During the colonial period, the British Parliament used the policy of mercantilism to trade goods that were in demand elsewhere in Europe in order to gain more revenue to extract more resources from the New World--in somewhat of an economic cycle.
GERMANENESS: One of the most important differences between the House and Senate is the House rule that all amendments must be germane (relevant or related) to the bill under consideration. In the Senate, this is only true for general appropriations and budget bills.
FILIBUSTER: Talking a proposal to death or to get a compromise is only allowed in the Senate. Cloture is the process by which such unlimited debate can be ended. When invoked by roll call vote -- three-fifths of those present and voting -- it limits each senator to one hour of debate. Other delaying tactics such as requiring time-consuming recorded votes or raising complex questions about legislative procedures ("points of order") can be used in either the House or Senate. :)
This unit presents a history of scientific thought relating to the origin of life as explained mainly by early Greek scientific philosophers. The unit begins with Greek science during the eighth century B.C. and proceeds quickly into the seventh century B.C., concluding with the fourth century B.C. Since the scope is limited to this time period the unit will end with information that is presently, for the most part, outdated. The teacher must constantly remind the students of this fact. The purpose of this unit is not to impart scientific knowledge for its own sake. Rather, it is to show how scientific thinkers came to their conclusions based upon how science was viewed in the scheme of history.
There are various high school courses taught, yet no specific course has been designed to relate the development of the academic disciplines to each other. Many science textbooks include the names of scientists who contributed valuable information upon which specific ideas were developed. Yet, most textbooks provide a minimum amount of information relating to the scientists themselves. It is my feeling that students will better understand the development of scientific thought if an opportunity can be provided in which a connection can be made between science and history.
There are four general objectives for this unit. Upon completing the unit students will: 1. be familiar with the ideas of early scientific minds, 2. recognize the relationship between Greek science and Greek history, 3. realize the importance of observation and drawing conclusions, and 4. appreciate the development of science.
Approximately one month before beginning this unit the teacher should require each student to read one book which in someway deals with the Greek period covered in this unit. Selections may be made from an historical or scientific aspect. Before the unit is begun students should have completed a book report and be required to present a short oral report. This will insure that all students have some common frame of reference from which to work. Lesson one at the end of the unit should be started the first day the unit is taught.
An excellent laboratory activity which should be done early in the unit is the biogenesis of microorganisms, i.e. producing microorganisms from hay infusions. This will arouse student interest and help them to understand how incorrect conclusions were drawn. Later, a laboratory activity based upon the experiments of Spallanzani, Pasteur, or Redi should be performed to show how spontaneous generation was disproved. For the advanced students, the development of fertilized chicken eggs could be done in the classroom throughout the unit. All of these activities are readily available in most laboratory manuals. A very complete guide to egg incubation is provided in the 4-H Manual listed in the teachers bibliography.
In Hellenic (Greek) antiquity cosmogonic ideas originated in the eighth and seventh centuries B.C. These were religious and legendary descriptions of the origin of the world. There was a belief in the cosmic egg from which all things were said to have been produced at the beginning of the world. Most of these ideas began to establish themselves at the end of the seventh century.
Answer:
Native American cultures shared two of the four characteristics with Egyptians. They had irrigation systems with complex canals to move water from the rivers into their fields. They also had road networks that evolved from simple footpaths to trails later on.
Answer:
Participating in politics would distract women from their families and their duties in the home.
Making informed political decisions required a level of intelligence that many believed women did not have.
Depending on a man was seen as feminine and acceptable, and independent thinking challenged that ideal.
Explanation:
Did it in Edgenuity
