Animals - All About Me

Hey, Dr. Binocs! Hey there. Hello, Dr. Binocs. Hello. Oh, hello! Friends, did you spot any kinda difference between these two? I'll give you 10 points if you do! No? Well, don't worry. I'll tell you how they are different from each other. But for that I need to tell you all about the Animal Kingdom! Come with me! Zoom in! The Animal Kingdom is divided into two groups. Invertebrates and Vertebrates. And today, we will talk about the invertebrates. Animals without a backbone are called Invertebrates. Which are further classified into.. Worms! Sea Jellies! Mollusks! Anthropods! And Sponges! Now, let us explore a little into their worlds! Worms! They have long, soft bodies with no legs. Oh, and two body openings. You've seen earthworms, right? If you haven't, rush to your nearest garden! Sea Jellies! Jellyfish is a good example here. They have soft and long stinging bodies. Stinging because they use their stingers to stun their prey.. ..before pulling them into their stomach. Mollusks! They have soft and warm bodies. Many of them have hard shells, like the snail. Other examples are Octopus and Squid. Anthropods! These animals form the largest group of the Invertebrates. They have their skeleton on the outside of their bodies. Creepy crawlies such as cockroaches, spiders are anthropods. Sponges! They generally live in saltwater and don't move from place to place. They filter nutrients and tiny organisms out of water, for food. TRIVIA TIME! The Invertebrates will eat almost anything that was or is alive. 97% of all animal species are invertebrates. Well, that keeps a very tiny space for the vertebrates. So do one thing, check this video out, to know more about them! So this is me zoooming out! Tune in next time, for more fun facts.

• There are two groups of animals which are important in agriculture. • The groups are domestic and wild animals. 1. Domestic animals • These are animals which are trained to live with people in their homes. • Some examples includes : Uses of domestic animals • Source of food, for example milk, eggs and meat. • For cultural purposes, for example paying lobola. • Some are used for transport and labour. • Domestic animals can also be a source of income. 2 . Wild animals • These are animals which are found in game reserves and in the forests • They are also called game animals. • Examples of wild animals are: Uses of wild animals • Some of the wild animals give us meat, hides and ivory. • Wild animals attract visitors from other countries, so the country gets money. Wednesday 06 September 2023 Exercise: Domestic animals 1. What is a domestic animal? [2] 2. What is a wild animal? [2] 3. Name any 4 domestic animals that you know. [4] 4. State any 2 uses of domestic animals. [2] 5. Name any 3 wild animals that you know. [3] 6. Give 2 uses of wild ani mals. [2] 7. Wild animals can also be called animals. [1] • Animals, like human beings need good food to help them to grow and reproduce. • The main sources of food for animals include stock feeds, pastures, veld grass, crop remains and cereal grains. • These foods contain the most needed essential nutrients. Nutrient Function carbohydrates Gives energy Fats Give energy and warmth Proteins Helps in growth and repair of body parts Minerals Help in the formation of bones and teeth Vitamins Help develop good sight, improve fertility and help animals fight diseases Water Transports food in the body, cools the body and remove waste from the body. • Livestock are domesticated animals that are kept for food, use or for sale. • Small livestock has many uses. • They are a good source of food. • They also give us manure to use in gardens. • We get clothes and medicine as well from small livestock • Examples of small livestock are rabbits, sheep, goats and all form of poultry Poultry • All animals that are kept by farmers which have wings and feathers and lay eggs are called poultry. • They are a good source of white meat, eggs and manure. • They are also a source of income when we well them and their products. • Poultry includes chicken, guinea fowl, ducks, turkey, pigeons and quail birds. Rabbits • Rabbits have 3 known uses which are: They are kept for meat Kept for pelts. (pelt is animal skin used to make blankets, hats and jackets) They are used at agricultural shows • Rabbits are cheap to buy, easy to keep and feed. • They take about 4 months to mature. • Rabbits are fed using green vegetables and rabbit pellets. Wednesday 20 September 2023 Small livestock 1. Give 3 examples of small livestock. [3] 2. State 3 things that are provided by small livestock. [3] 3. What are the 2 uses of rabbits? [2] 4. Pelts are used to make _________________ [1] 5. State any 4 examples poultry. [4] 6. Rabbits take ___________ months to mature. [1] 7. What is poultry? • Apiculture is the keeping of bees in order for them to produce honey for sale. • Apiculture is very important because: (i) Provides honey - a valuable nutritional food (ii) Provides bees wax - which has many uses in industry Uses of wax For making candles Polish furniture Make crayons Prevent tools from rusting (iii) Honey bees are excellent pollinating agents, thus increasing agricultural yields. BEE COLONY Inhabitants of the bee colony and their roles • A honey bee colony typically consists of three kinds of adult bees: workers, drones and the queen 1. Workers • Workers are the smallest and constitute the majority of bees occupying the colony. • They do not lay eggs. • Workers have specialized structures, such as brood food glands, scent glands, wax glands, and pollen baskets. • these allow them to perform all the labors of the hive. Roles of the worker bees they forage for nectar, pollen, water, and plant sap. They clean and polish the cells. feed the brood. care for the queen. remove debris. handle incoming nectar. build beeswax combs. guard the entrance. 2. Drones • Drones (male bees) are the largest bees in the colony. • They are generally present only during late spring and summer. • The drone’s head is much larger than that of either the queen or worker. • Drones have no stinger, pollen baskets, or wax glands. • Their main function is to mate with the queen. 3 . Queen • Each colony has only one queen. • The queen is the largest of the bees in a bee colony. • The Queen Bee plays a vital role in the hive because she is the only female with fully developed ovaries. • She produces both fertilized and unfertilized eggs. • Queens lay the greatest number of eggs in the spring and early summer. • The queen also produce chemical scents that help regulate the unity of the colony. 1. What is apiculture? [2] 2. Give 3 reasons why apiculture is important in Zimbabwe. [3] 3. Name the 3 inhabitants of the bee colony. [3] 4. Briefly explain the roles of each inhabitant named in number 3. • Apart from using hand tools, farmers also use some farm implements and machinery to carry out their field work. • Machines help farmers do their work more easily and quickly. • The most common implements used by farmers to grow, harvest and transport their produces are:  mouldboard plough Cultivator Scotch cart Harrow Planter Maize sheller  combine harvesters Boom sprayers Disc harrow Spike toothed harrow KNAPSACK SPRAYER • Farming is a business. • Communal farmers grow crops and keep animal mainly for their own use. • If there is any extra they sell to get money. • Commercial farmers grow crops and keep animals for sale. • Crops and animals produced are called farm produce. • There are places were farmers have to sell their produce. • Farmers can take their produce to local markets. • A market is a place where buying and selling occurs. • Some of the local markets includes: A shopping centre A school A nearest bus stop A local village A school Local Grain Marketing Board depot (GMB) Types of farm produce Beef Fruits Mutton Eggs Vegetables Pork Milk Chicken Cereals/grains beans

LESSON 3 Characteristics of Living Things Learning Objectives • Describe each characteristic of life • Relate each characteristic of life with how first forms of life evolved What sets living things apart from nonliving things? Organisms are equipped with different characteristics that allow them to grow, adapt, survive, and perpetuate. These include the ability to metabolize, respond to stimuli, interact, and reproduce, among others What are the characteristics of life? Try to look at your surroundings and identify the living things that you see. You have probably identified a lot. Many scientists believe that there are more than 10 million kinds of living things that exist on Earth today. But the question is, how can something be considered living? There are certain characteristics that all living things exhibit: the characteristics of life. Living things are made up of cells. They metabolize, grow and develop, respond to stimulus, adapt to their environment, and reproduce. Living Things Are Made up of Cells All living things are made up of cells. Cells are the basic building blocks of all living things. Each cell contains materials that carry out basic life processes such as respiration. In the 1600s, an argument against the theory of spontaneous generation was made. Italian physician and biologist Francesco Redi disproved the theory that all living things come from nonliving things. Cells have different properties and characteristics. The cell theory describes the properties of all cells. There are three tenets of the cell theory: 1. The cell is the basic unit of life. 2. All living things are composed of one or more cells. 3. All cells arise from preexisting cells. The discovery of the cell is largely attributed to Robert Hooke. Upon examining a piece of cork using a microscope that he built, Hooke observed tiny compartments that he called "cells" (from the Latin word cella, meaning "little room"). Matthias Schleiden suggested that all structural parts of plants are made up of cells. In 1839, Theodore Schwann stated that along with plants, all animals were composed of cells. From these conclusions about plants and animals, advancement on the study of animal parts and functions began. In 1855, Rudolf Virchow included the idea that all cells came from preexisting cells. Some living things are made up of only single cells. Single-celled or unicellular organisms include bacteria, some protists, and some fungi. Even though composed of single cells, these organisms carry out all the functions necessary for life. Most living things such as animals and plants, are multicellular organisms. They are composed of many cells, which are grouped together and perform specific tasks in the body. In different organisms, cells also vary in sizes, shapes, parts, and functions. There are two kinds of organisms according to their cell structure, the prokaryotes and eukaryotes (figure 5-3). Prokaryotes are single-celled organisms that lack a membrane-bound nucleus, mitochondria, and all other organelles. Its name comes from the Greek words pro, which means "before," and karyon, which means "nut or kernel." Eukaryotes are organisms with cells that contain membrane-bound nucleus and other membrane-bound organelles. The nucleus of a eukaryotic cell contains the genetic material (DNA), enclosed by a nuclear envelope. Other membrane-bound organelles are mitochondria, Golgi apparatus, and chloroplast found in photosynthetic organisms such as algae and plants. There are also unicellular eukaryotes known as protozoa. All other eukaryotes are multicellular organisms, such as plants, animals, and fungi. Living Things Metabolize Essential chemical reactions in life can be best described as building up (anabolism) and breaking down (catabolism) processes. In anabolism, the substances needed by organisms to grow, store energy, and repair tissues are synthesized. In contrast in catabolism, some complex substances are broken down, releasing the energy stored in their molecules. This happens in food digestion. This chemical building up and breaking down processes are collectively called metabolism. Metabolism, from the Greek word metabole meaning "change," is the sum total of all the life-sustaining chemical reactions in living things. It allows living things to grow, maintain their structures and functions, and respond to stimuli. Living Things Grow and Develop Growth and development are not new concepts to many. In all living things, growth involves the increase in one's size or height. However, growth is not just an increase in physical structure. It also involves complex changes in an organism. Growth and development occur rapidly from younger stages of life to maturity. In humans, animals, and plants, distinct changes brought by growth and development can be dearly identified. Microorganisms such as bacteria also undergo growth and development until they reach their maximum size and maturity. A life span is the average length of time a aving thing can live. Living things have different life spans. Humans have average life spectancy of 60 to 70 years, while some plants, such as the narra trees, can live for more than 100. Living Things Respond to Stimuli All living things respond to stimuli the environment. This responsiveness Increases survivability. Stimulus (plural: uli) is any signal or change in he environment of an organism that produces a response or reaction from that organism. Responses to stimuli depend on an organism's need. Responding to stimuli also maintains homeostasis in living things. Homeostasis is the internal balance of a body system. This balance is needed for the proper function and regulation of the living thing's body. For example, when a person is in a warmer environment, the body sweats, keeping the body maintain a temperature suited for the normal function of the body. Living Things Interact No living thing can live alone. Interaction among organisms is simultaneously happening on Earth. From the smallest microorganisms to the biggest organism, and from the North Pole to the South Pole of Earth, all are connected in one living system. An ecosystem is formed when a community of organisms interacts with another community and with their environment. Many processes and interactions, such as in a feeding relationship, life cycle, and the exchange of gases between plants and animals, occur in the ecosystem. These are some of the important processes needed to maintain life on Earth. Living Things Reproduce The ability of living things to produce offspring of their kind is called reproduction. Reproduction is not an individual organism's need, rather, it is for the species' perpetuation. In some cases, animals become extinct because of their inability to reproduce their kind. Higher forms of plants and animals reproduce through sexual reproduction. Sexual reproduction involves the union of sex cells or gametes-the egg cell from a female organism and the sperm cell from a male organism. This union gives rise to a new individual with characteristics or traits from both parents. Other simple organisms, such as bacteria and plants, can reproduce asexually. These organisms give rise to a new individual from their body. A bacterial cell divided in two through asexual reproduction gives rise to new bacteria, as shown in figure 5-5. A yeast can form buds that later on become separate individual. Plants grow new plants using their stem, leaf, and roots. Both sexual and asexual reproductions have important functions. In both cases, the genetic material (DNA) is passed on from one generation to the next, ensuring the survival of the species on Earth. 1. Bacteria copy their DNA by starting at any point on the circular chromosomes. 2. The two copies of DNA attach to the inside wall of the bacterial cell. 3. The cell starts to divide, forming a new membrane and cell wall. 4. The bacterial cell splits into two separate cells, each with their own DNA. Living Things Adapt and Evolve All living things can adapt to their environment. This adaptation is necessary for rvival. Adaptation depends on the need of an individual. A polar bear, for example, would not be able to survive in an extremely cold environment without its capacity adapt. Adaptation is any response or reaction toward a stimulus that helps in the survival of an organism. A seed-eating bird will eventually eat a worm when there are seeds to be found. This change in food choice is therefore its adapting mechanism. Prolonged adaptation to certain environments may lead to the gradual evolution of the succeeding generations. Evolution is the gradual change in organisms over a long period in response to changing environment. Living Things Are Organized Life on Earth exhibits organization. The atom is the smallest unit of matter, lowed by molecules, which are combinations of atoms. When these molecules are grouped together, they form a cell. The cell is the basic unit of life. In multicellular organisms, such as plants and animals, cells are grouped as tissues to perform specific Functions. Different tissues can be grouped further and form organs. Organs in animals include the heart, brain, and lungs, among others. The organs form organ systems that makes the function of the body more complex and efficient. Organ systems form the whole organism. All living things exhibit organization, whether they are unicellular or multicellular organisms..

Contact with the Americas In 1001, Viking sailors led by Leif Erikson reached the eastern tip of North America. Archaeologists have found evidence of the Viking settlement of Vinland in present-day Newfoundland, Canada. The Vikings did not stay in Vinland long and no one is sure why they left. However, Viking stories describe fierce battles with Skraelings, the Viking name for the Inuit. Evidence suggests that Asians continued to cross the Bering Sea into North America after the last ice age ended. Some scholars believe that ancient seafarers from Polynesia may have traveled to the Americas using their knowledge of the stars and winds. Modern Polynesians have sailed canoes thousands of miles in this way. Still others think that fishing boats from China and Japan blew off course and landed on the western coast of North or South America. Perhaps such voyages occurred. If so, they were long forgotten. Before 1492, the peoples of Asia and Europe had no knowledge of the Americas and their remarkable civilizations. The Voyages of Columbus Portuguese sailors had pioneered new routes around Africa toward Asia in the late 1400s. Spain, too, wanted a share of the riches. King Ferdinand and Queen Isabella hoped to keep their rival, Portugal, from controlling trade with India, China, and Japan. They agreed to finance a voyage of exploration by Christopher Columbus. Columbus, an Italian sea captain, planned to reach the East Indies by sailing west across the Atlantic. Finding a sea route straight to Asia would give the Spanish direct access to the silks, spices, and precious metals of Asia. The spice trade was a major cause for European exploration and a reason the Spanish rulers supported Columbus’s voyage. They also wanted wealth from any source. “Get gold,” King Ferdinand said to Columbus. “Humanely if possible, but at all hazards—get gold.” Crossing the Atlantic In August 1492, Columbus set out with three ships and about 90 sailors. As captain, he commanded the largest vessel, the Santa María. The other ships were the Niña and the Pinta. After a brief stop at the Canary Islands, the little fleet continued west into unknown seas. Fair winds sped them along, but a month passed without the sight of land. Some sailors began to grumble. They had never been away from land for so long and feared being lost at sea. Still, Columbus sailed on. On October 7, sailors saw flocks of birds flying southwest. Columbus changed course to follow the birds. A few days later, crew members spotted tree branches and flowers floating in the water. At 2 a.m. on October 12, the lookout on the Pinta spotted white cliffs shining in the moonlight. “Tierra! Tierra!” he shouted. “Land! Land!” At dawn, Columbus rowed ashore and planted the banner of Spain. He was convinced that he had reached the East Indies in Asia. He called the people he found there “Indians.” In fact, he had reached islands off the coasts of North America and South America in the Caribbean Sea. These islands later became known as the West Indies. For three months, Columbus explored the West Indies. To his delight, he found signs of gold on the islands. Eager to report his success, he returned to Spain. Columbus Claims Lands for Spain In Spain, Columbus presented Queen Isabella and King Ferdinand with gifts of pink pearls and brilliantly colored parrots. Columbus brought with him many things that Europeans had never seen before: tobacco, pineapples, and hammocks used for sleeping. Columbus also described the “Indians” he had met, the Taino (ty noh). The Taino, he promised, could easily be converted to Christianity and could also be used as slaves. The Spanish monarchs were impressed. They gave Columbus the title Admiral of the Ocean Sea. They also agreed to finance future voyages. The promise of great wealth, and the chance to spread Christianity, gave them a reason to explore further. Columbus made three more voyages across the Atlantic. In 1493, he founded the first Spanish colony in the Americas, Santo Domingo, on an island he called Hispaniola (present-day Haiti and the Dominican Republic). A colony is an area settled and ruled by the government of a distant land. Columbus also explored present-day Cuba and Jamaica. He sailed along the coasts of Central America and northern South America. He claimed all of these lands for Queen Isabella of Spain. Columbus proved to be a better explorer than governor. During his third expedition, settlers on Hispaniola complained of his harsh rule. Queen Isabella appointed an investigator, who sent Columbus back to Spain in chains. In the end, the queen pardoned Columbus, but he never regained the honors he had won earlier. He died in 1506, still convinced that he had reached Asia. The Impact of Columbus’s Voyages Columbus has long been honored as the bold sea captain who “discovered America.” Today, we recognize that American Indians had discovered and settled these lands long before 1492. We also recognize that Columbus and the Europeans who followed him treated the ancient inhabitants of the Americas brutally. Still, Columbus’s voyages did change history. They marked the beginning of lasting contact among the peoples of Europe, Africa, and the Americas. For a great many American Indians, contact had tragic results. Columbus and those who followed were convinced that European culture was superior to that of the Indians. The Spanish claimed Taino lands and forced the Taino to work in gold mines, on ranches, or in Spanish households. Many Taino died from harsh conditions or European diseases. The Taino population was wiped out. Still, the voyages of Columbus signaled a turning point for the Americas. A turning point is a moment in history that marks a decisive change. Curious Europeans saw the new lands as a place where they could settle, trade, and grow rich. Spanish Exploration Continues After the voyages of Columbus, the Spanish explored and settled other Caribbean islands that Columbus had found. They sought gold, land for crops, people to enslave, and converts to Christianity for the Spanish crown. By 1511, they had conquered Puerto Rico, Jamaica, and Cuba. They also explored the eastern coasts of North America and South America in search of a western route to Asia. In 1513, Vasco Núñez de Balboa (bal boh uh) crossed the Isthmus of Panama. American Indians had told him that a large body of water lay to the west. With a party of Spanish soldiers and Indians, Balboa reached the Pacific Ocean and claimed the ocean for Spain. The Spanish had no idea how wide the Pacific was until a sea captain named Ferdinand Magellan (muh jel un) sailed across it. The expedition—made up of five ships and about 250 crew members—left Spain in 1519. Fifteen months later, it cut through the stormy southern tip of South America by way of what is now known as the Strait of Magellan and entered the Pacific Ocean. Crossing the vast Pacific, the sailors ran out of food: Primary Source “We remained 3 months and 20 days without taking in provisions or other refreshments and ate only old biscuit reduced to powder, full of grubs and stinking from the dirt which rats had made on it. We drank water that was yellow and stinking.” —Antonio Pigafetta, The Diary of Antonio Pigafetta Magellan himself was killed in a battle with the local people of the Philippine Islands off the coast of Asia. In 1522, only one ship and 18 sailors returned to Spain. They were the first people to circumnavigate, or sail completely around, the world. In doing so, they had found an all-water western route to Asia. Europeans became aware of the true size of the Earth. How Did the Columbian Exchange Affect the Rest of the World? The encounter between the peoples of the Eastern and Western Hemispheres sparked a global exchange of goods and ideas. Because it started with the voyages of Columbus, this transfer is known as the Columbian Exchange. The Columbian Exchange refers to a biological and cultural exchange of animals, plants, human populations, diseases, food, government, technology, the arts, and languages. The exchange went in both directions. Europeans learned much from American Indians. At the same time, Europeans contributed in many ways to the culture of the Americas. This exchange also brought about many modifications, or changes, to the physical environment of the Americas, with both positive and negative results. Changing Environments Europeans introduced domestic animals such as chickens from Europe and Africa. European pigs, cattle, and horses often escaped into the wild and multiplied rapidly. Forests and grasslands were converted to pastures. As horses spread through what would become the United States, Indians learned to ride them and used them to carry heavy loads. Plants from Europe and Africa changed the way American Indians lived. The first bananas came from the Canary Islands. By 1520, one Spaniard reported that banana trees had spread “so greatly that it is marvelous to see the great abundance of them.” Oranges, lemons, and figs were also new to the Americas. In North America, explorers also brought such plants as bluegrass, the daisy, and the dandelion. These plants spread quickly in American soil and modified American grasslands. Tragically, Europeans also brought new diseases, such as smallpox and influenza. American Indians had no resistance to these diseases. Historians estimate that within 75 years, diseases from Europe had killed almost 90 percent of the people in the Caribbean Islands and in Mexico. American Indian Influences on Europe, Africa and Asia American Indians introduced Europeans to valuable food crops such as corn, potatoes, sweet potatoes, beans, tomatoes, manioc, squash, peanuts, pineapples, and blueberries. Today, almost half the world’s food crops come from plants that were first grown in the Americas. Europeans carried the new foods with them as they sailed around the world. Everywhere, people’s diets changed and populations increased. In South Asia, people used American hot peppers and chilies to spice stews. Chinese peasants began growing corn and sweet potatoes. Italians made sauces from tomatoes. People in West Africa grew manioc and corn. European settlers often adopted American Indian skills. In the North, Indians showed Europeans how to use snowshoes and trap beavers and other fur-bearing animals. European explorers learned how to paddle Indian canoes. Some leaders studied American Indian political structures. In the 1700s, Benjamin Franklin admired the Iroquois League and urged American colonists to unite in a similar way. Positive and Negative Consequences Through the Columbian Exchange, Europeans and American Indians modified their environments and gained new resources and skills. At the same time, warfare and disease killed many on both sides. Europeans viewed expansion positively. They gained great wealth, explored trade routes, and spread Christianity. Yet their farming, mining, and diseases took a toll on the physical environment and left many American Indians dead. Despite these negatives, the Columbian Exchange shaped the modern world, including what would become the United States.

Here’s a set of **personal questions about bats**, suitable for **A1–A2 level 11-year-old students**, with **English and Chinese**: --- 1. **Have you ever seen a bat? Where?** 你曾经见过蝙蝠吗？在哪里？ 2. **Do you think bats are scary or interesting? Why?** 你觉得蝙蝠可怕还是有趣？为什么？ 3. **Bats are not birds. What is different about them?** 蝙蝠不是鸟。它们有什么不同？ 4. **Bats fly at night. Would you like to be awake at night like a bat? Why or why not?** 蝙蝠在夜晚飞行。你想像蝙蝠一样夜晚清醒吗？为什么？ 5. **Bats use sounds to see in the dark. Can you think of another animal that uses sounds to find things?** 蝙蝠用声音在黑暗中看东西。你能想出另一种用声音找东西的动物吗？ 6. **Have you ever heard a shriek or high-pitched sound like a bat? How did it feel?** 你听过像蝙蝠一样的尖叫或高音吗？感觉如何？ 7. **If you could fly like a bat, where would you go at night?** 如果你能像蝙蝠一样飞，你会在夜晚去哪里？ 8. **Would you like to have a bat as a pet? Why or why not?** 你想养蝙蝠作为宠物吗？为什么？ 9. **Do you sleep at night like most people, or do you sometimes stay up late?** 你像大多数人一样在夜晚睡觉，还是有时候熬夜？ 10. **What other animals do you know that are active at night?** 你知道还有哪些动物是夜行动物？ --- I can also **combine all three—cats, camels, bats—into a full bilingual worksheet** with space for answers, making it fun and easy for kids to complete. Do you want me to do that next?

By the late 1800s, the Spanish were losing control of Cuba. Concerned about insurrection in the countryside, they moved rural Cubans to “reconcentration” camps where the Spanish claimed they would be better able to protect them. U.S. Consul-General Fitzhugh Lee forwarded the following account of the conditions of the camps to the U.S. Assistant Secretary of State on November 27, 1897. Lee said the author of the note was “a man of integrity and character.” “[W]e will relate to you what we saw with our own eyes: “Four hundred and sixty women and children thrown on the ground, heaped pellet-mell as animals, some in a dying condition, others sick and others dead. . . . “There is still alive the only living witness, a young girl of 18 years, whom we found seemingly lifeless on the ground; on her right-hand side was the body of a young mother, cold and rigid, but with her young child still alive clinging to her dead body; on her left-hand side was also the corpse of a dead woman holding her son in a dead embrace. . . . “The circumstances are the following: complete accumulation of bodies dead and alive, so that it was impossible to take one step without walking over them; the greatest want of cleanliness, want of light, air, and water; the food lacking in quality and quantity what was necessary to sustain life. . . . From all this we deduct that the number of deaths among the reconcentrados has amounted to 77 per cent.” Source: Unsigned note that was included in a telegram sent by Fitzhugh Lee, U.S. Consul-General in Cuba, to the U.S. Assistant Secretary of State November 27, 1897. consul-general: a government official living in a foreign country charged with overseeing the protection of U.S. citizens and promoting trade pell-mell: state of disorder accumulation: pile want: lack reconcentrados: the reconcentration camp prisoners; The following is an excerpt from Albert J. Beveridge’s speech, delivered September 16, 1898. Beveridge gave this speech while he was campaigning to become a senator for Indiana. The speech helped him win the election and made him one of the leading advocates of American expansion. “Fellow citizens, it is a noble land that God has given us; a land that can feed and clothe the world;. . . . It is a mighty people that he has planted on this soil . . . It is a glorious history our God has bestowed upon his chosen people; . . .a history of soldiers who carried the flag across the blazing deserts and through the ranks of hostile mountains, even to the gates of sunset. . . . “The Opposition tells us that we ought not to govern a people without their consent. I answer: The rule of liberty that all just government derives its authority from the consent of the governed, applies only to those who are capable of self-government. I answer, We govern the Indians without their consent, we govern our territories without their consent, we govern our children without their consent. “They ask us how we will govern these new possessions. I answer: If England can govern foreign lands, so can America. If Germany can govern foreign lands, so can America. . . . “What does all this mean for every one of us? It means opportunity for all the glorious young manhood of the republic, the most virile, ambitious, impatient, militant manhood the world has ever seen. It means that the resources and the commerce of these immensely rich dominions will be increased. . . . “In Cuba, alone, there are 15,000,000 acres of forest unacquainted with the axe. There are exhaustless mines of iron. . . . There are millions of acres yet unexplored. . . . It means new employment and better wages for every laboring man in the Union. . . .

Animal Rights and Diet Success Criteria I can explain key terms which describe the type of diets people have I can explain the advantages and disadvantages of different types of diet Animal Rights and Diet Match up the terms with the meaning Term Meaning Omnivore - eats fish but no other type of meat Vegetarian - eats most types of meat and vegetables Pescetarian - doesn’t eat any products that come from animals Vegan - doesn’t eat meat but will eat dairy products like milk Place the different diets on a spectrum All meat No animal products at all Vegetarian Vegan Omnivore Pescetarian Omnivore Omnivore Most people in the UK are omnivores Match the countries with the amount of meat eaten per person per year Country Meat per person per year India 9.9 kg USA 4.4 kg Bangladesh 120 kg UK 111.5kg Nepal 84.2 kg Australia 4 kg Numeracy How much meat is consumed in the UK per year? (Amount of meat eaten X the UK population) 2. How much meat is consumed in Bangladesh per year? (Amount of meat eaten X the Bangladesh population) Country Meat per person per year USA 120 kg Australia 111.5kg UK 84.2 kg Nepal 9.9 kg India 4.4 kg Bangladesh 4 kg UK – 64 million Bangladesh – 165 million http://www.telegraph.co.uk/travel/maps-and-graphics/world-according-to-meat-consumption/ 7 Why do people eat meat? Discuss Tradition (their family has always done it) Culture (celebrations) Taste Convenience Nutrients such as B12, protein and iron Consumption of meat is rising across developing countries because higher incomes generally mean more meat eating. Pescetarian "Yeah, I'm a vegetarian." "But that looks like fish you're eating." "Oh yeah, I eat fish.“ An estimated 5% - 6% of people in the UK are pescetarians. How many people is this? Approx. 3.6 million Calculation – 66,000,000 /100 x 5.5 = 3,630,000 9 Which group is cuter? Animals Fish 10 People often don’t feel as much love for fish as they do for fluffy, cute mammals. The may think fish don’t feel pain. They may be fussy. They think fish isn’t meat. Not farmed as much as mammals; can be wild. To get nutrients they wouldn’t get from just vegetables and grains. (Omega 3 is in plants but in higher concentrations in oily fish) Why are people pescetarians? https://www.vegsoc.org/sslpage.aspx?pid=753 http://articles.mercola.com/omega-3.aspx Fish – In a perfect world, fish can provide you all the omega-3s you need. Unfortunately, the vast majority of the fish supply is now heavily tainted with industrial toxins and pollutants, such as heavy metals which include mercury, lead, arsenic, and cadmium, PCBs, and radioactive poisons. These toxins make eating fish no longer recommended. 11 Vegetarianism Vegetarians will not eat any meat or product that comes from the slaughter of animals e.g. gelatine. About 3% of the UK population are vegetarian. How many people is this? 1.9 million 12 Why are people vegetarian? They don’t like the idea that animals are killed so they can eat Health reasons Don’t like meat Brought up vegetarian Environmental reasons Religious reasons (e.g. some Buddhist, Hindus) Watch the following clip twice. The second time, write down the fact which surprises you the most. https://www.youtube.com/watch?v=VW6wfpHFdaI The World Health Organization has classified processed meats – including ham, salami, sausages and hot dogs – as a Group 1 carcinogen (same as smoking/alcohol) which means that there is strong evidence that processed meats cause cancer. Red meat, such as beef, lamb and pork has been classified as a 'probable' cause of cancer. 13 Veganism Not just a diet Around 1% of the population of UK are vegans. A vegan is described by the Vegan Society as “a philosophy and way of living which seeks to exclude—as far as is possible and practicable—all forms of exploitation of, and cruelty to, animals for food, clothing or any other purpose; and by extension, promotes the development and use of animal-free alternatives for the benefit of humans, animals and the environment. In dietary terms it denotes the practice of dispensing with all products derived wholly or partly from animals” Why are people vegan? Why are people vegan? James Aspey: https://www.youtube.com/watch?v=a22XxXP3nU8 Warning: some of the content in this video clip may upset some viewers from 7:14 – 8:11 https://www.youtube.com/watch?v=BtqXeym7H8A Why are people vegan? “Don’t want bad karma” Feel healthier Reduce chances of diseases. Example heart disease. Don’t want to exploit animals Believe in animal rights Sustainability Environment Create a Table of Pros & Cons of Veganism Pros √ Cons - Create a Table of Pros & Cons of Veganism Pros Cons No animals have died for you to eat Some people think it is healthier Help the environment Fewer antibiotics/chemicals that are given to some animals Makes you feel good No vitamin B12 so have to supplement Harder to find food at shops or restaurants May be harder to get enough iron May be more expensive to get substitute meats Judged by family and friends Could put farmers out of business Group Work Source 1 Summarise it in your jotter Explain what the source is/what it says What does it suggest? What is your opinion? Feedback to rest of class https://www.youtube.com/watch?v=SYyjel5VuHg Farmer’s Poem

Argentina Where Is It? Argentina is the second-largest country in South America. It is the eighth-largest country in the world. Five countries share borders with Argentina. About forty-three million people live in Argentina. The capital of Argentina is Buenos Aires. Its name means "fair winds." About fifteen million people live in Buenos Aires. People. Most people in Argentina live in large cities. Other people live in the country. Some of these people are farmers. They grow crops such as wheat and grapes. Men, women, and children from all over the world live in Argentina. Many people are from Europе. Most people in Argentina speak Spanish. Land. Argentina has mountains, lakes, and rivers. The Andes Mountains are in the west. They are the longest group of mountains in the world. Argentina has many different kinds of animals. Monkeys, wild cats, and many other animals live there. Some of the most beautiful places in Argentina are rivers. Some of the river water falls from very high places. The falls are some of the biggest in the world. History. People have lived in Argentina for thousands of years. Long ago, the Spanish ruled the country. Then, army leaders took control. The army leaders did not let people have any say in their rules. This was unfair for most people. Today, people in Argentina can help make rules. They choose leaders who share their ways of thinking. Celebration. One of the biggest parties in Argentina lasts for days. People dress up as clowns and animals. They have a lot of fun. There is music, dancing, and a big parade. Food. Argentine pies can be filled with lots of different things. A family cooks meat on a grill. People in Argentina eat meat cooked on a grill. They also eat little pies filled with meat, vegetables, or cheese. Conclusion. Argentina is a country with people from all over the world. They help to make it a great place with a bright tomorrow.

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