RAMÓN CASTILLA

RAMÓN CASTILLA - A GREAT ORGANIZER

- Born in 1797 and died in 1867 in Tarapacá.

- In 1812 he fought FOR Spain against the independence of Chile. He was captured and sent to Buenos Aires, but he later escaped and came walking to Lima. He also for Spain against Peruvian independence, but he changed sided when Jose de San Martín declared independence.

- He fought in the battles of Junín and Ayacucho. He was later named governor of Tarapacá.

- He was very active during the “caudillo” era, supporting different ones. He was expelled to Chile and from there, joined the army that ended the Peru-Bolivian confederation.

- In 1844 he was provisional president for six months.

- He was elected president for the period 1845-1851.

- He used guano money to pay our debt and improve the Peruvian economy. However, some members of the government stole a lot of money.

- He also bought guns, canons and ships for the army and navy.

- He becomes president for a second time between 1855 and 1862.

- It is during this second period that he freed the slaves and annuled the Indian tribute.

- He also signs the 1860 constitution, which is the one that lasted for the longest period.

- He also ordered a census. Peru had 2.5 million inhabitants.

- He also bought boats to explore the Amazonian jungle.

- In 1863 he is selected provisional president for 6 days.

- He was expelled from Peru. In 1867, he was trying to take power again with an army, but he died as he was coming.

* coup d’état = taking power by force from a legal president.

PROJECT 4TH TERM

PROJECT
1) Due date: Friday, December 11th (+2 points by December 4th, +1 more if by December 27th)

2) Topics (CHOOSE ONE):
a) The Guano Era
b) Ramón Castilla
c) The War with Spain of 1866
d) The War with Chile

3) Groups: 1-4 (any class)

4) Format: PowerPoint presentation / Video / Animation / Flash animation / Stop-motion video / Comic / Pivot animation or any other ELECTRONIC format.

5) Project: You have to use a visual presentation of the topic.

6) YOU HAVE TO USE YOUR OWN IMAGES OR VIDEO. Do not include too much writing.

7) As usual, you present the project by e-mail or in a flash memory drive.

8) When you save your project DON’T CALL IT “project” or “proyecto” or “social studies”. The name MUST be the year, class and last name of the members.
(6D-aguinaga-A-lozano-A-guimet).

QUESTIONS ABOUT GUANO

HOMEWORK:

1) Which years are considered the “Guano Era”?
2) Where was guano extracted?
3) Which countries bought Peruvian guano?
4) What was the Dreyfus contract?
5) What other product from the Peruvian coast was also used as fertilizer?
6) Which birds are the biggest guano producers?
* Why is this an era of “false prosperity”?

THE GUANO ERA

- Guano comes from the the dried excrement of sea birds. It can be used as fertilizer because it contains nitrogen, phosphorus and potasium.

- In pre-hispanic times the people of the Peruvian coast used it.

- It was also used in colonial/viceroyalty times.

- After the independence Peru started exporting guano in large quantities. It became the most important product in Peru.

- It produced a lot of money for Peru, but the money wasn't used productively.

- It became an addiction

Link to the first video and the second video.

PERU AFTER ITS INDEPENDENCE

- July 28th, 1821 --> José de San Martín
- December 9th, 1824 --> Simón Bolívar

- Caudillos are military leaders that had political ambitions. Many caudillos had fought during the independence wars.
- The caudillos were important between 1827 and 1840.
- This was a time of chaos in Peru. Peru had several constitutions

QUESTIONS
1) List the presidents of Peru between 1827 and 1840.
2) Draw or paste the 4 flags of the Peru-Bolivian confederation.
3) Whay happened at the battle of Yungay.

FRENCH REVOLUTION (2)

- 1790 - Declaration of the rights of Men.
- Nobility abolished

- 1791 - New constitution -> Limited monarchy

- European countries fought against France because they were afraid of the revolution.
- The King was executed (Louis XVI)
- France wins.

- Reign of Terror 1793-94. “Traitors” were killed. The difference between friends and enemies wasn’t clear.
- 1799 - Napoleon Bonaparte was named First Consul. He gets all the power
- 1804 - Napoleon is crowned Emperor.

- The French and American Revolution were inspirations for the
Peruvian independence.

- IDEALS: Liberté (Liberty) – Égalité (Equality) – Fraternité
(Brotherhood)

THE FRENCH REVOLUTION

THE FRENCH REVOLUTION

- 1789-1799
- French society was unfair with most of its citizens. For example, most of its taxes were paid by the poor.
- Crops had been bad, causing hunger and death.
-France had spent a lot of money in wars.
- The king abused his power.
- The Estates General (Parliament)
- 3 estates
- 1st Estate – Church – 1% - 500 reps. – 1 vote
- 2nd Estate – Nobles – 2% - 500reps. – 1 vote
- 3rd Estate – Common – 97% - 1000 reps – 1 vote
People
- The 3rd Estate wanted one vote per representative.
- The representatives of the 3rd Estate went to a tennis* court and formed the National Assembly
*(It was a royal tennis court)
- The King wanted to stop the reform but the people were now angry.
- On July 14th, 1789, the prison of the Bastille was taken. It was a symbol of oppression, but it also had weapons. This is France’s national day.

THE AMERICAN REVOLUTION (2)

THE AMERICAN REVOLUTION

- The Battle of Trenton in December 26th, 1776 was an important victory because it showed the colonies that they could win.
- France helped the colonies because they were enemies with England.
- The U.S. Constitution was ratified in September 17th, 1787. It is the shortest and oldest still in use. The constitution starts with “We the people of the United States…”
- George Washington became the first president.

THE AMERICAN REVOLUTION

THE AMERICAN REVOLUTION


The United States were originally 13 colonies of ENGLAND . The colonies had started as people who escaped RELIGIOUS PERSECUTION went into North America to practice their religion.

They didn’t come for GOLD and silver like the Spanish. They weren’t soldiers but FAMILIES: men, women, and children. They also did not convert the Indians as the Spanish had done.

One of the biggest problems they had was taxes. The phrase “ NO TAXATION WITHOUT REPRESENTATION “ was used to express their feelings. The problem was that the Parliament (Congress) did not consult the colonies about their taxes. This started to cause problems. The Stamp Act forced the colonists to pay the soldiers that came to attack them. At the beginning the colonist did not want to become INDEPENDENT, but later in was almost a necessity.

In 1773, the BOSTON TEA PARTY, was an incident in which colonists disguised as Indians threw tea crates into Boston harbour. This happened because the government said that one company did not have to pay taxes for teas and so the colonists’ companies were losing money.

In 1775 the battles started, with Lexington (colonists victory) and Bunker hill (British Pyrrhic victory) [In a Pyrrhic victory you win, but is costs so much that it is almost a defeat ]. The Continental Congress at Philadelphia was called and it formed the Contineltal Army. In JULY 4TH, 1776 it declared independence.

This was the first country in the American continent to become independent. Even though the fighting continued until 1783 .

QUESTIONS

1) Name three differences between the colonization of North America and the colonization of Peru.
a)________________________________________________________.

b)________________________________________________________.

c)________________________________________________________.

2) Did the colonists want independence at the beginning? Explain.

__________________________________________________________.

3) Explain in your own words “Pyrrhic victory”.

__________________________________________________________.

4) Why was the Stamp Act so bad?

__________________________________________________________.

5) What were the two most important things that the Continental Congress did?

a)___________________________________________________________.

b)___________________________________________________________.

PERU’S LINGUISTIC DIVERSITY (2)

PERU’S LINGUISTIC DIVERSITY (2)

- People have the right of using their native language.
- This is especially important in contracts and legal matters.
- Some native languages are disappearing. They have fewer than 100 speakers, usually old people.
- Spanish is preferred by young people. It’s used outside their community and in technology.
- A language “dies” when there are no native speakers.
- This happens when children stop learning it.
- Languages are part of our heritage.

PERU’S LINGUISTIC DIVERSITY

PERU’S LINGUISTIC DIVERSITY

- Spanish Is the language that most people speak. It is also the most used in business, law, and the arts.
- Quechua is an official language and so is Aymara.
- The constitution says that native languages are official in their territories.
- In practical terms, only Spanish is used as an official language.
- There is a national program for bi-lingual education in schools.

PUNA, PARAMO, HIGH JUNGLE, LOW JUNGLE, and PALM SAVANNAH

7) PUNA
- The highest region.
- It is also the coldest and also with great differences of temperature.
- Few animals and plants.
8) PARAMO
- A small region in the north of Cajamarca and Piura.
- The weather is very cold and rainy.
- Animals and plants have adapted to this special environment.
9) HIGH JUNGLE
- Between 600 and 3500 m.a.s.l approximately.
- Only on the eastern side of the Andes.
- This is a thick forest on mountainsides.
- Extremely rich in flora and fauna.
10) LOW JUNGLE
- A flat region with a very thick and rainy forest.
- During the rainy season parts of it are flooded.
- It has a great variety of animals and plants. It is also the regions with the least number of people.
- Large rivers
11) PALM SAVANNAH
- Only in a small of Madre de Dios.
- It has lots of water.
- Many animals and plants only exist in this region

PACIFIC DESERT, DRY EQUATORIAL FOREST, TROPICAL PACIFIC FOREST and ANDEAN STEPPE

3) PACIFIC DESERT
- Very little rain, although it can have high humidity.
- It goes from southern Piura all the way to Chile.
- There are fertile valleys where rivers cross the desert.
- The are a few wetlands (e.g. Villa )

4) DRY EQUATORIAL FOREST
- It’s in La Libertad, Lambayeque, Piura and Tumbes.
- The weather is influenced by the cold and warm seas.
- It’s dry but it get occasional rains.

5) TROPICAL PACIFIC FOREST
- Only in Tumbes
- It gets a lot of rain from December to March.
- It’s full of very dense vegetation.
- The weather is similar to the jungle.

6) ANDEAN STEPPE
- From 1000 m.a.s.l to 3800 m.a.s.l.
- Up to 3000 m.a.s.l. the weather is a little warmer and gets less rain
- Rains come from December to March.

COLD SEA and TROPICAL SEA

1) COLD SEA / PERUVIAN CURRENT
- The cold current goes from south to north.
- It is also called “Humboldt current”
- Deep sea water comes to the surface bringing nutrients.
- One of the richest seas in the world.
- The cold water explains the lack of rain in the coast.
* Why is the water cold?

2) TROPICAL SEA
- Found in the coasts of Tumbes and Northern Piura (it can reach Lambayeque and even La Libertad during “El Niño”.
- The water is warm, producing rain in the coast.
- It has less nutrient and fewer fish than the cold sea.
- It is responsible for “El Niño” (ENSO)
* Why is the water warm?
* What is ENSO?

PERU'S ELEVEN ECOREGIONS

1) This system of dividing the geography of the country was set by Antonio Brack Egg (now the Minister of the Environment) in 1985

2) He divided in 11 regions according to their ecological characteristics.

3) The Regions are:
a) Cold Sea / Peruvian Current
b) Tropical Sea
c) Pacific desert
d) Dry Equatorial Forest
e) Tropical Pacific Forest
f) Highland Steppe
g) Puna
h) “Paramo”
i) High Jungle
j) Low Jungle / Tropical Rainforest
k) Palm savannah

HOMEWORK: Draw, print or paste a map of Peru indicating the eleven regions.

CHILDREN'S RIGHTS (QUESTIONS)

CHILDREN’S RIGHTS (QUESTIONS)

1) Which is the most important right for a child? Why?
2) Why do children need legal guardians?
3) Explain/Describe a problem with children’s rights that YOU see or that YOU know about.
4) Make a drawing about CHILDREN’S RIGHTS.
5) Which is the second most important right for a child? Why?

CHILDREN'S RIGHTS

CHILDREN’S RIGHTS

1) Child: A human being under 18.

2) Guardian: The person who is in charge of a child (parents, family, teachers, government). The Family Judge can decide who the guardian of a child is.

3) DEMUNA (Defensoría Municipal del Niño y el Adolescente)

CONVENTION ON THE RIGHTS OF THE CHILD

1) 1989
2) No discrimination
3) Responsible guardians
4) Right to life
5) Identity, name, nationality.
6) Live with their parents
7) Express opinions on things that affect his/her life
8) No unnecessary interference with the privacy.
9) Protection from certain influences (TV, images, radios, etc.)
10) Protection from abuse (physical, mental)
11) Adoption
12) Health, education.
13) Play
14) Laws for working

PROJECT

PROJECT
1) Due date: Friday, September 18th

2) Topic: Peru’s Eight Altitudinal Regions

3) Groups: 1-4 (any class)

4) Format: PowerPoint presentation / Video / Animation / Flash animation / Stop-motion video or any other ELECTRONIC format.

5) Project: You have to talk about 3 (three) regions. You must include ONE from the jungle (Rupa-rupa OR Omagua) and ONE from the Highlands. The other ONE you can choose freely.
a) Geographical characteristics
b) Flora and Fauna (describe, don’t write simply a list)
c) Important cities
d) Economic activities
e) Weather
f) Pollution / Contamination / Ecological threats

6) YOU HAVE TO USE YOUR OWN WORDS FOR THE MAJORITY OF THE PROJECT.

7) As usual, you present the project by e-mail or in a flash memory drive. You must ALSO print a one-page summary on your notebook. Please, don’t make the project needlessly long.

8) When you save your project DON’T CALL IT “project” or “proyecto” or “social studies”. The name should include the class and last name of the members.
( D-aguinaga-A-lozano-A-guimet)

OMAGUA or LOW JUNGLE

OMAGUA (LOW JUNGLE)

1) This is the flattest region in Peru and also the biggest in area.
2) It has the highest variety of animals and plants in Peru.
3) It is rainy and very hot.
4) During summer, Amazonian rivers increase their size and flood a large part of it.
5) Many Peruvian Jungle groups live in this region.
6) Our borderS with Colombia and Brazil are in the Omagua
7) Iquitos and Pucallpa are cities in the Omagua
8) Flora (5):
9) Fauna (5):
10 ) Images (3):

RUPA-RUPA or HIGH JUNGLE

RUPA-RUPA (HIGH JUNGLE)

1) This region is on the eastern side of the Andes.
2) Here, the jungle goes to the side of the mountains.
3) It has lots of caves and gorges. It is cloudy and very rainy.
4) There is a great variety of plants and animals in this region.
5) Some people in Peru call it “Ceja de Selva” (“Jungle brow”)
6) There are also many rivers.
7) Flora (5):
8) Fauna (5):
9) Images (3):
10) Bagua is a city in Rupa-rupa

JANCA

JANCA

1) Mountain peaks.
2) Snow-covered mountains and glaciers.
3) Temperatures usually under 0º.
4) Not many animals or plants.
5) Mines are commons at this altitude
6) There are no cities in Janca.

PUNA

PUNA

1) High plateaus (flat areas)
2) Lakes
3) Mountain “knots”.
4) Cattle, sheep, alpaca, llamas.
5) Very cold weather. Rains in summer, lightning, snow and, hail. Temperature can go below 0º
6) Cerro de Pasco is a city in Puna.

SUNI

SUNI

1) It has a cold weather. It is very rainy.
2) It is very mountainous
3) It has low humidity.
4) You can also find hail that affects agriculture.
5) Puno is a city in Suni.

QUECHUA

QUECHUA

1) It is the main agricultural area of Peru.
2) This region is found in high river valleys.
3) It also has very good weather.
4) Rains come in the summer months.
5) It is very mountainous.6) Arequipa and Cuzco are cities in the Quechua region

YUNGA

YUNGA

1) It has two separate areas.
a) On the western side of the Andes we have the Maritime Yunga. The climate is a little colder than the coast, but in winter it is less humid . It also receives more rain . Chosica is on the Maritime Yunga
b) On the eastern side of the Andes we have the Fluvial Yunga. It is more rainy and hotter than the Maritime Yunga. It is possibly the best weather in Peru. The city of Huanuco is on the Fluvial Yunga

COAST / CHALA

COAST OR CHALA

1) This region starts at the sea and goes up to 500 m.a.s.l.
2) It is mostly desert, with very little rain.
3) Some areas receive water from rivers and they form fertile valleys.
4) A few areas are “Lomas” and receive humidity from the sea in winter.

PERU'S EIGHT ALTITUDINAL REGIONS

PERU’S EIGHT ALTITUDINAL REGIONS

1) Peru is traditionally divided into 3 regions: coast, highlands, and jungle. This division is very simple, but it doesn’t allow us to describe the country in detail.

2) Javier Pulgar Vidal in 1938 invented a more complete system, dividing Peru in regions depending on their altitude.

3) The eight regions (and their altitudes) are:
a) Coast or “Chala”: 0 – 500 m.a.s.l
b) “Yunga”: 500 – 2300 m.a.s.l. (on the western andes)
1500 – 3000 m.a.s.l. (on the eastern andes)
c) “Quechua” : 2300 – 3500 m.a.s.l.
d) “Suni”: 3500 – 4000 m.a.s.l.
e) “Puna”: 4000 – 4800 m.a.s.l.
f) “Janca”: 4800 – 6768 m.a.s.l.
g) High Jungle (“Rupa-rupa”): 400 -1500 m.a.s.l. (on eastern Peru)
h) Low Jungle (“Omagua”): 80 – 400 m.a.s.l. (on eastern Peru)

INDECOPI and SUNAT

INDECOPI AND SUNAT

1) INDECOPI: Instituto Nacional de Defensa de la Competencia y de la Propiedad Intelectual
a) Protects consumers and the users of services.
b) Truth in advertising
c) It is in charge of patents (inventions) and trademarks
d) Fair competition

2) SUNAT: Superintendencia Nacional de Administración Tributaria
a) It is in charge of collecting taxes from people and companies
b) It also checks that all products sold in the market are legal and paid taxes.

HOMEWORK FROM JUNE 22ND TO JUN 29TH

SOCIAL STUDIES 6TH GRADE
HOMEWORK FROM JUNE 22ND TO JUN 29TH

SEND THE HOMEWORK TO ss@depierola.com

1) EXECUTIVE POWER
a) What are the requisites to be a candidate for president?
b) How long to ministers serve?
c) What happens if the president and the two vice-presidents die? Who becomes president? For how long?
d) Who is the mayor or your district? When was he/she elected? Where is the Town Hall (“municipalidad”) of your district?

2) LEGISLATIVE POWER
a) Where is the Legislative Palace?
b) Explain the process of making a law in Peru.
c) How many times can members of the Peruvian congress be re-elected?
d) What happens when a member of congress dies? How is he/she replaced?

3) JUDICIAL POWER
a) Who is the president of the Lima Superior court?
b) How many judges hear a case in a criminal case?

THE PERUVIAN STATE

THE PERUVIAN STATE

1) State: It is the way a society organizes itself. It has different aspects and institutions to help people live in peace.

2) Division of Power
a) Legislative Branch
- Congress
- MAKES the laws.
b) Executive branch
- President, ministers, police, regional presidents, mayors.
- ENFORECES laws; puts them in practice.
c) Judicial Branch
- Judges
- Administers justice

RESEARCH QUESTIONS
1) How many ministers are there?
2) Who are the two vice-presidents?
3) Who’s the regional president of Tacna?
4) How many members Congress are there?
5) Who’s the president of Congress?
6) Who’s Javier Villa Stein

QUESTIONS -STRUCTURE OF THE EARTH

QUESTIONS

1) What parts of the peach represent the core, the crust, amnd the mantle?

2) Which is bigger: theoceanic crust or the continental one?

3) What is the main component of the continental crust?

4) What is hte geothermal gradient?

5) Why is the hotter part of the core solid and the colder one liquid?

6) What is the core made of?

THE STRUCTURE OF THE EARTH

THE STRUCTURE OF THE EARTH

Three Parts of Earth's Interior: Knowledge of earth's interior is essential for understanding plate tectonics. A good analogy for teaching about earth's interior is a piece of fruit with a large pit such as a peach Most students are familiar with these fruits and have seen them cut in half. In addition the size of the features are very similar.
If we cut a piece of fruit in half we will see that it is composed of three parts: 1) a very thin skin, 2) a seed of significant size located in the center, and 3) most of the mass of the fruit being contained within the flesh. Cutting the earth we would see: 1) a very thin crust on the outside, 2) a core of significant size in the center, and 3) most of the mass of the Earth contained in the mantle.

Earth's Crust: There are two different types of crust: thin oceanic crust that is under the oceans and thicker continental crust that is under the continents. These two different types of crust are made up of different types of rock. The thin oceanic crust is composed of primarily of basalt and the thicker continental crust is composed primarily of granite. The low density of the thick continental crust allows it to "float" in high relief on the much higher density mantle below.

Earth's Mantle: Earth's mantle is thought to be composed mainly of rock. It has different temperatures at different depths. The temperature is lowest immediately beneath the crust and increases with depth. The highest temperatures occur where the mantle material is in contact with the heat-producing core. This steady increase of temperature with depth is known as the geothermal gradient. The geothermal gradient is responsible for different rock behaviors and the different rock behaviors are used to divide the mantle into two different zones. Rocks in the upper mantle are cool and brittle, while rocks in the lower mantle are hot and soft (but not molten). Rocks in the upper mantle are brittle enough to break under stress and produce earthquakes. However, rocks in the lower mantle are soft and flow when subjected to forces instead of breaking. The lower limit of brittle behavior is the boundary between the upper and lower mantle.

Earth's Core: Earth's Core is thought to be composed mainly of an iron and nickel alloy. This composition is assumed based upon calculations of its density and upon the fact that many meteorites (which are thought to be portions of the interior of a planetary body) are iron-nickel alloys. The core is earth's source of internal heat because it contains radioactive materials which release heat as they break down into more stable substances.
The core is divided into two different zones. The outer core is a liquid because the temperatures there are adequate to melt the iron-nickel alloy. However, the inner core is a solid even though its temperature is higher than the outer core. Here, tremendous pressure, produced by the weight of the overlying rocks is strong enough to crowd the atoms tightly together and prevents the liquid state.


(TAKEN WITH SOME CHANGES FROM http://geology.com/nsta/earth-internal-structure.shtml)

HOMEWORK FOR MONDAY 8TH

QUESTIONS
The Answers are in the hadout about the Earth and on the Blog

1) How much time passed between the Big Bang and the formation of the Earth?

2) After Hydrogen and Helium, what other materials were formed in the stars and novas?

3) What is a nova?

4) What is a planetesimal?

5) How did planetesimals become planets?

6) How was the moon formed?

PROJECT - 2ND TERM

SS PROJECT

1) Due date: Monday, June 15th

2) Topic: Choose ONE of these
a) The Big Bang
b) The Universe
c) Galaxies.
d) The Solar System

The project is in ENGLISH

3) Grouping: 1, 2, or 3 (any class).

4) Format: Word or similar word-processor format( for example: Word, Open Office Write, GoogleDocs, Adobe Acrobat). Maximum of 4 pages, mimimum 2.

5) In your own words describe the origin, development and characteristics of the topic you have chosen. Include 5 or 6 images. You can take the information for any source you want, but the project has to be IN YOUR OWN WORDS, it is not a summary.

6) ALL projects MUST be electronic or virtual
a) An attachment to my e-mail (ss@depierola.com)
b) Flash memory drive or card. (No CD’s, DVD’s, diskettes, folder, models, printed pages)

7) Questions: Comment on the blog (mrdepierola6th.blogspot.com) or my e-mail.

8) The name of the file (yourlastname-class.extension / Example: aliaga-c-lopez-a.doc or gutierrez-d.pdf)

The Earth

Before Earth
Earth was not around at the beginning—the universe began without us some 10 billion years earlier than Earth. The universe started out with only two elements, hydrogen and helium gas, which formed stars that burned these elements in nuclear fusion reactions. Generations of stars were born in gas clouds and died in explosive novas. The conditions in those novas produced the heavier elements we have with us today.

Long, long ago (some 5 billion years ago) in a perfectly ordinary place in the galaxy, a supernova exploded, pushing a lot of its heavy-element wreckage into a nearby cloud of hydrogen gas and interstellar dust. The mixture grew hot and compressed under its own gravity, and at its center a new star began to form. Around it swirled a disk of the same material, which grew white-hot from the great compressive forces. That new star became our Sun, and the glowing disk gave rise to Earth and its sister planets. We can see just this sort of thing happening elsewhere in the universe.

While the Sun grew in size and energy, beginning to ignite its nuclear fires, the hot disk slowly cooled. This took millions of years. During that time, the components of the disk began to freeze out into small dust-size grains. Iron metal and compounds of silicon, magnesium, aluminum, and oxygen came out first in that fiery setting. Bits of these are preserved in chondrite meteorites. Slowly these grains settled together and collected into clumps, then chunks, then boulders and finally bodies large enough to exert their own gravity—planetesimals. This whole process is rather well modeled by scientists like those at the Planetary Research Institute.

As time went by, planetesimals grew by collision with other bodies, and as their mass grew larger, the energies involved did too. By the time they reached a hundred kilometers or so in size, planetesimal collisions produced a lot of outright melting and vaporization, and the materials—which we can confidently call rocks and iron metal—began to sort themselves out. The dense iron settled in the center and the lighter rock separated into a mantle around the iron, in a miniature of Earth and the other inner planets today. Planetologists call this differentiation, and it is documented not only for the planets, but also for most of the large moons and the largest asteroids (from which come iron meteorites). The asteroids Ceres, Pallas and Vesta survive from that time, miniature planets.

Earth Is Born
At some point during this time, the Sun ignited. Although the Sun was only about two-thirds as bright as it is today, the process of ignition was energetic enough to blow away most of the gaseous part of the protoplanetary disk. The chunks, boulders, and planetesimals left behind continued to collect into a handful of large, stable bodies in well-spaced orbits.

Earth was the third one of these, counting outward from the Sun. We know that the process of accumulation was violent and spectacular, because the smaller pieces left huge craters on the larger ones. Our studies of the other planets in the Space Age document these impacts everywhere we've looked.

At one point early in this process a very large planetesimal struck Earth an off-center blow and sprayed much of Earth's rocky mantle into space. The planet got most of it back after a period of time, but some of it collected into a second planetesimal circling Earth. It's still there—it's the Moon.

The oldest surviving rocks on Earth were formed some 600 million years after Earth first formed. So all of the activity of Earth's birth was already ancient history (except for a possible "late bombardment" of the last stray planetesimals around 4 billion years ago). The oldest rocks, dated by the uranium-lead method as about 3.96 billion years old, show that there were volcanoes, continents, oceans, crustal plates, and life on Earth in those days. While the eons that followed were full of strange stories and far-reaching changes, the Earth had taken on its basic structure long before.

The evidence for this story is not the kind of things that geologists find visible in rocks. It's the result of patient evidence-collecting from meteorites and the geology of the other planets, analyses of very large bodies of geochemical data, and generations of serious argument among many different sets of specialists.

Big Bang - Galaxies - The Sun - Solar System - The Planets

THE BIG BANG
Most astronomers believe the Universe began in a Big Bang about 14 billion years ago. At that time, the entire Universe was inside a bubble that was thousands of times smaller than a pinhead. It was hotter and denser than anything we can imagine.

Then it suddenly exploded. The Universe that we know was born. Time, space and matter all began with the Big Bang. In a fraction of a second, the Universe grew from smaller than a single atom to bigger than a galaxy. And it kept on growing at a fantastic rate. It is still expanding today.

As the Universe expanded and cooled, energy changed into particles of matter and antimatter. These two opposite types of particles largely destroyed each other. But some matter survived. More stable particles called protons and neutrons started to form when the Universe was one second old.

Over the next three minutes, the temperature dropped below 1 billion degrees Celsius. It was now cool enough for the protons and neutrons to come together.

After 300 000 years, the Universe had cooled to about 3000 degrees and the Universe filled with clouds of hydrogen and helium gas.

THE BIRTH OF GALAXIES
We cannot see anything that happened during the first 300 000 years of the Universe. Scientists try to work it out from their knowledge of atomic particles and from computer models.

The only direct evidence of the Big Bang itself is a faint glow in space. Spacecraft and telescopes on balloons see this as a patchy pattern of slightly warmer and cooler gas all around us.

As millions of years passed, the dense areas pulled in material because they had more gravity. Finally, about 100 million years after the Big Bang, the gas became hot and dense enough for the first stars to form.
New stars were being born at a rate 10 times higher than in the present-day Universe. Large clusters of stars soon became the first galaxies.


OUR NEAREST STAR
The Sun is our nearest star. The Sun provides us with light and heat. It also gives out dangerous ultraviolet light which causes sunburn and may cause cancer. Without the Sun there would be no daylight, and our planet would simply be a dark, frozen world, with no oceans of liquid water and no life.

This huge ball of superhot gas is 1.4 million kilometres across, equal to 109 Earths set side by side. With a mass of 2 million-trillion-trillion-trillion kilograms, it weighs as much as 330 000 Earths. About 1 300 000 Earths would fit inside the Sun.
Although it seems small when seen at sunrise or sunset, this is only because the Sun lies about 150 million km away from us. At this distance, it takes about 8 minutes for sunlight to reach us – even when it is travelling at about 300 000 km/s. This means that we see the Sun set eight minutes after the event has actually taken place!

THE SOLAR SYSTEM
The Solar System is made up of the Sun and all of the smaller objects that move around it. Apart from the Sun, the largest members of the Solar System are the eight major planets. Nearest the Sun are four fairly small, rocky planets - Mercury, Venus, Earth and Mars.

Beyond Mars is the asteroid belt – a region populated by millions of rocky objects. These are left-overs from the formation of the planets, 4.5 billion years ago.

On the far side of the asteroid belt are the four gas giants - Jupiter, Saturn, Uranus and Neptune. These planets are much bigger than Earth, but very lightweight for their size. They are mostly made of hydrogen and helium.

Until recently, the furthest known planet was an icy world called Pluto. However, Pluto is dwarfed by Earth’s Moon and many astronomers think it is too small to be called a true planet.
An object named Eris, which is at least as big as Pluto, was discovered very far from the Sun in 2005. More than 1,000 icy worlds such as Eris have been discovered beyond Pluto in recent years. These are called Kuiper Belt Objects. In 2006, the International Astronomical Union decided that Pluto and Eris must be classed as “dwarf planets”.

Even further out are the comets of the Oort Cloud. These are so far away that they are invisible in even the largest telescopes. Every so often one of these comets is disturbed and heads towards the Sun. It then becomes visible in the night sky.


THE PLANETS

The handout is in this link.

PHOTOGRAPHS OF SATURN

Very nice pictures.

HOMEWORK

Answer these questions in your notebooks.

1) How big was the Universe one second after the Big Bang?
2) What was the temperature of the Universe when protons and neutrons appeared?
3) Name ONE of the gasses in the early universe.
4) How do scientists know what happened at the begining of the universe?
5) What is the diameter of the sun?
6) Which planets have the longest and shortest day (equatorial rotation)?
7) Which is the fourth biggest planet?

THE UNIVERSE

THE UNIVERSE

1) 15 000 000 000 years
2) Universe: Everything (matter, energy) that exists.
3) Galaxy: Group of stars and planets.
4) Stars: Balls of gas in permanent nuclear reactions.
5) Planet: Objects (of a certain size) that go around a star.

HOMEWORK
(Answers in the notebook)

1) What does the color of a star tell you?
2) What is the “opposite” of the Big Bang?
3) When did dinosaurs become extinct?
4) What is the size of the Earth?

GROUPWORK AT HOME

1) Adolescents love to work in groups.

2) It’s an opportunity to have friends at home.

3) One big problem is that in many cases the group doesn’t work. (messenger, video games, social networks)

4) The group talks, plays, eats … unless someone supervises it.

5) OR, only one student works.

6) Many “groupwork sessions” end with a 5-minute rush to finish.

7) It is a sign of responsibility and maturity to set enough time for work AND THEN have time to play.

Project

SS PROJECT

1) Due date: Monday, April 27th (+2 by 24th)
2) Topic: Discrimination or Adolescence. The project is in ENGLISH
3) Grouping: Individual or Groups of 2 or 3 (any class).
4) Format:
a) Individual: Picture, image, poster, collage, etc. (static images)
b) Group or Individual: Video, stop motion, animation, etc. (moving images)
5) Express YOUR ideas about a SPECIFIC point of the topic.
6) ALL projects MUST be electronic or virtual
a) An attachment to my e-mail (ss@depierola.com)
b) Upload it to a site and send me the link .
c) Flash memory drive or card.
d) No CD’s, DVD’s, diskettes, folder, models.
7) Questions: Comment on the blog (mrdepierola6th.blogspot.com) or my e-mail.
8) YOU make the image or video.
9) The name of the file (yourlastname-class.extension / Example: aliaga-c-lopez-a.wmv or gutierrez-d.jpg)
10) Be careful with MovieMaker projects. They are saved with the extension .MSWMM, you have to save it as a video file. When you finish your project click on FINALIZAR and save it. THAT is the file you send

PEER PRESSURE

1) In this context “peer” means your friends, your classmates, your neighbors.

2) “Pressure” means influence, motivation, advice. It usually has a negative context.

3) Adolescents usually follow what others do because they don’t want to “lose face” or be “left out”.

4) Real friends never want you to do bad things.

5) Who decides (what you do)?

ADOLESCENCE

ADOLESCENCE

1) Adolescence is the period of change between childhood and adulthood
2) Puberty IS NOT the same as adolescence
3) Puberty is only biological
4) Adolescence is biological, social, and emotional changes
5) It doesn’t start or end at the same time for every person.
6) The end of adolescence is different in each culture.
7) Teenager= 13-19 Tweener= 10-12

TYPES OF DISCRIMINATION

TYPES OF DISCRIMINATION

1) Racial / Ethnic : a) Skin color, b) Physical characteristics, c) The “group” you belong to

2) Cultural / Social : a) Native / Indigenous cultures, b) Manners / Social interaction, c) Level of Education

3) Nationality : Country you were born in ( “enemies”, “immigrants”)

4) Economic : a) Possessions, b) Club membership, c) Travel

5) Religious : a) Not exercising your civil rights, b) “Inferior” religion”, c) Minority religion

6) Origin : The place you come from in your country

7) Language : a) Type of language, b) Accent