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7 th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
January 11, 2016
Homework :
-Read and outline Chapter 8, Section 1 pgs. 266-269 stop @ Marbury v. Madison (Due 1/13)
- Read and outline Chapter 8, Section 1 pgs. 269-270 start @ Marbury v Madison (Due 1/14)
- Read and outline Chapter 8, Section 2 pgs. 272-277 (Due 1/15)
- Read and outline Chapter 8, Section 3 pgs. 278-280 stop @ Conflict in the West (Due 1/19)
- Read and outline Chapter 8, Section 3 pgs. 280-282 start @ Conflict in the West & stop @ Call for War (Due 1/21)
- Read and outline Chapter 8, Section 3 pgs. 282-283 start @ Call for War (Due 1/22)
- Read and outline Chapter 8, Section 4 pgs. 284-286 stop @ G.B. on the Offensive (Due 1/25)
- Read and outline Chapter 8, Section 4 pgs. 286-287 start @ G. B. on the Offensive (Due 1/26)
-Chapter 8 Test Friday 1/29
-Current Events due 1/18

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7 th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
January 12, 2016
Focus: Read the article you picked up about bloodletting and then answer the following questions:

What types of ailments did doctors bleed for?

What image still exists today as a symbol of bloodletting?

What is a lancet?
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Student Objectives:
1. I will analyze bloodletting as a feasible medicinal practice of the 1700 and 1800s.
2. I will reenact the death of George Washington.
Homework:
-Read and outline Chapter 8, Section 1 pgs. 266-269 stop @ Marbury v. Madison (Due 1/13)
- Read and outline Chapter 8, Section 1 pgs. 269-270 start @ Marbury v Madison (Due 1/14)
- Read and outline Chapter 8, Section 2 pgs. 272-277 (Due 1/15)
- Read and outline Chapter 8, Section 3 pgs. 278-280 stop @ Conflict in the West (Due 1/19)
- Read and outline Chapter 8, Section 3 pgs. 280-282 start @ Conflict in the West & stop @ Call for War (Due 1/21)
- Read and outline Chapter 8, Section 3 pgs. 282-283 start @ Call for War (Due 1/22)
- Read and outline Chapter 8, Section 4 pgs. 284-286 stop @ G.B. on the Offensive (Due 1/25)
- Read and outline Chapter 8, Section 4 pgs. 286-287 start @ G. B. on the Offensive (Due 1/26)
-Chapter 8 Test Friday 1/29
-Current Events due 1/18
Handouts:
Bloodletting
I. Practice of bloodletting
II. George Washington’s death
Key terms/ideas/ people/places :
Bloodletting Lancet
Dr. Gustavus Richard Brown
George Washington
Dr. Elisha Cullen Dick
By the end of class today, I will be able to answer the following :
Martha Washington
When did Washington die?
Why did bloodletting not help Washington?
Dr. James Craik

Phlebotomy, or bloodletting, is the longest-running tradition in medicine. It originated in the ancient civilizations of
Egypt and Greece, persisted through the Medieval, Renaissance, and Enlightenment periods, flourished in Arabic and
Indian medicine, and lasted through the second Industrial Revolution. The practice continued for 2,500 years until it was replaced by the techniques of modern medicine.
Doctors bled patients for every ailment imaginable. They bled for pneumonia and fevers, back pain and rheumatism, headaches and melancholia; even to treat bone fractures and other wounds. Yet there never was any evidence that phlebotomy did any good.
Bloodletting was based on an ancient system of medicine in which blood and other bodily fluid were considered to be
"humors" whose proper balance maintained health. Sick patients were thought to have an imbalance of their humors, which bloodletting was thought to restore.
Most bloodletters would open a vein in the arm, leg or neck with small, fine knife called a lancet. They would tie off the area with a tourniquet and, holding the lancet delicately between thumb and forefinger, strike diagonally or lengthwise into the vein. (A perpendicular cut might sever the blood vessel.) They would collect the blood in measuring bowls, exquisitely wrought of fine Venetian glass.
Bleeding was as trusted and popular in ancient days as aspirin is today. The Talmudic authors laid out complex laws for bloodletting. Medieval monks bled each other several times a year for general maintenance of health. Doctors devised elaborate charts indicating the most favorable astrological conditions for bleeding.
It wasn't until well into the 19th century that people began to question the value of bloodletting. Scientists such as Louis
Pasteur, Joseph Lister, and Robert Koch showed that germs, not humors, were responsible for disease. Furthermore, medical statisticians tracking case histories began to collect evidence that bloodletting was not effective. Eventually the practice died, although it continued in some parts of rural America into the 1920s.
Phlebotomy is almost never used anymore, except for certain rare conditions. One is hemachromatosis, a genetic condition affecting 600,000 to 1,000,000 Americans in which the body stores too much iron. One way to treat this is to periodically drain some of their iron-rich blood, which restores the mineral's proper balance.
During the Middle Ages a new category of medical practitioner emerged. The Pope had banned the clergy from performing bloodletting (although they were welcome to receive it), and physicians were discouraged by the fact that feudal lords could have them executed in cases of malpractice. So bloodletting and other minor procedures moved into the hands of barber-surgeons. More craftsmen than medics, they established their own guilds and competed for respectability with apothecaries and physicians. They advertised with a symbol that endures to this day -- a red and white striped pole. The pole represents the stick patients would grab while being phlebotomized; the white stripes represent the bandages and the red stripes, the blood.
Bleeders used an impressive array of hardware. Their mainstay was the lancet, a small, sharp, two-edged knife. Wielding the lancet took quite a bit of skill; a false cut could slice a nerve or a tendon. To make the job easier a Viennese inventor produced a spring-loaded lancet, called a "Schnapper" in German or a phleam in English. It consisted of a case about two inches long with a spring-loaded blade emerging from the top. The bleeder would cock the blade, press the Schnapper against the skin and push a release, causing the blade to snap down and across. The Schnapper had the safety feature of not cutting beyond a certain depth.

Sometimes phlebotomists would use a scarificator -- a spring-loaded box containing anywhere from twelve to eighteen blades. This tool was often used in conjunction with "cupping" to relieve local inflammation. The bleeder would place a glass cup against the skin and warm it with a torch. The heat would create a vacuum strong enough to raise a large bloodfilled blister. The bleeder would pull off the cup, spring the scarificator, and then reapply the cup to draw out more blood.
Most people today regard leeches as loathsome, but for centuries these blood-sucking creatures were a mainstay of medical care. Derived from the Anglo-Saxon word loece, to heal (Medieval doctors called themselves leeches), the leech was used as an adjunct to bloodletting, in places too sensitive or confined for the lancet or other blood-letting instruments. Physicians applied leeches to areas such as "the gums, lips, nose, fingers," or even "the mouth of the womb," according to a medical text from 1634.
The common medicinal leech, Hirudo medicinals, produces natural anti-coagulants and anesthetics in its saliva, so patients bleed readily and generally feel nothing during the procedure. Traditionally used in a minority of cases, leeches became popular in the 19th century -- so much so that the species became endangered in Europe. In 1833 alone, French doctors imported 41,500,000 leeches. Eventually the procedure was largely abandoned, along with other forms of bloodletting.

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7 th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
January 13, 2016
Focus: Read the following statement from Alexander Hamilton and then answer the questions. “As a politician discerning men of both parties admit that he has but one principle—to get power by any means and to keep it by all means.”

Who is Hamilton talking about?

Why do you think Hamilton fears this man coming to power in America?
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Student Objectives:
1. I will analyze the election of 1800.
2. I will identify the many attributes of Thomas Jefferson.
3. I will reenact a small scene from Jefferson’s past in order to analyze the dating scene of the late 1700s.
4. I will perform a small part of the Jefferson Litany in order to recall the many attributes of our third president.
Homework :
- Read and outline Chapter 8, Section 1 pgs. 269-270 start @ Marbury v Madison (Due 1/14)
- Read and outline Chapter 8, Section 2 pgs. 272-277 (Due 1/15)
- Read and outline Chapter 8, Section 3 pgs. 278-280 stop @ Conflict in the West (Due 1/19)
- Read and outline Chapter 8, Section 3 pgs. 280-282 start @ Conflict in the West & stop @ Call for War (Due 1/21)
- Read and outline Chapter 8, Section 3 pgs. 282-283 start @ Call for War (Due 1/22)
- Read and outline Chapter 8, Section 4 pgs. 284-286 stop @ G.B. on the Offensive (Due 1/25)
- Read and outline Chapter 8, Section 4 pgs. 286-287 start @ G. B. on the Offensive (Due 1/26)
-Chapter 8 Test Friday 1/29
-Current Events due 1/18
Handouts :
Jefferson Litany
I. Election of 1800-a tie?
II. Dating
A. Martha and Thomas
III. Attributes of Jefferson
IV. Litany introduction
Key terms/ideas/ people/places :
Thomas Jefferson Martha Jefferson
Sally Heming Aaron Burr
Virginian
Thomas Pinckney
By the end of class today, I will be able to answer the following :
How did Thomas Jefferson win the election of 1800?
Where was Jefferson from?
When did Jefferson serve as President?
What are 2 things Jefferson contributed to American life?
Monticello
John Adams
1801-1809

January 13, 2016
Election of 1800 :

Federalists o John Adams-P o Thomas Pinckney

Democratic-Republicans o Thomas Jefferson-VP o Aaron Burr

12 th
Amendment will come into effect thanks to the election of 1796 and 1800

Tie b/t Aaron Burr and Thomas Jefferson o Tie-breaker goes to the House of Representatives-Jefferson wins
Thomas Jefferson :

Virginia

Author of the Declaration of Independence

First Secretary of State

Vice-President under John Adams

Author of Kentucky Resolutions

Sally Hemmings controversy

Wanted government small, weak, and as close to invisible as possible

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7 th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
January 14, 2016
Focus: What precedent was set in the case Marbury v. Madison ? Do you feel this precedent gives the Supreme Court more power than Congress and the President? Think about what it means to have the power to declare laws
“Constitutional” or “Unconstitutional.”
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Student Objectives:
1. I will interpret Jefferson’s economic policy.
2. I will identify Jefferson’s views on the power of government.
3. I will interpret the Supreme Court case Marbury v. Madison .
Homework:
- Read and outline Chapter 8, Section 2 pgs. 272-277 (Due 1/15)
- Read and outline Chapter 8, Section 3 pgs. 278-280 stop @ Conflict in the West (Due 1/19)
- Read and outline Chapter 8, Section 3 pgs. 280-282 start @ Conflict in the West & stop @ Call for War (Due 1/21)
- Read and outline Chapter 8, Section 3 pgs. 282-283 start @ Call for War (Due 1/22)
- Read and outline Chapter 8, Section 4 pgs. 284-286 stop @ G.B. on the Offensive (Due 1/25)
- Read and outline Chapter 8, Section 4 pgs. 286-287 start @ G. B. on the Offensive (Due 1/26)
-Chapter 8 Test Friday 1/29
-Current events due 1/18
Handouts : none
I. Laissez Faire
II. Jeffersonian views of power
III. Marbury vs. Madison
Key terms/ideas/ people/places :
Laissez Faire
Precedent
James Madison William Marbury
By the end of class today, I will be able to answer the following :
How did Thomas Jefferson view government power?
John Marshall
Who created judicial review?
When was the court case Marbury vs. Madison ?
What precedent did the Supreme Court case Marbury vs. Madison establish?
Judicial Review

January 14, 2016
Jefferson’s ideas about government:
 he wanted to protect and expand the rights of the ordinary citizens
 make government more democratic
 favors yeoman farmer
 laissez faire economy-“let alone”
Jefferson wanted to limit governmental power:

Decrease size of government departments

Cut spending

Reduce size of army and navy

Repeal whiskey tax

Let the Alien and Sedition acts expire
Marbury v. Madison

Chief Justice John Marshall (Federalist)

Establishes the precedent of judicial review-Supreme Court declares laws constitutional or unconstitutional

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7 th Grade Social Studies
Canada, Mexico, & U.S. History from the Revolution to Reconstruction
January 15, 2016
Focus: Explain the following quote from Thomas Jefferson: American citizens who were “separated by nature and a wide ocean from the exterminating havoc of one quarter of the globe” and had the good fortune to possess “a chosen country, with room enough for our descendants to the hundredth and thousandth generation.”
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Student Objectives:
1. I will recognize Jefferson’s purchasing of the Louisiana Territory as doubling the size of the
United States territory.
2. I will identify Lewis and Clark as the travelers assigned the task of exploring the new territory
of Louisiana.
3. I will recognize the ways in which Sacajawea ( Suh (as in supper) - cog - uh - wee – uh) helped Lewis and Clark on their exploration of the Louisiana Territory.
4. I will recognize Zebulon Pike’s contributions to the exploration of the Louisiana Territory.
Homework:
- Read and outline Chapter 8, Section 3 pgs. 278-280 stop @ Conflict in the West (Due 1/19)
- Read and outline Chapter 8, Section 3 pgs. 280-282 start @ Conflict in the West & stop @ Call for War (Due 1/21)
- Read and outline Chapter 8, Section 3 pgs. 282-283 start @ Call for War (Due 1/22)
- Read and outline Chapter 8, Section 4 pgs. 284-286 stop @ G.B. on the Offensive (Due 1/25)
- Read and outline Chapter 8, Section 4 pgs. 286-287 start @ G. B. on the Offensive (Due 1/26)
-Chapter 8 Test Friday 1/29
-Current Events due 1/18
Handouts : none
I. Louisiana Purchase
II. Core of Discovery
A.
Meriwether Lewis
B.
William Clark
C.
Sacajawea
III. Zebulon Pike
Key terms/ideas/ people/places :
New Orleans Napoleon
Louisiana Purchase Meriwether Lewis
Core of Discovery
Charles Maurice de Talleyrand Robert Livingston
William Clark Sacajawea
James Monroe
Zebulon Pike
By the end of class today, I will be able to answer the following :
How did Thomas Jefferson get around his strict interpretation views in order to buy the Louisiana Territory?
Who led the Core of Discovery?
What Native American woman helped the Core of Discovery?
When was the Louisiana Purchase?
What did the U.S. pay for the Louisiana Territory?

January 15, 2016
Louisiana Purchase :

Spain closes New Orleans o Jefferson sends Robert Livingston and James Monroe to buy New Orleans for $10 million o Talleyrand and Napoleon offer to sell the Louisiana Territory for $15 million o Doubles the size of the U.S.
Core of Discovery :

Led by Lewis and Clark o Mission

Map route to Pacific Ocean

Study climate, wildlife, and mineral resources

Learn about the Indians o Sacajawea ( Suh (as in supper) - cog - uh - wee – uh)
 translator
 guide
 gathered wild vegetables
 told the men where to hunt and fish
Zebulon Pike :

Explores the Southwest
 Captured by the Spanish
 Pike’s Peak