 1890s. Why did these groups emerge? What were the goals of these groups? Discuss each major group from this era and the reforms they inspired. Were their goals reasonable or too radical? The Populist Party had its origins in the agrarian West. A lengthy and devastating drought, followed by a depression, exacerbated the tensions between urban and rural interests and farmers began to unite under the Populist banner. In the 1880s, as drought hit the wheat-growingRead MoreImportant Factors Leading to the Gilded Age Essay1749 Words   |  7 Pages According to the United States Census of 1870, the U.S. resident population was approximately 38 million and an estimated 80 percent of Americans lived on farms. In comparison to the U.S. Census of 1900 which showed the resident population over 76 million and the percentage of those residents living on farms to half the amount 1870 at 40 percent. This was due to the dramatic change in the immigrants to the United States post 1880. Prior to the 1880s the immigrants to America were predominatelyRead MoreEssay about Struggles in Post Civil War America1020 Words   |  5 Pagesindustrial revolution was jump started by winning the war. The number of towns with population between 10,000 and 25,000 doubled in 10 years between 1860 and 1870, and then increased by another 26 percent by 1880. The number of cities with population between 50,000 and 100,000 also doubled between 1860 and 1870, and increased by another 27 percent by 1880 (4). The cities of New York and Chicago doubled and quadrupled. With the population increase, growth of business and industry also increased immenselyRead MoreEssay on Hist121551 Words   |  7 Pages1.|What happened to the Plains Indian population between 1780 and 1870?Ø The population declined by half because of disease and as the Sioux pushed west, they defeated weaker opposition. Cheyenne warrior anguished, disease shifted balance of power | 2.|Explain the Indian wars on the Great Plains:Ø It marked its last resistance of its population devastated by disease and demoralized by the removal policy pursued by the government. Some tribes including the crow, Arikara, Pawnee and Shoshoni foughtRead MoreEssay about The History of the American Civil War1140 Words   |  5 Pagesuphold slavery. However, despite having the cold Civil War in the 1860s, all the effort to gain a â€Å"new birth of freedom† went in vain. Although the North were advance than the South and were to defeat them in the war, they had in reality lost. By the 1880s, the South had defeated the weakened North and had re-enslaved the African American. After the Civil war, the American government had passed many amendments to insure the rights of African American but all went in vain, as the South did not followRead MoreJohn Tosh s A Man s Place : Masculinity And The Middle Class Home932 Words   |  4 Pagessome extent even determined masculinity. His book is structured very well into an introduction and three sections, in chronological order: part one entitled ‘Preconditions’, ‘part two, ‘The Climax of domesticity, c. 1830-1880’ and part three, ‘Domesticity under strain, c. 1870-1900’, which each section further sub-divided. The book has a clear, almost chronological structure, with a wide range of useful evidence. This makes Tosh’s work very informative, an easy and fun read. Tosh provides us withRead MoreHow Racial Minorities Found Hope for Improvement1167 Words   |  5 PagesRacial minorities have suffered a treacherous life under the white majority for the period 1870 s-1930s. However, they worked hard to improve their political, social, and economic conditions with some successes and failures. By overcoming the laws and regulations placed by the white majority, racial minorities found methods to settle in an area and earn a living. Even though they were not guaranteed equality, minorities lived an arduous yet hopeful life, waiting for the day when they could be treatedRead MoreThe Immigration Invasion1041 Words   |  4 PagesFrom the 1880s well into the 1920s, the United States population proliferated due to the mass influx of new immigrants. They came from Asia and Mexico and all parts of Europe, from countries such as Italy, Russia, and Austria-Hungary, to name a few. Although they originated from diverse backgrounds, these new settlers had one thing in common: they brought their families to America seeking economic freedom that was not available in their home country. This time period during which a countless numberRead MoreThe Gateway Unit ( Model )1518 Words   |  7 Pagesimmigration by having aid groups accepting Germans. Norwegian- 1880-1893- During this time Norway was going through a rough industrial slowdown. The young had to find jobs to support their families but with the slowdown they couldn’t. While this happened in Norway, America was dealing with its own problems, shortage of labor. Then, many Norwegians immigrated to America to earn jobs and support their families. Austria- Hungary- 1880-1915- The Austro-Hungary’s had a great immigration called the â€Å"Great

The Ancient Illyrians Connection to Todays Albanians

Mystery enshrouds the exact origins of todays Albanians. Most historians of the Balkans believe the Albanian people are in large part descendants of the ancient Illyrians, who, like other Balkan peoples, were subdivided into tribes and clans. The name Albania is derived from the name of an Illyrian tribe called the Arber, or Arbereshà «, and later Albanoi, that lived near Durrà «s. The Illyrians were Indo-European tribesmen who appeared in the western part of the Balkan Peninsula about 1000 B.C., a period coinciding with the end of the Bronze Age and beginning of the Iron Age. They inhabited much of the area for at least the next millennium. Archaeologists associate the Illyrians with the Hallstatt culture, an Iron Age people noted for production of iron and bronze swords with winged-shaped handles and for domestication of horses. The Illyrians occupied lands extending from the Danube, Sava, and Morava rivers to the Adriatic Sea and the Sar Mountains. At various times, groups of Il lyrians migrated over land and sea into Italy. The Illyrians carried on commerce and warfare with their neighbors. The ancient Macedonians probably had some Illyrian roots, but their ruling class adopted Greek cultural characteristics. The Illyrians also mingled with the Thracians, another ancient people with adjoining lands on the east. In the south and along the Adriatic Sea coast, the Illyrians were heavily influenced by the Greeks, who founded trading colonies there. The present-day city of Durrà «s evolved from a Greek colony known as Epidamnos, which was founded at the end of the seventh century B.C. Another famous Greek colony, Apollonia, arose between Durrà «s and the port city of Vlorà «. The Illyrians produced and traded cattle, horses, agricultural goods, and wares fashioned from locally mined copper and iron. Feuds and warfare were constant facts of life for the Illyrian tribes, and Illyrian pirates plagued shipping on the Adriatic Sea. Councils of elders chose the chieftains who headed each of the numerous Illyrian tribes. From time to time, local chieftains extended their rule over other tribes and formed short-lived kingdoms. During the fifth century B.C., a well-developed Illyrian population center existed as far north as the upper Sava River valley in what is now Slovenia. Illyrian friezes discovered near the present-day Slovenian city of Ljubljana depict ritual sacrifices, feasts, battles, sporting events, and other activities. The Illyrian kingdom of Bardhyllus became a formidable local power in the fourth century B.C. In 358 B.C., however, Macedonias Philip II, father of Alexander the Great, defeated the Illyrians and assumed control of their territory as far as Lake Ohrid (see fig. 5). Alexander himself routed the forces of the Illyrian chieftain Clitus in 335 B.C., and Illyrian tribal leaders and soldiers accompanied Alexander on his conquest of Persia. After Alexanders death in 323 B.C., independent Illyrian kingdoms again arose. In 312 B.C., King Glaucius expelled the Greeks from Durrà «s. By the end of the third century, an Illyrian kingdom based near what is now the Albanian city of Shkodà «r controlled parts of northern Albania, Montenegro, and Hercegovina. Under Queen Teuta, Illyrians attacked Roman merchant vessels plying the Adriatic Sea and gave Rome an excuse to invade the Balkans. In the Illyrian Wars of 229 and 219 B.C., Rome overran the Illyrian settlements in the Neretva River valley. The Romans made new gains in 168 B.C., and Roman forces captured Illyrias King Gentius at Shkodà «r, which they called Scodra, and brought him to Rome in 165 B.C. A century later, Julius Caesar and his rival Pompey fought their decisive battle near Durrà «s (Dyrrachium). Rome finally subjugated recalcitrant Illyrian tribes in the western Balkans [during the reign] of Emperor Tiberius in A.D. 9. The Romans divided the lands that make up present-day Albania among the provinces of Macedonia, Dalmatia, and Epirus. For about four centuries, Roman rule brought the Illyrian-populated lands economic and cultural advancement and ended most of the enervating clashes among local tribes. The Illyrian mountain clansmen retained local authority but pledged allegiance to the emperor and acknowledged the authority of his envoys. During a yearly holiday honoring the Caesars, the Illyrian mountaineers swore loyalty to the emperor and reaffirmed their political rights. A form of this tradition, known as the kuvend, has survived to the present day in northern Albania. The Romans established numerous military camps and colonies and completely latinized the coastal cities. They also oversaw the construction of aqueducts and roads, including the Via Egnatia, a famous military highway and trade route that led from Durrà «s through the Shkumbin River valley to Macedonia and Byzantium (later Constantinople) Constantinople Originally a Greek city, Byzantium, it was made the capital of the Byzantine Empire by Constantine the Great and was soon renamed Constantinople in his honor. The city was captured by the Turks in 1453 and became the capital of the Ottoman Empire. The Turks called the city Istanbul, but most of the non-Muslim world knew it as Constantinople until about 1930. Copper, asphalt, and silver were extracted from the mountains. The main exports were wine, cheese, oil, and fish from Lake Scutari and Lake Ohrid. Imports included tools, metalware, luxury goods, and other manufactured articles. Apollonia became a cultural center, and Julius Caesar himself sent his nephew, later the Emperor Augustus, to study there. Illyrians distinguished themselves as warriors in the Roman legions and made up a significant portion of the Praetorian Guard. Several of the Roman emperors were of Illyrian origin, including Diocletian (284-305), who saved the empire from disintegration by introducing institutional reforms, and Constantine the Great (324-37)--who accepted Christianity and transferred the empires capital from Rome to Byzantium, which he called Constantinople. Emperor Justinian (527-65)--who codified Roman law, built the most famous Byzantine church, the Hagia Sofia, and re-extended the empires control over lost territories- -was probably also an Illyrian. Christianity came to the Illyrian-populated lands in the first century A.D. Saint Paul wrote that he preached in the Roman province of Illyricum, and legend holds that he visited Durrà «s. When the Roman Empire was divided into eastern and western halves in A.D. 395, the lands that now make up Albania were administered by the Eastern Empire but were ecclesiastically dependent on Rome. In A.D. 732, however, a Byzantine emperor, Leo the Isaurian, subordinated the area to the patriarchate of Constantinople. For centuries thereafter, the Albanian lands became an arena for the ecclesiastical struggle between Rome and Constantinople. Most Albanians living in the mountainous north became Roman Catholic, while in the southern and central regions, the majority became Orthodox. Source [for the Library of Congress]: Based on information from R. Ernest Dupuy and Trevor N. Dupuy, The Encyclopedia of Military History, New York, 1970, 95; Herman Kinder and Werner Hilgemann, The Anchor Atlas of World History, 1, New York, 1974, 90, 94; and Encyclopaedia Britannica, 15, New York, 1975, 1092. Data as of April 1992SOURCE: The Library of Congress - ALBANIA - A Country Study

Darvin and Evolution †Lesson Plan Free Essays

string(41) " Those Diaries may have a use after all\." Time constraints meant I couldn’t cover everything I wanted to cover during ‘Topic’. Other investigations that may have been included are: Artificial Selection Why are cows and sheep not extinct? Why are there so many kinds of dog? Where do red, blue and black roses come from? What are yellow bananas? Sexual Selection Why do peacocks -and many other birds – have such beautiful plumage? A predator can find them easily, so why have they evolved that way? A festive’ example (cough): Why do reindeer have antlers? 1 Do Mammals Have Emotions? Do mammals experience fear, happiness, sadness, grief? I hope to address these and other questions during Science. In the meantime, here is a collection of books which you may or may not find useful: Richard Adkins’ book is a hardcore response to all who question evolution as scientific fact. We will write a custom essay sample on Darvin and Evolution – Lesson Plan or any similar topic only for you Order Now Chris Stringer works at the National History Museum and is often called upon by the media to explain the origins of modern humans. His The Origin of our Species is a popular and engaging read which sets out to answer all the big questions in the debate about our origins. The graphic adaptation of Origins by Keller and illustrator Nicolle Rage Fuller is a marvelous version of Darning’s seminal work. The illustrations are drawn from Darning’s own words, including his diaries and letters. The book is brought up to date with a graphic account of recent breakthroughs in evolutionary science. It would make a wonderful gift for teenagers and adults with an interest in evolutionary theory. I love it. The nutty looking book by Murphy is funny, informative and perfect for Yr 5/6 +. I would highly recommend it for use when planning the ‘Life’ units in the Science SOW. The final book would be enjoyed by Yr/6 and anyone requiring a gentle introduction to Darwin and his ideas. The first lesson is a look at the Genesis account and other creation myths, but don’t let that fool you into thinking this plan is creationism or so-called ‘intelligent’ design in disguise, it most definitely isn’t! It is a celebration of Charles Darwin and evolutionary theory. I believe Darning’s â€Å"dangerous idea† is one of the most important topics we’ll ever teach our kids. I hope you enjoy teaching it. Kind regards, Lou Armor Darwin, Evolution and the Origins of Life L 1/2 – All Things Bright And Beautiful Success Criteria I can write a creation myth. Intro Entry song: Sing the first verse of All Things Bright And Beautiful. What is the hymn about? Why do you think it was written? Does anybody know of any other songs, rhymes, etc that describe the rich diversity of life found on earth? Show: How God created the world. Http://www. Youth. Com/watch? V=7_Acquiesced=related What is the little girl attempting to explain? Where did she get the explanation from? Display the relevant Genesis passage as a timetable. What do you think about the Genesis story as an explanation of life? Are there any oddities about the Genesis account? How old do you think the world is according to Genesis? (Creationists believe the world is only 6000-10,000 years old). Activity Entry question: All cultures have creation myths. Do you know of any? Greek, Egyptian, Norse? Rudyard Kipling? How many creation myths do you think there are? Is there any reason why any one story should be the ‘correct’ one? Part 1 Story Telling Task Show the clips, complete with a brief discussion of their story features/structure between each. Record the features, etc on the board for later use. How elephant got his trunk http://www. Youth. Com/watch? V=bishop_ICQ How Zebra got her stripes http://www. Youth. Com/watch? V=Mississippi=related Why Bat flies at night http://www. Youth. Com/watch? V=pedophilia pop=related LA – Referring to the board prompts and pictures children plan and write their own story book from ONE of Elephant, Zebra and Baboon, Koala or Bat. MA/HA- + those LA who wish to do so – work in pairs and write an original and creative story for ONE of the following: How Tiger got her stripes How Peacock got his feathers Leopard got his spots How Kangaroo got her pouch How Tortoise got his shell How bear got her stumpy tail How Encourage children to act out their story as a means of composing it and telling it. Inform HA children that they will be telling their story during ‘Myth Time’. Activity continues overleaf. Part 2 Outdoor Task: Critical Thinking entry: a) Observation and discussion walk around the top field/Dingles Dell/flower beds, etc. Ask critical questions – lots of why and how – about ‘supernatural design’, leaf structure, complexity, etc without straying into Darwin and evolution. ) Inform hillier that scientists estimate the world to be about 5. 1 billion years old. Create the ‘The Lo Roll Timeline’. Say, Wow! ‘ Discuss. Take photos. C) Uri-peg two of the lines, remove their post-its and add them to the Zero end of one of the other lines so that you have one long line made up of three of the original lines. Line 1 (with it†™s post-its in place) + Line 2 + Line 3 = The Age of the Universe. Now take a look at the red edge! So where would the Genesis 6,000 – 10,000 years be now!!!!? Microscopic! Assessment and Look Forward IQ: Did anybody notice anything odd about Day 1 and Day 4? E below) What are your thoughts about the Genesis story in light of making the ‘Lo Roll Timeline? Why would an all powerful, caring and gentle God create a wasp which seeks only to burrow into the bodies of living caterpillars with the intention of eating them from the inside? What is the point of it? For the next lesson: Ask children to bring in as many toy animals and small world vegetation as they can carry. Ask children to begin making a list in their Diaries of the types of living things they see day to day and to bring it in next lesson. Onto been – Those Diaries may have a use after all. You read "Darvin and Evolution – Lesson Plan" in category "Papers" Talking with friends and family Does science have anything to say about life on earth? Can anyone think of any really old things that have been found, in a rock or on a beach, say? Scientific evidence tells us that the earth is over 5 billion years old. Life first originated in the oceans 3. 4 billion years ago. The dinosaurs died out 65 million years in the past. The first modern humans (Homo Sapiens) appeared 100,000 yr ago but the recorded history of humans stretches back only 10,000 years in time. Find out more about these things. Talk about these things with a friend for next time. Begin making your own Evolution Journal at home (It could be a combination of literacy homework and voluntary work, so there could be an incentive of some sort I. E. Credits). Lesson Resources Writing and drawing materials. Lo rolls, tents pegs, knitting needles, long nails, post-it notes. Teaching Support Creation myths: http://www. Magical. Com/creationism. HTML AY: God supposedly creates light and separates light from darkness, and day from night, on the first day. Yet he didn’t make the light producing objects (the sun and the stars) until the fourth day. So how could there be â€Å"the evening and the morning† on the first day if there as no sun to mark them? Myth Time: Split the children into groups for ‘Myth Time’ on the carpet and around tables, etc. HA children read/act out their story to their group. On completion – if time allows – children move to another story teller. Further stories, including, Elephant, Zebra, Bat, can be told at the end of each day over the course of the week. L 3-4 Endless forms most beautiful and most wonderful None as such. The aim here is to inspire awe and wonder. Learning about classification is a bonus! 3 Introduction Endless forms most beautiful and most wonderful. Entry activity: Children place their toys and small world materials on their tables. Entry phrase: Write the above phrase on the board and read it aloud using an dramatic voice to inject a sense of wonder. Ask the children if they can figure out what this exquisite phrase refers to. Ask: If forms’ means ‘kinds of, what do you think is being described? (The above phrase is taken from the conclusion of Darning’s On The Origin of Species By Natural Selection, 1859). Entry Sq: How many kinds of living organisms exist upon on the earth? 4 How many have been made extinct? 5 Task 1: Using toy animals, small world vegetation and large whets of paper children to begin to make a (HUGE! ) list of living organisms (use this term repeatedly throughout term). Prompt children for as wide a variety of living organisms as possible. Can children see any similarities or differences between the organisms listed/shown? Task 2: Using toy animals, small world vegetation and large sheets of paper: How can living organisms be grouped into different things? Children use their own grouping criteria to group them. What discoveries have they made? What problems ensue? Help by providing prompts: weeds, trees, flowers, insects, micro-organisms, marine, land and air life. How far can children keep going with the groups? Would a Venn diagram help? (MA/HA math children especially). Do any of the living things live and exist in 2 or 3 environments? (amphibians, flying insects, seabirds, otters, turtles, etc) Outdoor Competition: Teams fill a matchbox with as many different living organisms as possible. Discuss the results. Tell me something about the lists and diagrams we have made. Help children to develop a sense of awe and wonder at the diversity of life. Finish with Where do these endless forms most beautiful and most wonderful come from? ‘How is such diversity possible? Inform children that they will be learning more about the classification of living organisms during Science. For the next lesson: Ask children to bring in: a toy dinosaur, animal or doll, a box for the toy, a simple gardening tool for digging e. G. A small fork or trowel. Darning’s pod: Charles Darwin loved listening to music and dancing with pretty ladies – I know, I know but that’s because people only ever see the photos of him as an old man – so we are going to begin a collection of music that Darwin would have on his pod were he alive today. Who would like to be the collector of the pod music? You will be responsible for overseeing the downloading of any requested amp track and recording the name of it’s contributor. To be a contributor you will have to pay its cost – via my Amazon account – which will probably be between 50-app per track. For example, I will pay for Louis Armstrong’s What a wonderful World’, price app. At the end of the topic we shall celebrate Darwin and have his pod playing in the back ground whilst we do so. Collectors and contributors – in role biz. The great man – could present Charles Darning’s ‘Galapagos Island Discs’ to parents during our class- based assembly. Ask children to think about these and other questions and to discuss them with their friends before the next lesson. Ask the children to wonder what they might be learning about next time? Large sheets of paper, post-its, card for labels and drawing materials. The scope for CIT use in every one of these lesson is enormous – interactive timeliness, natural selection games, movies, etc but the notebook are too small, too unreliable, and too few in number for all classes to be using simultaneously. And ‘1 between 2’ tends to cause more problems than it solves? Perhaps Joy could ad many of the links to our lass web pages so kids can explore them at home? Http://en. Wisped. Org/wick/Charles_Darwin See also the resources I have put on the R:drive. In addition I have several books about Darwin and evolution which people may wish to borrow. L 5/6 – Darning’s great adventure. I know what fossils are, how they are made and what they can tell us. I can describe what Darwin saw on his voyage aboard the Beagle and some of the difficulties he faced collecting his specimens . Charles Darning’s great adventure. Entry question: Hold up a Ole note and ask: Who is this? What is she famous for? Turn it over and ask Who is this? What is he famous for? Explain that he is probably the most important scientist who ever lived. And he’s British! Explain that Charles Darning’s theory of evolution was the first scientific theory to explain the appearance of not Just some, but all living species. Darning’s theory told us how all living things are related. It also explained the origin of new species, why some species became extinct and the reason for the great variety of life on earth, why there are so many â€Å"endless forms most beautiful and most wonderful†. Entry Sq: Who was Charles Darwin? Give children a potted history of his early life. See below) Display pictures of the young Darwin – he was only 25 – the map of Beagle’s Journey and tell the story of the Beagle’s voyage and of the many wonderful things Darwin observed. Talk about Darning’s fossils finds. Do you know what fossils are? Do you know where they are found? Http://www. Youth. Com/watch? V=KxDQwBZJ908=related Show fossil pictures and discuss. What are fossils? What do they tell us? What do marine fossils tell us when they are found at the top of a mountain? Describe and illustrate Darning’s fossil finds. It may help yr to remind them of their ‘Mountains’ epic and mountain rock layers are formed. Display the Homologous Structures picture. Chi work with a friend to solve the puzzle illustrated. What are the skeletons evidence of? What can be inferred from them? Remind chi about inferring from a text). Outdoor Task: Play at being paleontologists and fossil hunters. Children make fossils outdoors. (A day or two later they again play at being paleontologists and dig up another’s fossil, taking care not to damage it, Just as real scientists do). Take photos. Part 2- Darning’s observations caused him to think very deeply about Evolution. Evolution is about change over time. Specifically, it is about how species change over time. Emphasis the excitement, wonder and scientific endeavourer of observation in such weird and wonderful environments. What practical and/or scientific problems do you think Darwin faced? Watch the clip and answer these questions: How did such a wide variety of living organisms first appear on the Galapagos? After arriving what did many species begin to do? Http://science. Discovery. Com/videos/Galapagos-beyond-Darwin-Charles- Darwin. HTML What does ‘adapting mean? Can you give me an example from the clip? How do some of the organisms survive? Http://science. Discovery. Com/videos/ Galapagos-beyond-Darwin-creatures-of-Galapagos. HTML The things that help an organism survive are called traits’ and they can be passed on. Most traits are inherited (but not all), a bit like passing on hair and eye color. Show photos of a family if it helps clarification. Ask children to think about what the fossil record and the Genesis account tell us about the age of the earth and all that live upon it. What do they make of the fact that both geology and the fossil record tell us that the earth is billions of years old, et the bible says the earth was created only 6000 years ago? Which account is based on evidence and which account is simple belief? Help children to distinguish between scientific facts based upon other facts and overwhelming evidence, and stories which require only belief. A detective’s Who done-it’ puzzle may help (Sherlock Holmes was incorrect: it’s inductive not deductive reasoning). For the next lesson: Ask children to bring in a yoghurt tub, tongs, pegs, ladles and anything else that can be used as a pretend bird beak. The wider the range of implements the better. We also need plastic cups cut in half, very thin milk straws remind me to get some from Nursery and Reception waste bins! , long balloons, Jelly beans, smarmiest, a couple of tins of fruit cocktail, soft fruits, berries, fruit Juice, chick peas, peas, seeds, etc for food and at least one washing up bowl and a cereal or fruit bowl per 4 children. Ask children to bring in handfuls of the food stuff and can chuck it in a class box ready for the lesson. Talk about fossils. Find more clips and videos about fossils and the Galapagos Islands and watch them together. Make one at home and put a photo of it in your Journal. Draw pre-historic fossils such as Trilobites, too. Plaster of Paris or similar. Toy dinosaurs and dolls (undressed). Digging implements. Small brushes. A cardboard box for each toy brought in. A tent peg or nail. Post-it notes. Why are there no transitional fossils? Is a question a parent may ask. Here is an answer put in terms of a family photo album. Http://www. Youth. Com/watch? V=QywH7FOeKJO=mfu_in_order=UL This one shows evolutionary theory being used to predict which fossils should be found. Fabulous examples shown. It also explains why a crop-duck fossil (half crocodile, half duck) will never be found? The crocodile is a favorite line of ‘criticism’ by creationists and dim celebrities). Http://www. Youth. Com/watch? V=l_Dad_Eight=autoplay=ULQywH7FOeKJO=5=1 Re: Science: Children will be learning more about the variation, adaptation and habitats of living organisms during Science. However, their intellectual Journey will travel beyond the dreary diet of tautologies and soporific science found in the CA sow. L 7/8 – Evolution, Natural Selection and â€Å"the struggle for survival†. I can describe/explain how species change over time. I can describe/explain how inherited traits enable a species to survive. Natural Selection and â€Å"the struggle for survival†. Entry Joke Two friends are in the woods when a bear starts chasing them. The first friend begins to run. The second shouts, Mimi can’t outrun a bear! † The first friend looks over his shoulder and replies, â€Å"l don’t have to. I only have to outrun you. † Is there anything we can learn from this Joke? Entry Quotation It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change. Display the above. Can children illustrate its meaning with an example? Polar bears? Brown hares? Cactus? Explain that organisms have adapted to survive in many different environments. The question of how they evolved (changed) was Darning’s gift to the world. Ask: What does ‘evolution’ describe? Recall that evolution is about change. Explain Darwin was not the first to propose that species evolve (change) but he was the first to explain it. At least the first to explain it in a way that made sense and held up to scientific evidence. How does change occur? Darning’s explanation is called natural selection. It is such a simple (but profound) incept that we can describe it in one sentence: Those living things born with traits that give some advantage in survival and reproduction, will tend on average to leave more offspring that have those very traits. That’s it. That’s why species evolve (change). That’s why large amounts of time can result in large amounts of change. So what might ‘advantages’ look like? Display and explain Darning’s finches using the picture from the Natural Selection PPTP. Slide. Inform children that they are about to take part in the ‘Bird Beak Struggle’. Task 1: In groups of four, children play ‘Bird Beak Struggle’. Ask: Some of your ‘beaks’ were more successful at obtaining food than others. Why was that? What were the advantages of having beak X? What were the disadvantages of having beak X? How to cite Darvin and Evolution – Lesson Plan, Papers