Life on the Goldfields by Chloe & Jules
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Life on the Australian goldfields in the 19th century was difficult. Housing was initially just tents or bark huts, though later brick houses were built. Clothing worn by miners and their families was rough and worn. Transportation to and around the goldfields was primarily on foot or horseback in the early years, with the first rail lines later providing another option. Miners brought tools like pans, cradles, buckets and shovels to extract gold from rivers and shafts. Food was scarce and expensive, with the diet consisting mainly of meat, bread and potatoes. Schools were initially just leaky tents, though later more permanent structures were erected, though many children still lacked access to education. Leisure activities for children included games
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Life on the Australian gold fields in the 1850s was simple. Most people initially lived in tents, then constructed huts out of canvas, wood, and bark. Hotels and boarding houses were also established using wood. Men left their families to search for gold, leaving women and children to take on more responsibilities on the farms and at home. Children's clothing was simple, often just a nightshirt. Boys wore similar clothes to their fathers of long pants and shirts. Transportation was mostly by foot, but some used carriages or paddle boats. Food was basic like meat, bread and potatoes as other items became too expensive. Water had to be boiled before drinking. Leisure activities included performances and sports like cricket for children. Most
Life on the Goldfields by Aidan R
The document summarizes life on the Australian goldfields in the 19th century. It describes the tents people lived in, how men dug for gold while women cooked and children helped. It also outlines the simple clothing worn, means of transport depending on wealth, tools used like pans and shovels, limited diet of mutton and damper with scarce fruits and vegetables, leisure activities of games, and makeshift tent schools.
Life on the Goldfields by Sam & Alye
The document summarizes life on the gold fields for those living in the late 1800s. People either lived in tents or houses, with those in houses being wealthier. Men did shaft or alluvial mining for work while women did household chores. Transportation was typically on foot, taking 2-3 weeks to travel, while carriages could make the trip in 11-12 days. Food and water were available for purchase, with water costing more. In their free time, people entertained themselves with music and sports. Children attended schools, which were larger structures than the tents or houses.
Colonial keynote 2
Farming in the Middle Colonies was very prosperous, as they grew important crops like wheat, barley, oats, rye, and corn. The region became known as the "Bread Basket" because of the large amount of food produced. Villages had common areas where children would play games and be educated, and families would socialize. Schools in the Middle Colonies had a strong religious emphasis, and girls were only allowed to attend Quaker schools. Women and men wore distinct styles of clothing that served practical purposes.
Early Settlers
Early settlers in Australia lived difficult lives with basic clothing, food, housing and education. They wore simple outfits made from rough materials that differed for boys, girls and babies. Their food came from provision stores and included bread, meat and wild game cooked over fires. Many early homes were crudely constructed from materials like sticks, bark and grass that provided little protection from the weather. Children had limited schooling in basic subjects, usually taught by settler families in sparse conditions with few resources.
Medieval China
In medieval China, people generally wore tunics and sometimes jackets. The poor could only wear certain colors while the rich wore silk. Women's feet were bound from a young age to be seen as beautiful. Inventions like gunpowder, the compass, paper, and printing advanced China. The architecture followed principles of balance and floating roofs. Family and education were highly valued in Chinese culture.
Plateau
The Plateau Native Americans consisted of many tribes living in Washington state and the surrounding plateau region. They held spiritual beliefs that centered around gods and guardian spirits. They lived seasonally, spending winters in villages along rivers and streams and summers in earth lodges. Their housing structures were constructed using materials like poles, mats, grasses and mud. They gathered a variety of foods like roots, berries, fish and game to survive. Ceremonies and celebrations marked important life events and seasons.
Celebrating the Celtic Nations!
This document provides information about the ancient Celtic civilization and its influence on modern Celtic nations. It discusses the Celts' origins in Europe around 500 BC, their tribal culture and traditions, and how their legacy lives on today in nations like Ireland, Scotland, Wales, Brittany, the Isle of Man, and Cornwall. These modern Celtic nations each have their own unique identity, cultures, languages and traditions that descended from the ancient Celts. The document explores Celtic daily life, arts, music, mythology and how Celtic influence can still be seen in modern culture.
NativeAmerican PowerPoint by Morgan
The document summarizes the Southwestern Native American tribes of the Hopi and Navajo. It describes their homes, farming practices, clothing, daily life, traditions, crafts, weapons, and tools. The Hopi lived in pueblos made of adobe bricks, while the Navajo lived in dome-shaped hogans made of logs or sticks. They farmed corn, beans, and squash using dry farming methods like irrigation canals. Children helped with chores while also playing. Men led in politics and agriculture and women had important roles as clan mothers. Traditions included kachina ceremonies and dolls to teach religion. Crafts included pottery, baskets, woven rugs, silver
Native american power point morgan
The document summarizes the Southwestern Native American tribes of the Hopi and Navajo. It describes that the Hopi were the original inhabitants of the region, and the Navajo later joined them in the Four Corners area of Arizona, Colorado, New Mexico, and Utah. It provides details on their housing structures, farming practices, clothing, tools, and traditional ceremonies. Photos were credited from various Native American and educational websites. Information sources included Native American language websites and textbooks.
Ca trail
The Oregon Trail split at Fort Hall, with part of the trail being very dangerous due to the Rocky Mountains, predators, plants, and lack of food. Some pioneers died on the trail because of the low food supply and extreme heat. Pioneers came to start new lives, seek gold during the 1849 California Gold Rush, and potentially find gold themselves. To survive the long journey, families needed around 600 pounds of flour, 120 pounds of biscuits, 400 pounds of bacon, and other staples like rice, beans, dried fruit, and sugar. Additional supplies included tools, weapons, and seeds for crops.
Grade 8 unit 2 Life in the countryside .pptx
This for grade 8 specifically Tieng anh 8 , contains all kinds of vocabulary ,separated into nouns , verbs and some adjectives , you can add yours if you want enjoy
Ancientchinabellarachel
Ancient China had four social classes - landlords, peasants, craftsmen, and merchants. Boys often went to school to learn Confucian philosophy, but education was only available to some. People worshipped ancestors and local gods. Housing for the rich included courtyards, while the poor lived in mud homes. The arts included pottery, bronze vessels, painting, and music tied to philosophy. Many festivals centered around the lunar calendar and honoring ancestors, gods, and historical figures. Science and technology included inventions like paper, the compass, gunpowder, and a hot air balloon. Daily life differed between social classes and sexes.
Plains Native Americans
The Plains Native Americans lived in teepees or earth lodges. They hunted buffalo on foot or later used horses. Their tools were made from buffalo bones and hides. They ate a variety of foods including buffalo, fish, berries and vegetables. For clothing, men wore buckskin leggings and women wore dresses made from hides. They communicated through spoken languages, pictographs, and face paint. Important ceremonies included the sun dance and summer pow-wows.
Life In The 1500 S
Life in the 1500s was difficult, with few modern conveniences. People bathed infrequently and shared bathwater, leading to the spread of disease. Animals like cats and dogs lived in thatched roofs and sometimes fell inside homes, resulting in sayings about rain. Food like pea porridge was often left cooking for days. The wealthy had slate floors while the poor lived in dirt, and leading to expressions about being "dirt poor." Many customs and sayings originated from challenges of daily life during this time period.
Kelsey hayley socials
This document provides background information on daily life in Ancient Greece. It describes the various time periods of Ancient Greek civilization from 800 BC to 146 BC. It then covers several aspects of Greek society including social structure, housing, food, family life, marriage, childbirth, childhood, education, religion, and clothing. Key points include the division of Greek society into citizens and slaves, the roles of men and women, education being limited to boys, and the dominant religion being Greek mythology centered around 12 main gods.
Ancient china
In ancient China, society was strictly structured around family roles, with the father in charge and different expectations for men and women. People's social status determined factors like their jobs, education, and clothing. The wealthy wore silk while commoners wore cheaper fabrics. Food varied regionally but included rice, millet, vegetables, meat, eggs, and tea. Ancient Chinese inventions that still impact modern society include gunpowder, paper, printing, and the compass.
The vikings 2.ppt good copyby Jake and Jordan
The document provides information about Vikings from the 8th to 11th centuries. It describes their social structure, daily lives, religion, art, and culture. Vikings lived in farmsteads organized around extended families and had distinct social classes. They grew crops, kept livestock, hunted, fished, and raided other parts of Europe. Children learned skills at home and had few rights. Vikings believed in Norse mythology and gods like Thor. Runes, carvings, and songs were part of their cultural traditions.
Scowlitz VMC Project Presentation at UBC Archaeology Day, March 15, 2014
Archaeologists from UBC and members of the Scowlitz First Nation have been collaborating on archaeological research and heritage projects at the Qithyl site near Chilliwack since 1992. The projects involve excavating burial mounds and house features, bringing students to learn, and creating a virtual museum exhibit to share Scowlitz history and culture. Scowlitz community members guide the research and teach traditional practices like making red ochre paint. The collaboration aims to preserve Scowlitz heritage and pass knowledge to new generations.
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Scowlitz VMC Project Presentation at UBC Archaeology Day, March 15, 2014
Scowlitz VMC Project Presentation at UBC Archaeology Day, March 15, 2014
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Creation by Braxton
This PowerPoint presentation describes God as the creator of everything over seven days of creation. On each day God created a different part of the world: light, sky, land and seas, sun and moon, animals and mankind. On the seventh day God rested. The presentation emphasizes that God created the world and everything in it, looking at each day's work and declaring it good. It encourages caring for the environment by not littering, cutting too many trees, and helping animals. It ends with a prayer thanking and praising God for all of creation.
Creation by Harley
God created the world over seven days according to the biblical creation story. On each day God created important aspects of the world such as light, sky, land, plants, stars, sun, moon, animals, and humans. God created humans last and found all of creation to be good. The document discusses how God created the world and humanity's role in caring for creation as stewards of the earth.
Creation by Chris
In 7 days, God created the world and everything in it, including the sky, land, sea, plants, animals, and humankind. On each day, God created something new: light and darkness on day 1; the sky on day 2; land and seas on day 3; the sun, moon, and stars on day 4; birds and fish on day 5; animals and humankind on day 6. On day 7, God rested. The document discusses how God created everything and is pleased with his creation, and that people should help take care of the world.
Mark
God created the world over six days according to the creation story. On each day God created a new part of the world and was pleased with his creation. On the first day God created light and separated day from night. On the second day God created the sky and sea. On the third day God created land and plants. God created the sun, moon, and stars on the fourth day. On the fifth day God created sea creatures and birds. On the sixth day God created land animals and the first humans, Adam and Eve. God rested on the seventh day. The document emphasizes that God created all living things and the world through his power as the creator.
God by Ricardo
God created the world over the course of 7 days according to the document. On each day God created a new part of the world including light, stars, plants, animals, and humans. God saw that each new creation was good and it made him happy. By the 7th day, God had created all aspects of the world and rested, taking pride in everything he had made and entrusting humans with caring for his creation.
The 7 habits- life skills
The document discusses 21st century life skills and the 7 Habits of Highly Effective People. It lists independence skills like goal setting, organization, and time management that parents and business leaders want. It also lists interdependence skills like teamwork, problem solving, and communication. Finally, it discusses renewal skills like meaningful work, emotional stability, and continuous learning and improvement.
7. Sharpen the Saw
This document outlines habits for staff renewal and effectiveness. It recommends spending 20-30 minutes each week planning using a diary and benchmarks. The planning should include reviewing one's mission and roles, prioritizing key tasks, and scheduling time for reviewing habits and sharpening the saw through activities like classes, reading, exercise, or spending time with others. It teaches that maintaining effectiveness requires renewing oneself physically, mentally, and spiritually.
6. Synergise
This document outlines the habit of creative cooperation or synergizing. It provides an effective paradigm of working together to create something better, and an ineffective paradigm of it being my way or your way with no compromise. It then provides steps to plan the week focusing on mission, priorities, and reviewing previous habits. It outlines meeting with a team to address an issue using a process to arrive at a better solution than any individual could. Finally, it provides instructions to teach others this habit through a video, story, and teaching the value of differences.
4. Think win win
This document provides guidance on habit 4 of 7 habits for staff - think win-win. It emphasizes that effective long-term relationships require mutual respect and benefit rather than a zero-sum mindset. The plan section outlines spending 20-30 minutes weekly to review missions, priorities, and habits 1-4. Live the habit involves making emotional deposits to increase your bank account with significant people through understanding what's important to them. Teach to learn has staff teach the win-win concept and agreements to a learning buddy using provided resources.
3. Put First Things First
This document provides guidance on implementing the first habit of putting first things first. It recommends spending 20-30 minutes each week planning by reviewing your mission and roles, identifying key priorities or "big rocks", scheduling your week and day. It also suggests setting a long-term goal and breaking it down into tasks and deadlines. Finally, it advises teaching the concept to a learning buddy using provided videos and stories. The overall message is about focusing on what's most important rather than urgent activities.
2. Begin with the end in mind
The document provides guidance on developing and living according to a personal mission statement. It recommends spending 20-30 minutes each week planning your goals and priorities, which includes reviewing your mission and roles, identifying key objectives, and planning your week and day. It also suggests teaching the importance of having a personal mission statement to a learning partner. The overall message is on the importance of intentional planning and having a guiding vision or purpose.
2. Begin with the end in mind
The document provides guidance on developing and living according to a personal mission statement. It recommends spending 20-30 minutes each week planning your goals and priorities, which includes reviewing your mission and roles, identifying key objectives, and planning your week and day. It also suggests teaching the importance of having a personal mission statement to a learning partner. The overall message is on the importance of intentional planning and having a clear vision and purpose.
1. Be Proactive
This document outlines steps and activities for staff to develop 7 habits as part of a training program. It instructs staff to commit to the program, choose a learning buddy, and sign up online if desired. The first habit, "Be Proactive", focuses on taking responsibility for one's choices and actions. Staff are directed to plan their week, live the habit by practicing proactivity, teach the habit to their buddy, and complete an evaluation. Quotes are provided on changing oneself and making a difference.
The seven days of creation by Michael
The document describes the creation of the world over 6 days according to Genesis. On the first day, God created light and separated it from darkness. On the fourth day, God created the sun, moon, and stars. On the fifth day, God filled the waters with fish and skies with birds. On the sixth day, God created land animals and humans. God was pleased with his work each day and rested on the seventh day, blessing it.
Trivial pursuit
This document appears to be a quiz on photography techniques and best practices. It consists of 14 multiple choice questions about topics like proper positioning relative to the sun, exposure times, framing devices, orientation, leading lines, and dealing with lighting on subjects' faces. The player is given feedback after each question indicating if they answered correctly or incorrectly and is able to go back to previous questions.
Trivial pursuit
This document provides the questions and answers to a photography trivial pursuit game. It tests knowledge of various photography fundamentals like proper camera positioning relative to the sun, how exposure time affects brightness, framing devices, rule of thirds composition, orientation for different subjects, focusing, backgrounds, leading lines, multiple centers of interest, and lighting faces. Getting answers correct leads to the next question, while incorrect answers prompt to try again.
What’s up close
The document provides instructions for an activity where the user is shown a small area of three different photos and must find and click on the matching area in the full photo. It encourages the user to practice focusing on smaller areas or subjects within photos, like zooming in on fruit on a tree rather than the whole tree, to capture unique perspectives and textures. Upon completion, it congratulates the user and offers the option to play again or finish.
Trivial pursuit
This document outlines a photography trivial pursuit game, posing multiple choice questions about basic photography concepts to test the player's knowledge. The questions cover topics like proper camera positioning relative to the sun, how exposure time relates to light levels in photos, framing devices, factors that can cause blurriness, the rule of thirds composition technique, orientation for different subject types, getting close to the subject level, background simplicity, using leading lines, using one or two centers of interest, and controlling harsh lighting on faces.
What’s up close
The document describes an activity where the user must find matching areas between a sample image and a full photo. It congratulates the user for completing the activity and recommends applying a similar technique of zooming in on specific areas when taking photos in the future. Focusing on smaller details of a subject rather than the whole object can provide unusual perspectives and make images more unique, symbolic and textured. The user is encouraged to try zooming in on closer areas for their next photo shoot.
Trivial pursuit
This document provides the questions and answers to a photography trivial pursuit game. It tests knowledge of various photography fundamentals like proper camera positioning relative to the sun, how exposure time affects brightness, framing devices, rule of thirds composition, orientation for different subjects, focusing, backgrounds, leading lines, multiple centers of interest, and lighting faces. Getting answers correct leads to the next question, while incorrect answers prompt to try again.
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Life on the Goldfields by Chloe & Jules
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