B7 Part II

In this module, you will study about
* The Strangest Animals;

* Simple Machines;
* Writing Summaries And
Opinions;
« Chess;
* World History Periods;
* The People Of Brazil;
* Maritime Expansion.
O) SYSTEMIC
BILINGUAL
WELCOME TO SYSTEMIC BILINGUAL!
O Systemic Bilingual é um programa de educação bilingue onde língua e conteúdo atuam de forma
conjunta para promover a autonomia, autoconfiança, capacidade cognitiva e precisão linguística das
crianças.
DE QUE FORMA O SYSTEMIC BILINGUAL ATUA?
Baseado na abordagem Content and Language Integrated Learning - CLIL (Aprendizagem Integrada de
Conteúdos e de Lingua), é Systemic Bilingual une a perspectiva da lingua integrada a conteúdos escolares.
Por meio de aulas inteiramente ministradas em inglês de ciências, geografia, história, matemática, culinária,
educação física, literatura e conteúdos interdisciplinares, nossos alunos se engajam para debater sobre os
temas, estimulando uma comunicação natural, espontânea e eficaz. Com isso, desenvolvemn-se alicerces
quê auxiliarão os alunos a construírem o seu próprio conhecimento dos conteúdos e também seu
conhecimento linguistico.
DESENVOLVIMENTO HUMANO
Construção progressiva da autoconfiança e autonomia;

Valorização da própria cultura;
Abertura à diversidade cultural do mundo globalizado e interligado.
CONTEÚDO
Aprendizagem por meio de atividades variadas levando em consideração as inteligências múltiplas;

Desenvolvimento do pensamento crítico;
Estruturação de uma visão de mundo abrangente;
Diversidade de tópicos interdisciplinares.
LÍNGUA
Exposição completa e natural ao idioma;
Atenção à precisão gramatical da produção dos alunos, adequada a suas idades;
Uso espontâneo da lingua como consequência do acúmulo de conhecimento.
Enjoy Sustemic, learn a lot of English, and have fun!

Systemic is magic!!!
~ 1 A www .systemic.com.br
SN [#)) SYSTEMIC
BILINGUAL
THE STRANGEST
ANIMALS
°°
2/7/7727 /72777277
QJ) SYSTEMIC
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SCIENCE
The Strangest Animals on Earth - Worksheet 1, Pg. 1/7 = LI
01. Complete the texts by filling in the blanks in two different ways. The blanks with numbers
must be completed with only one word that derives from the one in parentheses. The
blanks with letters must be completed with one of the words given in the alternatives
below.
Scientists usually classify living things according to characteristics shared by groups of

(1) ORGANISMS (organ) in order to systematize their studies. In the animal
(2) KINGDOM (king), most of the animals that surround us or are familiar
to us belong to a subphylum named vertebrates, (A) EVEN THOUGH 98% of
the animals on our planet are invertebrates such as insects, arachnids, and mollusks.
Vertebrates share a (3) DISTINGUISHING (distinguish) characteristic, they have

a backbone or vertebral column, which helps them move. Vertebrates are, in turn, classified
into five different classes depending on a few characteristics.
* The way they breathe - by taking oxygen out of the water or the air.
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* How their body temperature is maintained - Vertebrates may be ectothermic

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or cold-blooded, which means their body temperature depends on the
on.
(4) SURROUNDING (round) environment. (B) THEREFORE itis
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not constant. Endothermic or warm-blooded vertebrates maintain their body temperature ~~
regardless of the surrounding environment. The human body, for example, has an average —
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temperature of 36°C. If it goes up or down, it means there is something wrong with our body. =
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Sa The Strangest Animals on Earth - Worksheet 1, Pg. 2/7 - U
Their skin covering — The skin of vertebrates has layers of tissue that can produce different
kinds of covering according depending on the function it has. Their skin may be covered
with scales, feathers, or hair.
The way they reproduce — They may be oviparous, meaning they produce eggs that
develop and hatch after leaving the female's body. Ovoviviparous animals also produce
eggs, however the eggs hatch within the female, so the offspring are born alive. Lastly, an
animal is classified as viviparous when they give birth to live young. In other words, the
young are produced inside their mother’s body rather than outside, such as in an egg. The
newborn (5) RESEMBLES (semblance) the adult.
Their limbs are adapted to move - On land, in the water, or in the air.
(c) HENCE limbs may be legs, fins, or wings.
The five classes of animals are fish, amphibians, reptiles, birds, and mammals. Most animals that
belong to a particular class share the same characteristics. (D) HOWEVER
in some cases there are exceptions.
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References: shutterstockcom / 001 - David Hovel / 002 — Viad6! / 003 - goran_safarek / 004 - Claudio Paulussen / 005 - Pimonpim w
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The Strangest Animals on Earth - Worksheet 1, Pg. 3/7 - LI
» When we think of fish, we tend to agree that all of them live in water.
(E) NEVERTHELESS , there are a few that may live on land for extended time
periods.
* Afis'sbodyis equipped with gills, special organs that take oxygen out of the water. However,
there are a few species that extract air from the water as well as from the air. They may
absorb oxygen through their skin, as do amphibians. There are even species, such as the
lungfish, that have a pair of lungs!
* Most of them are ectothermic. Tuna, swordfish, and some species of shark are exceptions.
Proibida o reprodução total ou parciol desta obra.
* The bodies of most fish are covered with scales. There are exceptions to this too, as is the
case with sharks, whose bodies are covered by rough leathery skin.
+ Fish lay eggs in the water. Most of them are oviparous (about 97%), but there are
ovoviviparous as well as viviparous species.
* Fins are the most distinctive features of fish. Their main function is to help fish swim and
move in any direction.
NAME: DATE:
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References: shutterstockcom / 001 — Mirek Kijewski >

The Strangest Animals on Earth — Worksheet 1, Pg. 4/7 - U
REPTILES
» Animals such as crocodiles, turtles, lizards, and snakes are well-known reptiles. They may
live on land or in water. They are considered more developed than fish and amphibians,
but less developed than birds and mammals.
+ They all breathe through their lungs. (G) HENCE they need air to breathe.
+ They are all ectothermic. They like to warm their bodies in the sun when it is cold and seek
shade when it is hot. In very cold winters, reptiles hibernate.
desta obra.
« They have scales or thick, leathery plates such as turtles and tortoises.
total ou parcial
* Most reptiles are oviparous, but there are a few species of snakes that are ovoviviparous.
* Reptiles lay their eggs on land.

«Most of them have legs and claws on their toes. There are legless species.
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References: shutterstockcom / 001 - Wesley Aston

The Strangest Animals on Earth - Worksheet 1, Pg. 5/7 — U
AMPHIBIANS
» (6) TYPICALLY (type), these animals spend part of their life in water and
part on land, but some species have already adapted to life on land only.
* In general, the young amphibian is a larva equipped with gills to breathe in the water and
the adult develops lungs to extract oxygen from the air. They may also use their skin to
breathe. Frogs and salamanders are examples of amphibians that breathe through their skin.
* All of them are ectothermic.

Proibida o reprodução total ou parcial desta obra.
+ Most amphibians do not have scales. Their skin contains mucous glands and, sometimes,
poison glands.
[ 7) SYSTEMIC
References: shutterstockcom / 001 - goran_safarek

The Strangest Animals on Earth — Worksheet 1, Pg. 8/7 - 11
» They are the only group of animals to have feathers.
They all have lungs and extract oxygen from the air.
They are all endothermic, which means their body regulates its temperature.
Their body is covered with feathers that help them insulate their body and control their
flight. Feathers may also be (7) ORNAMENTAL (ornate). Birds have another
distinguishing characteristic, which is their beak or bill instead of a mouth. Its shape varies
according to the bird's diet.
desta obra.
Birds are oviparous. They lay hard-shell eggs and incubate them. Most birds take care of
their young until they are able to feed themselves.
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They have four limbs, but the forelimbs evolved into wings, so most birds can fly. Even (8)
FLIGHTLESS (flight) birds such as penguins and ostriches have wings.
Lightweight and hollow bones are also adaptations that help birds fly. The two hind limbs
are legs that (9) ENABLE (able) birds to walk. The feet may have
different forms depending on their main purpose, such as swimming, perching, or even
tearing flesh.
[#)) SYSTEMIC
References: shutterstockcom / 001 — Ondrej Prosicky

The Strangest Animals on Earth - Worksheet 1, Pg. 7/7 — U1
MAMMALS
» Two main characteristics distinguish mammals from the other vertebrates. All of them
nourish their young with milk produced by the mother's mammary glands and they all
have hair (or fur).
* Mammals have lungs and extract oxygen from the air.
+ All of them are endothermic. They have sudoriferous (sweat) glands to help regulate their
body temperature.
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* Their body is totally or partly covered with hair.

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+ Most mammals give birth to live young. Very few species lay eggs, such as the platypus and
the echidna. Marsupials, such as the kangaroo, give birth to undeveloped young. Their last
period of (10) DEVELOPMENT (develop) is in their mother's pouch.
* Most mammals have four limbs. They are generally used to walk and run, but they may be
adapted to swim, fly, or grasp.
[#)) SYSTEMIC
References: shuttarstockcom / 001 - PHOTOCRED Michal Bednarek LJ

Os SCIENCE
The Strangest Animals on Earth -— Worksheet 1, Pg. 1/2 -L2
THE UGLIEST ANIMAL ON EARTH

Surprising as it may seem, there is a bt THE TELEGRAPH - Nick Collins - “The
society that cares for species of ugly animals! blobfish has been voted the world’s most
It is called the Ugly Animal Preservation repulsive animal in an online poll. The
Society (https://goo.gl/SJgMmMg). gelatinous creature, which has a sagging
and sad-looking face, is under threat.”
It defines itself as being “dedicated to raising
the profile of some of Mother Nature's more The society's president, Simon Watt, justified
aesthetically challenged children.” The the campaign: “For too long the cute and fluffy
society ran an online campaign to choose animals have taken the limelight, but now the
its mascot. The winner was the blobfish blobfish will be a voice for the mingers** who
(Psychrolutes Marcidus)*, Here is how always get forgotten.”
important newspapers and magazines have
described the blobfish: Other well-voted ugly animals in the
campaign were the Titicaca water frog
» TIME — Eliana Dockterman — “It looks, as its (Telmatobius culeus)*, the axolotl, a Mexican
name might suggest, like a large, unattractive salamander (Ambystoma mexicanum)* and
and — dare we say — creepy blob.” the proboscis monkey or long-nosed monkey
» DAILY MAIL — Ellie Zolfagharifard — “A living (Nasalis larvatus)*.
blob of jelly that dwells in the darkest depths
of the ocean has been officially named the
world’s ugliest animal. The blobfish, described
as ‘hideous’ by Simon Watt from the Ugly
Animal Preservation Society, is a jelly-like fish
that resembles a bald, grumpy old man.”
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NOTES/REFERENCES:
1
* This is the scientific name of the animal. In 1753 Carl Linnaeus, a Swedish biologist, created a method to name animals ~
in a scientific way to ensure that all scientists in the world would use the same name for a given animal. In the scientific —
classification, the organism is categorized in groups that share similar characteristics, from general to more specific ones. <q
The categories are Kingdom, Phylum, Class, Order, Family, Genus, and Species. The scientific name of a species is made up -
of the genus and the species as seen in the text. All the names used in the scientific classification are written in latin.
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**Minger is British slang that means ‘a very ugly person’.
1- https://s.systemic.comibr/blobfishl 2 - hitps://s.systemic.com.br/blobfish2 3 - https [s:systemic.comibor/blobfish3
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The Strangest Animals on Earth - Worksheet 1, Pg. 2/2 — 12
01. Now that you have read the text, list 11 adjectives used in the quotes from the Time, The
Telegraph, and the Daily Mail to describe the blobfish. Highlight the ones you think best
describe the blobfish.
a LARGE E OLD
| UNATTRACTIVE Bq REPULSIVE
CREEPY H GELATINOUS
B HIDEOUS SAGGING (SAGGY)
e | BALD H SAD-LOOKING
GRUMPY
02. Write a sentence describing the blobfish. Use at least two adjectives that are not on the
list above.
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The Strangest Animals on Earth — Worksheet 1, Pg. 1/3 — 13
01. Here are a few facts about the blobfish.
» What is the animal's scientific name? %º

Psychrolutes marcidus. :
» What class of vertebrate does the animal belong to?
Itis a fish.
» What size is it?
It can grow up to 30 cm in length.
» What does it look like?
It looks like a gelatinous globule. Sometimes it looks like a grumpy, bald old man with a huge
nose.
» Are there any differences between males and females?
There are no reported differences.
» Where does it live? What is its habitat?
It lives in the deep seq, at depths of about 800m, off the coast of Australia and Tasmania,
where the pressure is about 80 times higher than at the surface.
» What does it eat?
It eats basically anything small and edible that passes by it, such as urchins, mollusks, crabs,
crustaceans and shellfish.
» How does it reproduce?
Female blobfish lay thousands of eggs at a time and stay close to them. Sometimes they
even sit on them. A lot of female blobfish nest their eggs close to each other.
» How does it move?
It floats over the sea bed. It has a lower density than water.
» How long does it live? / What is its lifespan?
Scientists do not know much about the blobfish, but it is known that deep fish live longer than
those that live in shallow waters. Some deep sea species may live up to 130 years.
» What are its natural predators? =

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increasing in Australia. As fishermen drag their trawl nets to catch lobsters and crabs in the
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» Is there any other special/curious/weird characteristic worth mentioning? —

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The Strangest Animals on Earth — Worksheet 1, Pg. 2/3 -13
02. Now, choose a strange vertebrate from the list below and find out similar information
about it by trying to answer the same questions. You may also choose a different
vertebrate as long as it is strange, at least to you!
a. What is the animal's scientific name?
b. What class of vertebrate does the animal belong to?
c. What size is it?
d. What does it look like?
e. Are there any differences between males and females?

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The Strangest Animals on Earth — Worksheet 1, Pg. 3/3 -13
h. How does it reproduce?
i. How does it move?
j. How long does it live? / What is its lifespan?
k. What are its natural predators?
I. Is there any other special/curious/weird characteristic worth mentioning?
Proboscis Monkey or Titicaca Water Frog

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Integrated with Storytelling — The Strangest Animals on Earth —
Worksheet 1, Pg. 1/7 — L4
01. Read the story of Jellineg, a teenage blobfish. As you read it, write down any unknown words
in the appropriate space at the end of this worksheet. Look them up in the dictionary and
write down their definitions too.
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Hello! My name is Jelline. | am a female teenage blobfish. | am Australian. | amífairly)
chubby, but my friends think | should go on a diet to get fatter and(Mmorg)attractive. All of
them are(much)fatter than me.
desta obra.
total ou parcial
I try to eatore) but | hate mollusks and urchins, so when | see that there are only mollusks
and urchins passing by, | close my mouth. | only like crustaceans, but they have become
(quiterare around here. Mom says my diet should be richer and she complains all the time.
Boys laugh at me because | am not fat and | get(eally)depressed. I'd rather not talk about
this, so let's change the subject.
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Worksheet |, Pg. 2/7 - L4
I'd like to tell you about a scary experience | had the other day. It looked like another
ordinary day. Well, | think | must explain what a day means to me. It is always dark down
here where | live, so | never know if it is day or night. Anyway, | know a long time has gone
by when | am hungry. So, to me, it is a new day.
desta obra.
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| had been trying to eat some crustaceans, but | could(barely)eat two or three, so | had to
swallow some(utterly) mushy mollusks and (Gverly) spiny urchins, otherwise, | would die of
hunger.
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Worksheet |, Pg. 3/7 - 14
Suddenly my mom shouted, "Watch out, Jelline! The net will drag you away!” | was(so)
terrified that | froze. Actually, | passed out.
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Worksheet |, Pg. 4/7 - L4
Suddenly, a boy noticed my presence and shouted to the fishermen, “Hey, what is that
disgusting fat blob?" | had never seen myself as fat, let alone disgusting! So, | had not
realized the boy was referring to me until an old fisherman grabbed me and said:
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“Oh, my goodness! It's a blobfish!” The boy, who was(extremely) curious, wanted to take me =.
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Workshest 1, Pg. 5/7 - L4
At that point, | was dry and breathless, @mostdying, since | had been out of water for(@uite)
a long time. Luckily, that blessed old man told the boy, “I will throw it back to the sea and
let the poor creature live. We cannot eat it and it is too ugly to be kept in an aguarium. Kids
will get scared.”
Proibida o reprodução total ou parcial! desta obra
| had never been(so)humiliated in my whole life, not even by my friends who laughed at
me. In spite of that, when | felt the water embracing my(@most)lifeless body, | was(totally
relieved and(truly) thankful to that old man.
sa SYSTEMIC
NAME: DATE: «#l5iNGual
Worksheet 1, Pg. 6/7 - L4
wd. 0
| could(hardly)wait to get to my beloved deep sea and reunite with my family and friends.
When | got there, | found my mom(Completely)devastated. Her eyes were sad
and her face looked(fruly)saggy.
desta obra.
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When she saw me, her eyes sparkled like diamonds. She squeezed me (so) tightly in her
fins that | am sure | looked like an hourglass! We all celebrated my(absolutely)unexpected

return.
[#)) SYSTEMIC
SCIENCE
Worksheet 1, Pg. 7/7 — L4
Fortunately, that day is just another day to remember; | mean, to forget! There is just a
weird thought that still puzzles me when | recall it. Why on earth did that boy say | was fat
while all my friends and relatives keep saying | am thin?
Write down the new words and their definition here.

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= Integrated with Storytelling — The Strangest Animals on Earth —
Ol. Your teacher, you, and your classmates have already discussed what an adverb of
degree/intensity is. Write here your definition for it.
_AN ADVERB OF DEGREE/ INTENSITY SHOWS THE DEGREE OR INTENSITY OF AN ADJECTIVE, —

A VERB, OR ANOTHER ADVERB.
IT USUALLY ANSWERS THE QUESTION "HOW MUCH?"
02. Here are a few examples of adverbs of degree/intensity. Write your own examples.
a. He is extremely* upset.
© Extremely shows how upset he is. Upset is on adjective that has been modified.
» Your example using an adverb of degree modifying an adjective:
» Your example using an adverb of degree modifying a verb:

c. He found the street very* easily. oe

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(*) Very shows how easily he found the street, Easily is an adverb that has been modified,
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Workshest 2, Pg. 2/3 - L4
03. Now, find in the story 23 adverbs of degree/intensity, circle them and underline the word
itis modifying.
04. In spite of being fictional, the story gives information that indirectly reveals facts about
the blobfish’s biology. Find three sentences that reveal the facts listed below about the
blobfish:
FACT I: The blobfish lives in the deep sea, at depths of about 800m.
» Sentence:
IT IS ALWAYS DARK DOWN HERE WHERE | LIVE
> Sentence 2:
| AM AUSTRALIAN.
FACT 3: It eats basically anything small and edible that passes by it. “Its relative lack
of muscle is not a disadvantage as it primarily swallows [it just opens its mouth]
edible matter that floatsin front of it such as deep-ocean crustaceans.” (Wikipedia)
» Sentence 3:
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WHEN | SEE THAT THERE ARE ONLY MOLLUSKS AND URCHINS PASSING BY, | CLOSE MY õ
MOUTH.
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05. Now, write your own children’s story. Your main character will be the strange animal
about which you have researched and done a presentation.
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SIMPLE
MACHINES
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What is energy? (US Energy
simple Machines - Worksheet 1, Pg. 1/2 - U Information Administration, 2020 -
s.systemic.com.bor/whlen3)
01. Read the text.
A simple machine is a device that helps us perform work more easily. The three
fundamental simple machines are the lever, pulley, and inclined plane, and three
adaptations of these are the wheel and axle, wedge, and screw. (..) Pushing, pulling,
and lifting are common forms of work. Machines make work easier by changing force or
distance, or by changing the direction of the force.
Proibida o reprodução total ou parcial desta obra
a. What is the importance of simple machines in our lives?
b. How different would the world be without simple machines?
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NAME: DATE:
[#) SYSTEMIC
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References: shutterstockcom / 001 - VOB Photos

SCIENCE
Simple Machines - Worksheet 1, Pg. 2/2- LI
02. Match the descriptions to the simple machines.

001 002 003
4
——
INCLINED
PLANE
a. It has a triangular shape and it's used to cut or split apart objects.
WEDGE
b. It's a grooved wheel combined with a rope used to raise, lower or move a load.
PULLEY
c. It's along stick that is pushed or pulled against a fixed object (called fulcrum) to move
a load.
LEVER
d. It converts a force that goes around and around into a force that goes up and down.
SCREW
e. It's a disk and a cylinder, joined at the center, that rotates together.
WHEEL AND AXLE
f. It's a flat surface raised at an angle that makes it easier to lift a load.
INCLINED PLANE
+
03. Choose a different kind of simple machine and explain how it works below.
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Simple Machines - Worksheet 2, Pg. 1/2- LI
01. Read the text.
We can see levers in many places. Levers can be of three different types. With first class
levers, the load is on one side, the fulcrum is in the middle and the force is applied on the
other side. One example of a first class lever is the seesaw.
With some levers, however, the load is in the middle, not the fulcrum. Such levers are called
second class levers. A wheelbarrow and a nutcracker are examples of second class levers.
There's also another type of lever, called third class levers. With this type of lever, the
fulcrum is on one side, the force is in the middle and the load is on the other side. A shovel
and kitchen tongs are examples of this type of lever.
FIRST CLASS
LOAD EFFORT
FULCRUM 001
SECOND CLASS THIRD CLASS

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References: shutterstockcom
/ 001 - TP71
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/ 003 — TPTT
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SCIENCE
simple Machines - Worksheet2, Pg. 2/2 - Li
02. Research and find examples of each type of lever. Explain with your own words how their
mechanisms work.
FIRST CLASS
SECOND CLASS
THIRD CLASS
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SCIENCE
simple Machines - Worksheet 1, Pg. 1/2 - 12
Ol. Read the following statement.
“Give me a place to stand and

I shall move the Earth”
a. What does the statement mean to you?
02. Fill in the blanks with the correct words from the box below. Notice there are words that
will not be used.
reouce | enercy | ennance |rower | task

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simple Machines - Worksheet 1, Pg. 2/2 - 12
03. What are the three main components of a lever?
THE EFFORT ARM, THE RESISTANCE ARM AND THE FULCRUM
04. Mark T for true and F for false in the following sentences.
05. A seesaw is a popular toy that kids love to play on and a good example of the lever
mechanism. Use the information you already learned in class to explain how the see-
saw works.
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References: shutterstockcom / 001 - Anton Zh

SCIENCE
simple Machines - Worksheet 2, Pg.1/2 - 12
MY MACHINE
01. You are going to start working on the creation of a machine. It must have levers. Use the
following table to plan the creation process of your prototype.
HOW WILL IT LOOK?
| ANSWERS
MATERIALS
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Simple Machines - Worksheet 2, Pg. 2/2 - 12
POSSIBLE PROBLEM HOW TO OVERCOME IT
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References: shutterstockcom / 001 - Odua images

SCIENCE
Simple Machines - Worksheet 1 - L3 The Invention of the Wheel -
s.systemic.combr/iow22
Ol. Read the article on the QR code and mark the sentences T (true) or F (false).
F | a. The wheel is a human invention inspired by som: hing that exists in nature.
T | b. There isn't anyone who can be credited

as the inventor
of the wheel.
F | e Thefir
7 | d. Watermills
are examples of the application
of the wheel and axle.
F | e. The wheel the years.

and axle hasn't changed over
02. Answer the following questions.
a. Which other title could you give to the text?
b. Which of the following best describes the function of the first paragraph?
It tells the reader

what wheel and axle is.
importantto know about

the inventionof the whe l and axe.
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SCIENCE
Simple Machines - Worksheet 2 - L3
Ol. Nobody can deny the wheel was one of the best inventions of all times, this is without
question. However, it may not be so easy to reach an agreement when it comes to what
the best invention since the wheel has been. Debate this topic in groups about this topic
and fill in the information below.
a. What was your groups' position?
ERS
ceRSONALAN?
b. What were your three main points?
ERS
ANSW
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c. How did the other groups rebut them?
PERSON AL ANSWER?
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References: shutterstockcom / 001 - Enessa Vamaeva

SCIENCE
simple Machines - Worksheet 1, Pg. 1/2 - L4
WHEEL
01. Number the facts in the correct order.
5 | Ferris collected $ 400,000 from investors to build the wheel as he had imagined it.
3 | The engineer, George Washington Gale Ferris Junior had the idea of building a giant
| revolving bicycle wheel in the sky.
I Daniel Burnham, one of the organizers of a world fair in Chicago, wanted to beat the
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Eiffel tower in popularity.
4 Ferris presented his idea to Daniel and it was rejected.

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2 | Daniel Burnham asked architects and engineers to create a wonder better than the
Eiffel tower.
6 | The Ferris wheel was built and it was a great success.
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References: shutterstockcom / 001 - Alex Melnick

SCIENCE
Simple Machines - Worksheet 1, Pg. 2/2- 14
02. Research and complete the infographic.
TOP § WORLD'S
TALLEST FERRIS WHEELS
City: Height:
City: Height:
PERSONAL ANSWERS
City: Height:
City: Height:
City: Height:
How many people can ride it?

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simple Machines - Worksheet 2, Pg. 2/2 - L4
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02. Write a description for this vehicle.

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Simple Machines - Worksheet 1, Pg. 1/2 - L5
01. Complete the text with the words in the box.
MOVABLE DIRECTION COMPOUND HEAVY
A pulley is a piece of equipment for moving HEAVY objects up or down,

consisting of a small wheel over which a ROPE or chain attached to the object
can be easily raised or lowered".
Pulleys are of the following types:
Fixed pulley
A fixed pulley changes the
_DIRECTION of the input force but
does not change the amount of force
applied to it. Fixed pulleys are usually
attached to a stationary object above
the LOAD which means its
axle and WHEEL will stay in
one place.
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Movable pulley
A movable pulley does not change the
direction of the force but increases the hi

amountof force applied. Moving pulleys O
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are attached to the loads, which means 1
its axle is in a — MOVABLE block.
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SCIENCE
Simple Machines - Worksheet 1, Pg. 2/2-15
Compound pulley
Compound pulleys are also known
as combination pulleys, and they are
made up of BOTH fixed and
movable pulleys. Together, they let you
change the direction of force and make
the weight feel lighter.
Block and tackle pulley

A block and tackle pulley is a system of
two or more pulleys with a rope or cable
threaded between them. The pulleys
are assembled to form blocks and then
blocks are paired so that one is fixed, and
one moves with the load. They are known
as a specific form of — COMPOUND
pulleys.
02. List examples where pulleys are used in everyday life.

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NAME:
Em
01. Draw the inclined planes.
a. This inclined plane requires more force,

SCIENCE
References: shutterstockcom / 00), 002 - Liupco

Smokovski
Simple Machines - Worksheet 2 - L5
b. This inclined plane requires less force.
DATE:
An inclined plane is a simple machine with no moving parts. It is simplyan even sloping surface.
It makes it easier for us to move objects
to higher or lower surfaces than if we lifted the objects
directly upwards.
| Source: https://eschoottoday.com learn /the-inclined-plane/
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SCIENCE
Simple Machines - Worksheet | - L6
01. Which simple machines do bulldozers have? Identify them in the picture and describe
them.
WHEEL
AND AXLE
WHEEL AND AXLE TO MAKE THE CONTINUQUS TRACKS GO AROUND AND AROUND, A
LEVER TO PULL UP THE BLADE, AND WEDGE ON THE BLADE.
02. Find other examples of compound machines. Draw them, identify the simple machines
and say what each one is used for.
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= Simple Machines - Worksheet 2 - L6
\ ht ie ch
01. Use what you have learned so far to invent a compound machine. Think
== about a situation in which this machine could make our work easier. Fill
in the following information
BILINGUAL 7 - Part li
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References: shutterstockcom / 001 - MaskaRad

LANGUAGE
Integrated Arts — Writing Summaries and Opinions — Worksheet 1, Pg. 1/9 — LI
01. Writing a summary and a review of your favorite TV series.
a. Pick one of your favorite TV series and write down the main details about it: name,
genre(s)*, creator, main stars. Then, briefly describe the main characters.
b. Write a plot summary for the TV series you have selected.
c. Make the summary even shorter by writing the central idea in only one sentence (it
may be a long sentence, though). Remember: by reading that one sentence, the
reader must have a good idea of what the series is about.
d. Write a review that encourages people to watch the show. A review is an opinion
about the a TV show.
* Genre is the category of the series: action, adventure, comedy, crime, drama,
fantasy, horror, musical, mystery, romance, science fiction or thriller.
TV Series: “| Dream of Jeannie”.

:
Genre(s): comedy/fantasy.
Wy
Creator: Sydney Sheldon.

Main stars: Barbara Eden, Larry
wy
Hagman, Bill Daily, Hayden Rorke. do
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* Jeannie — an over two-thousand-year-old é
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genie. ~
+ Major Anthony Nelson — a NASA astronaut.
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+ Colonel Alfred Bellows — a psychiatrist who =>
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References: shutterstockcom / 001 — Sergê4

LANGUAGE
Integrated Arts — Writing Summaries and Opinions — Worksheet 1, Pg. 2/9 - LI
02. Now, do the same for your TV series.
» TV Series:
» Genre(s):
» Creator:
ERS
peRSONAL À o”
» Main stars:
» Main Characters:
02. Here are three examples of a plot summary of | Dream of Jeannie from three different
websites. The highlighted words might be new to you, but the vocabulary exercise will
help you learn and practice them.
First summary
Air Force captain Anthony “Tony” Nelson is stranded on a desert island after his space
capsule malfunctions on re-entry. While he is there, he finds a bottle and, upon opening
it, he releases a beautiful genie named, coincidentally, Jeannie, who was trapped in the
ow
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bottle by the evil Blue Djinn. Eventually, Tony is rescued and he brings Jeannie back with
him. The only other person who knows of her existence is Tony's best friend, Army captain õ
a.
Roger Healey. Tony tries to keep her existence a secret from Air Force psychiatrist Colonel
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Alfred Bellows and his wife Amanda and he is successful for a few years until he asks rx
Jeannie to marry him. He then reveals Jeannie's existence, but not her powers, to the —
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LANGUAGE
Integrated Arts — Writing Summaries and Opinions — Worksheet |, Pg. 3/9 - LI
Second summary
The classic comedy | DREAM OF JEANNIE, which originally aired from 1965-1970, features
Barbara Eden as Jeannie, a 2000+ year old genie who was released from her bottle after
being found on a desert island by astronaut and Air Force Major Anthony Nelson (Larry
Hagman). After helping him back to his Cocoa Beach, Florida home, Jeannie convinces
Major Nelson to become her new Master. Things get crazy as the Major tries to keep her
existence a secret while she misguidedly uses her powers to help him whenever she
thinks he's in a bind. Despite the help of friend and colleague Major Roger Healey (Bill
Daily), Jeannie's presence manages to raise the suspicion of NASA psychiatrist Dr. Alfred
Bellows (Hayden Rorke), who is intent on proving that Major Nelson is suffering from
delusions.
https://goo.gl/x85Dke
Third summary
During the test flight of a NASA rocket, a third stage misfires, causing it to crash-land on
a deserted island in the South Pacific. Its astronaut, U.S, Air Force Captain Tony Nelson,
escapes unharmed. As he begins to make an 8.0.6. signal from debris, he finds a strange
green bottle, which he opens. A pink smoke escapes that materializes into a beautiful
girl dressed as a harem dancer - a genie. “Thee may ask anything of thy slave, Master,”
she informs him; and with her hands crossed over her chest and a blink of her eyes, she
proceeds to provide a rescue helicopter for him. Realizing the problems her presence
and powers will cause him at NASA, he sets her free, despite her desire to remain with him.
When Tony returns to his home in Cocoa Beach, Florida, and discovers Jeannie hidden in
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his survival kit, he learns of her fate and permits her to remain with him - provided that pred
T—
she curtails her powers and grants him no special treasures. Though reluctant, Jeannie (o)
a.
agrees, but secretly vows to always ensure his safety. Stories depict the attempts of the
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jealous and zealous genie to protect her master from harm and the influx of feminine ~
admirers; and a master’s efforts to control and conceal the presence of a beautiful, fun- — |
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loving genie.
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Integrated Arts — Writing Summaries and Opinions — Worksheet |, Pg. 4/9 — U
03. Which one of the three summaries gave you the best idea of what | Dream of Jeannie is
about? Why?
pERSONAL
04. Let's work a little bit on the vocabulary that might be new to you. Match the columns.
Stranded (adj) Delusion (noun) curtail (verb)

Trap(ped) (verb) unharmed (adj) grant (verb)
Misguidedly (adv) debris (noun) depict (verb)
In a bind (expression) thee (subject pronoun) influx (noun)
Intent (adj) thy (possessive adj.) conceal (verb)
broken bits and pieces of stone, D in a difficult, threatening, or

wood, glass, etc, as after destruction embarrassing position; in a jam
firmly directed and focused, N a continual coming in of persons or

concentrated things
unhurt; not injured B to confine, to detain, to capture
hallucination, false belief / “you” in old English

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LANGUAGE
Integrated Arts — Writing Summaries and Opinions — Worksheet 1, Pg. 5/9 — U
05. Here are the main facts about | Dream of Jeannie and its main characters. Use the words
and/or instructions in parentheses to join the sentences and make a fluent and coherent
summary.
» Major Anthony Nelson is a NASA astronaut. » Jeannie falls in love with her master.
Major Nelson's capsule crashes on a deserted » She uses her power to keep her master
island. (whose) away from any danger.
» He finds a strange bottle. » She is jealous. She also uses her power
» He opens the bottle. He releases a genie to keep her master away from other girls. It
named Jeannie. Jeannie had been trapped causes him a lot of trouble. (as, him, which)
in the bottle for over 2000 years. (when, who) » Major Healey is Major Nelson's best friend.
» Jeannie helps Major Nelsen leave the island. He is the only person who knows of Jeannie's
Jeannie convinces Major Nelson to become existence. (Write only one sentence.)
her “master.” (after, him) » They make a great effort to hide the secret.
» Major Nelson accepts the proposal. The Dr. Bellows, NASA psychiatrist, tries to prove
condition is that Jeannie does not use her that Major Nelson is suffering from delusion.
power to grant him any favors. (as long as) (especially from, who)
ADA
MAJOR ANTHONY IS A NASA ASTRONAUT WHOSE CAPSULE CRASHES ON A DESERTED
ISLAND. HE FINDS A STRANGE BOTTLE. WHEN HE OPENS THE BOTTLE, HE RELEASES A GENIE
NAMED JEANNIE WHO HAD BEEN TRAPPED IN IT FOR OVER 2000 YEARS. AFTER HELPING
MAJOR NELSON LEAVE THE ISLAND, JEANNIE CONVINCES HIM TO BECOME HER "MASTER."
MAJOR NELSON ACCEPTS THE PROPOSAL AS LONG AS JEANNIE DOES NOT USE HER POWER
TO GRANT HIM ANY FAVORS. JEANNIE FALLS IN LOVE WITH HER MASTER. SHE USES HER
POWER TO KEEP HER MASTER AWAY FROM ANY DANGER. AS SHE IS JEALOUS, SHE ALSO USES
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HER POWER TO KEEP HIM AWAY FROM OTHER GIRLS, WHICH CAUSES HIM A LOT OF TROUBLE.
=
MAJOR HEALEY, MAJOR NELSON'S BEST FRIEND, IS THE ONLY PERSON WHO KNOWS OF (e)
JEANNIE'S EXISTENCE. THEY MAKE A GREAT EFFORT TO HIDE THE SECRET, ESPECIALLY FROM
o
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DR. BELLOWS, NASA PSYCHIATRIST, WHO TRIES TO PROVE THAT MAJOR NELSON IS SUFFERING mr
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Integrated Arts — Writing Summaries and Opinions — Worksheet 1, Pg. 6/9 - U
08. Your teacher will show you an extract from an episode of | Dream of Jeannie. After
watching it, answer the questions below:
a. How useful was the summary for you to understand the episode?
b. Did you have any trouble atl ANSWERS icters?

PERSO
c. Is there any other information you think should have been mentioned in the
summary?
07. Now, write a plot summary of the TV series you have chosen. Try to list the main facts
about the plot itself and its characters. Then, join sentences and use linking words/
expressions and pronouns to make a fluent and coherent summary.
ER
PERSONAL ans
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Integrated Arts — Writing Summaries and Opinions — Worksheet 1, Pg. 7/9 — LI
08. Now, write a plot summary of the TV series you have chosen. Try to list the main facts
about the plot itself and its characters. Then, join sentences and use linking words/
expressions and pronouns to make a fluent and coherent summary.
PART Ill SUMMARIZING THE SUMMARY
A United States astronaut finds his life vastly complicated when he stumbles onto a
bottle containing a female genie.
retrieved from https://goo.gl/zThxAJ
The show starred Barbara Eden as a 2,000-year-old genie, and Larry Hagman as an
astronaut who becomes her master, with whom she falls in love and eventually marries.
retrieved from https://goo.gl/QvwxMh
Rescued from a bottle (and a deserted island) by a US. astronaut, a scantily clad genie
named Jeannie becomes his slave and eventually falls in love with him. But unlike most
genie stories, there are no three wishes rule - so Jeannie uses her magic all the time,
often without talking to her rescuer about it first.
retrieved from https:/[s.systemic com.br/it
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References: shutterstockcom / 001 - kuzina

LANGUAGE
Integrated Arts — Writing Summaries and Opinions — Worksheet 1, Pg. 8/9 — U
09. When you write a review, you give your opinion about a program you have seen, a book
you have read, or a movie you have watched. Read the reviews about | Dream of Jeannie.
By FantasyDreamer8, Jun 19, 2008

For a show in the 60's, | Dream of Jeannie is absolutely amazing. It has evil sisters, magic,
action, romance, comedy, and, best of all, it's in color. The situations that occur are
completely crazy. It is somewhat like Bewitched only much more fun to watch. The acting
is awesome and the characters are very charismatic. The show has perfectly clean
humor like every other show in the sixties, making it great for families and individual
viewers. After a few episodes, it feels like you're going to visit old friends and that's what
makes it so great. It's light, silly, and the hair is fantastic.
By onceinabluemoon, Aug 12, 2007

| Dream of Jeannie was a classic. It had phenomenal acting, a cute plot, and was
hilarious. Unlike so many shows today, | Dream of Jeannie had some of the best acting
I've ever seen. Jeannie (Barbara Eden) was incredible. | don't think there was ever once
that | didn't think of her as a genie. She portrayed her character perfectly, as well as did
Major Anthony "Tony" Nelson (Larry Hagman). The whole | Dream of Jeannie cast couldn't
have done a better job. All the actors and actresses were a perfect match for their roles.
So, obviously, | love this show.
By awerlwas, Nov 30, 2005

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Classic television at its best! It started with black and white and moved to color. It made aged!
|
the transition to color with class. To properly assess this show you must look at the (o)
o.
time period. It is light, fun, simple comedy. The show is consistent with the three main
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characters always being there for the full run of the show. The characters have depth ~
and flaws. The relationships mature and develop with time. The plots are simple, but —
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have the proper elements in them to keep your interest. The delivery of the lines and
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Integrated Arts — Writing Summaries and Opinions — Worksheet 1, Pg. 9/9 - U
After fully watching the entire first season of “I Dream of Jeannie”, | can officially say this
is by far the funniest show I've ever seen. There isn't one thing | would change about
this show. It's clever, funny, quirky, romantic, and utterly charming. Jeannie and Tony's
flirtation is so cute and fun to watch that | kept wishing they would just marry in the first
episode. They were so electrifying together!!l!
10. Now, write a review about your favorite TV series to encourage others to watch it. Try to
avoid common adjectives like good, excellent, wonderful.
NSWER
PERSONAL 2
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HISTORY
Ancient Games - Chess - Worksheet 1, Pa. 1/4 - U
ol. Write the verbs in the simple past. Then, write a sentence using the words in the past. Try
to use the sentences you used in the game.
SIMPLE PRESENT SIMPLE PAST SENTENCE
a. is WAS
b. are WERE
c. move MOVED
d. jump JUMPED
e. capture CAPTURED
f. organize ORGANIZED
g. attack ATTACKED
h. win WON
i. go WENT
j- defeat DEFEATED
k. defend DEFENDED
I. play PLAYED
m. live LIVED
n. have HAD BILINGUAL 7 - Part ll

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References: shutterstockcom / 001 - MG 181

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HISTORY
Ancient Games - Chess - Worksheet 1, Pg. 2/4 - U
02. Use an English-English dictionary and give each verb a definition.
A | is: THIRD PERSON SINGULAR PRESENT INDICATIVE OF BE.
E are: SECOND PERSON SINGULAR AND PLURAL AND FIRST AND THIRD PERSON PLURAL PRESENT
INDICATIVE OF BE.
move: TO CHANGE IN POSITION FROM ONE POINT TO ANOTHER: THE PLAYER MOVED THE
QUEEN FORWARD.
Dp | jump: TO SPRING OFF THE GROUND OR OTHER BASE BY A MUSCULAR EFFORT OF THE LEGS
AND FEET.
[EE] capture: TO TAKE CAPTIVE AS BY FORCE OR CRAFT; SEIZE.
oO organize: TO PUT TOGETHER INTO AN ORDERLY, FUNCTIONAL, STRUCTURED WHOLE.
[EE attack: TO SET UPON WITH VIOLENT FORCE.
[E win: TO ACHIEVE VICTORY OR FINISH FIRST IN A COMPETITION.
E go: TO MOVE OR TRAVEL; PROCEED: WE WILL GO BY BUS. HOW FAST CAN THE BOAT GO?
defeat: TO WIN VICTORY OVER; BEAT.
[ER detena: TO GUARD OR PROTECT AGAINST ATTACK: THE SOLDIERS DEFENDED THE CASTLE.
play: TO OCCUPY ONESELF IN AMUSEMENT, SPORT, OR OTHER RECREATION. CHILDREN yo

PLAYING WITH TOYS.
õ
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Hm live: TO BE ALIVE; EXIST. ~~
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mm have: TO BE IN POSSESSION OF. ALREADY HAD A CAR. B. TO POSSESS AS A CHARACTERISTIC,
-)
QUALITY, OR FUNCTION: HAS A BEARD; HAD A GREAT DEAL OF ENERGY. C. TO POSSESS OR CONTAIN O
AS A CONSTITUENT PART. A CAR THAT HAS AIR BAGS. pa
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HISTORY
Ancient Games - Chess - Worksheet 1, Pg. 3/4 — 11
03. Use the verbs from Exercise 1, in the simple past, to fill in the blanks.
ag
In medieval times, the king —WAS

— the most important person.
The king HAD to marry a woman who had royal blood, so that she could
become his queen. The king and the queen WERE very important to the
kingdom. They LIVED in a castle and had many subjects.
The bishop ruled almost like a king and gave the king advice on how to conduct a
good government, and sometimes how to make war. Next in line of power was the
knight He WAS
— q very loyal and powerful soldier who — DEFENDED
the king and the queen until death.
Knights WERE
— very skillful and could ride a horse and use a sword like no
other. In battles and in a war, the ones who advanced in the front WERE
the pawns, who were the servants of the kingdom. They WERE always
sacrificed because of their low position.
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a. Are there still pawns in our society? ~
IT DEPENDS ON THE SOCIETY. OPEN ANSWERS. —
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References: shutterstockcom / 001 - Photomontage: Yulia Bogomolova / Masteri305 / LightField Studios

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HISTORY
Ancient Games - Chess - Worksheet 1, Pg. 4/4 - U
[a] Name: THE PAWN. [8] Name: THE ROOK.

How it moves: CAN MOVE ONE How it moves: CAN MOVE ANY
SQUARE AHEAD OR TWO SQUARES IN NUMBER OF SQUARES IN A STRAIGHT
THEIR FIRST MOVE. PAWNS CAN MOVE LINE. HORIZONTALLY OR VERTICALLY.
ONE SQUARE DIAGONALLY TO CAPTURE
ANOTHER PIECE.
= Name: THE KNIGHT. (0) Name: THE BISHOP.

How it moves: MOVES IN L, TWO How it moves: CAN MOVE ANY
SQUARES AHEAD PLUS ONE SQUARE TO NUMBER OF SQUARES DIAGONALLY.
THE LEFT OR TO THE RIGHT.
oe
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How it moves: CAN MOVE ANY How it moves: CAN MOVE ONE ~~
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NUMBER OF SQUARES HORIZONTALLY, SQUARE IN ANY DIRECTION.
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References: shutterstockcom / 00
HISTORY
World History Periods - Worksheet 1, Pg. 1/2 - U
01. Do you remember the rule to name the centuries? Complete the table with the century
to which each year belongs. Remember to use ordinal numbers.
H 567 67" CENTURY. B 204 37° CENTURY. fel 999 10™ CENTURY.
Dp | 1388 14m CENTURY. [E 2000 — 20" CENTURY. HE 100 IT CENTURY.
e | 2001 — 27 CENTURY. HH 333 4" CENTURY. 0 eo1 7" CENTURY.
Ll 1120 om CENTURY. «| 1500 15" CENTURY. 8 1599 16" CENTURY.
mm 720 8™ CENTURY. |N 1832 jg™ CENTURY. o | 155 2° CENTURY.
H 476 5™ CENTURY. o 1798 i8™ CENTURY. O 810 9™ CENTURY.
H 1042 1" CENTURY. Il 1300 13™ CENTURY. o 1666 17" CENTURY.
02. Answer the questions. Give complete answers. The first question is already answered.
A When did Prehistory end?

It ended in 5000 B.C.
e | When did Antiquity start?

IT STARTED IN 5000 B.C.
When did the Middle Ages start?

IT STARTED IN 476 A.D.
= When did the Modern Period start?

IT STARTED IN 1453 A.D. e

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a.
1
= What does B.C. Mean? I~
IT MEANS “BEFORE CHRIST". =
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What does A.D. Mean?
EC
IT MEANS “ANNCQ DOMINI".
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HISTORY
World History Periods - Worksheet 1, Pg. 2/2- 11
03. Label the three major periods of history on the timeline: Modern Period, Middle Ages,
Antiquity.
. 476 1453
Prehistory | | ! ) |
5000 Year O Today
EI IEEE rrov 5000 10 476 - anTiQUITY.

BE =o 476 10 1453 - MIDDLE AGES.
BI <0: 1453 UNTIL TODAY - MODERN PERIOD.
04. Match the Periods of History with their definition. Then, label them according to the color
on the timeline.
(A | Industrial Revolution E || Discovery of new lands.
E Romanticism G || Rebirth and experimentation.
Age of World Wars C || The world divided into two blocks.
El Enlightenment F || Religious reform.
H Age of Discovery D || Reason, evidence, and proof.
Reformation B || Imagination and feeling.
B Renaissance A || Replacement of manual labor.
» 1517 »1701 1798 4 »1832 1914 4 1945

Ac!
1401 1450 1650 1700 1800 1900 2000 õ
a.
AGE OF DISCOVERY. REFORMATION. 1
mr
RENAISSANCE. ENLIGHTENMENT. -
[ =
INDUSTRIAL REVOLUTION. ROMANTICISM. (O)
AGE OF WORLD WARS.

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HISTORY
World History Periods - Worksheet 1, Pg. 1/6 - L2
ol. Cut out the small texts from the appendix and paste them in the boxes so you will have
more information about the underlined words.
og
A QUICK VIEW OF WESTERN CIVILIZATION (EUROPE)

DURING THE MIDDLE AGES AND THE MODERN PERIOD
What happened in the Middle Ages?
In the beginning of the Middle Ages (Early Middle Ages, from 476 throu-
gh the 1" century), a lot of Germanic tribes migrated around Europe.
The VIKINGS are an example of Germanic tribes. During this period,
there was a rapid expansion of ISLAM in Northern Africa and Spain, but
the Catholic Church was very powerful in Europe. This period is also
known as the Dark Ages.
——————————-————-—.——=—-—
They were Norwegian, Icelandic, Itis the world's second largest

Danish and Swedish sailors, traders, religion. It is monotheistic and
and warriors who lived around the its holy book is the Koran. The
coasts of Scandinavia and raided the coasts Muslims are the followers
of the British Isles, and other parts of Europe of Islam. Mohammed
from the late 8" century to the 11" century. was the founder of Islam.
In the High Middle Ages, between the 11" and 13" centuries, interes-
ting things happened, such as the signing of the MAGNA CARTA and
the establishment of universities in Paris, Oxford, and Bologna. There
was a massive construction of stone castles and magnificent ca-
thedrals in Europe. There were the CRUSADES.
desta obra.
_ LAER Les =
O
They were military expe- he It was a series of documents signed by King
a
total ou parcial
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ditions authorized by the John of England in 1215 that required the king to ~
pope to recapture Jerusalem renounce certain rights and respect certain —
from the Muslims. The Roman legal procedures. It was a kind of constituti-
<í
=
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ders considered them Holy Wars. document in the history of Democracy. ra
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References: shutterstockcom / 061 - Lifestyle Graphic

v
HISTORY
World History Periods - Worksheet 1, Pg. 2/6 - 12
The last period of that age, the Late Middle Ages, was characteri-
zed by terrible events such as the BLACK DEATH, which killed a third of
the European population, and the HUNDRED YEARS WAR.
It was an epidemic disease It was a series of conflicts between England and
A
caused by a bacterium that France that began in 1337 and ended in 1453.
NEE
reached Europe in The introduction of new weapons and tactics
1348 and killed changed the relationship between
about thirty-four lords and vassals, which had great
RS
million people. influence on economy and politics.
[EEE
It was a political and
economic system in
Europe in the Middle
Ages. The king divided the land
into fiefs and gave them to no-
blemen called lords who served
the king. People who lived and
worked on the fiefs were called
vassals and served the lords.
=
desta obra.
Oo
a.
total ou parcial
|
rx
Most historians consider 1453 as the end of the Middle Ages. Around —
that time, different movements and events were taking place in Wes- <íq
=
tern Civilization: the Renaissance (1450-1650), The Religious Reforma-
O
tion (1517-1650), The Age of Discovery (15% to 17"! centuries). Z
=
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References: shutterstockcom / 001 - Lifestyle Graphic / 002 — Andy Lidstone

v
APPENDIX
History - World History Periods - Worksheet 1, Pages 1 and 2 - L2
”
I
It was an epidemic disease I It was a series of conflicts between England and
I
caused by a bacterium that I France that began in 1337 and ended in 1453.
reached Europe in : I The introduction of new weapons and tactics
I
1348 and killed I changed the relationship between
I
about thirty-four lords and vassals, which had great |
=
I
million people. I influence on economy and politics. \ \ \
I
+
003
|
Itis the world's second largest | It was a series of documents signed by King
|
religion. It is monotheistic and | John of England in 1215 that required the king to
I
its holy book is the Koran. The | renounce certain rights and respect certain
I
Muslims are the followers I legal procedures. It was a kind of constituti-
I
of Islam. Mohammed I on. It is probably the most important legal
was the founder of Islam. !I document in the history of Democracy.
I
+
!
os
They were military expe- she I They were Norwegian, Icelandic,

|
ditions authorized by the 1 Danish and Swedish sailors, traders,
|
pope to recapture Jerusalem ! and warriors who lived around the
|
from the Muslims. The Roman I coasts of Scandinavia and raided the coasts
I of the British Isles, and other parts of Europe
I
I from the late 8" century to the 11"" century.
|
+
007
I |
I It was a political and I
I I
I economic system in I
I
| Europe in the Middle I
| Ages. The king divided the land I
I
I
: into fiefs and gave them to no- =
1 blemen called lords who served
I
I õ
I
i the king. People who lived and
I
I
a
|
I
worked on the fiefs were called | mr
I vassals and served the lords.
<
| —
I I
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References: shutterstockcom / 06! - Ghannarong Pherngianda / 002 — Tatohra / 003 — Syifa Studio 10 / 004 - Catz / 005 — Antti Heikkinen / 7) SYSTEM | C
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HISTORY
02. Match the words with their meaning.
H || a religion that believes there is only one god.

A powerful
Fr a specific part of the earth's surface,
e signing ground considered as property.
massive E || a person who works on a ship.
1 D| stone K || an instrument used to kill or injure.
HE sailor B || approval of a document through a signature.
EH trader C || very large in number/amount.
6 | warrior | || related to God and religion; sacred.
| monotheistic F || a person who buys and sells things.
li holy [| en illness of people, animals or plants,

especially one caused by infection.
land
A || potent, strong.
é weapon
D || a small piece of rock.
disease
G || a soldier; a person who has experience and skill in fighting.
03. The verbs that are missing here are in Exercise 1. Review them, then change them to the
simple present tense to complete the text. The first sentence is already done for you.
A QUICK VIEW OF WESTERN CIVILIZATION (EUROPE)

DURING THE MIDDLE AGES AND THE MODERN PERIOD
je
What happened in the Middle Ages? o
o.
1
In the beginning of the Middle Ages (Early Middle Ages, from 476 through the 11" cen- I~
tury), a lot of Germanic tribes MISRATE
— ground Europe. The Vikings are an -
<q
example of Germanic tribes. During this period, THEREIS
— a rapid expansion
—
of Islam in Northern Africa and Spain, but the Catholic Church IS very O
powerful in Europe. This period is also known as the Dark Ages. <
=
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v
im HISTORY
World History Periods - Worksheet 1, Pg. 4/6 — 12
In the High Middle Ages, between the 11" and 13" centuries, interesting things
HAPPEN —— such as the signing of the Magna Carta and the establishment of
universities in Paris, Oxford, and Bologna. —THEREIS og massive construction of
stone castles and magnificent cathedrals in Europe. IHEREARE
— the Crusades.
The last period of that age, the Late Middle Ages, — — '/S characterized by
terrible events such as the Black Death, which KILLS a third of the Europe-
an population, and the Hundred Years War.
The Middle Ages ARE also characterized by Feudalism.
Most historians consider 1453 as the end of the Middle Ages. Around that time, dif-
ferent movements and events were taking place in Western Civilization: the Renais-
sance (1450-1650), The Religious Reformation (1517-1650), The Age of Discovery (15
to 17th centuries).
> Vikings - They — A4RE Norwegian, Icelandic, Danish and Swedish sailors,
traders, and warriors who LVE
— around the coasts of Scandinavia and
— RAD the coasts of the British Isles, and other parts of Europe from the late
8™ century to the 11" century.
Pp Islam ~ It is the world's second largest religion. It is monotheistic and its holy book
is the Koran. The Muslims are the followers of Islam. Mohammed 1S the
founder of Islam.
desta obra.
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A Viking ship replica at Sognefjord — Norway. 2
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HISTORY
b Magna Carta - It /S a series of documents signed by King John of

England in 1215 that REQUIRE
— the king to renounce certain rights and respect
certain legal procedures. It — — /S a kind of constitution. It is probably the
most important legal document in the history of Democracy.
» The Crusades - They ARE

— military expeditions authorized by the pope
to recapture Jerusalem from the Muslims. The Roman Catholic Church and the cru-
saders CONSIDER
— them Holy Wars.
PFeudalism-It /S a political and economic system in Europe in the

Middle Ages. The king DIVIDES the land into fiefsand GIVES them
to noblemen called lords who SERVE the king. Peoplewho LIVE=
and WORK onthefiefs A4RE calledvassalsand SERVE
the lords.
» The Hundred Years War - It —!“S

— a series of conflicts between England
and France that BEGIN in1337and END in 1453. The introduction
of new weapons and tactics CHANGE
— the relationship between lords and
vassals, which HAS great influence on economy and politics.
Pb The Black Death- It San epidemic disease caused by a bacterium

that REACHES
— Europe in 1348 and ____ KILLS gbout thirty-four million
people.
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References: shutterstockcom / 001 - Alessandro Cristiano

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HISTORY
World History Periods - Worksheet 1, Pg. 6/6 — L2
04. Change the verbs below to the past tense. Then, complete the definition of each period
with one of them.
a. (be)is= WAS f. experience = EXPERIENCED

b. (be) are = WERE g. react= REACTED
c. discover = DISCOVERED h. take = TOOK
d. emerge = EMERGED i. travel = TRAVELED

e. emphasize = EMPHASIZED j- want = WANTED
» Age of Discovery (15*-17* centuries) - t ____WAS q period during which

European ships DISCOVERED new lands when they TRAVELED around
the world to search for new trading routes and partners.
» Renaissance (1450-1650) - t WAS

— q time of rebirth. Europeans
EXPERIENCED a reawakening of interest in literature, art, government, and
thought. lt WAS
— atime of experimentation.
» Reformation (1517-1650) - It WAS a religious movement which

EMERGED in the 16" century as a series of attempts to reform the Roman
Catholic Church in Western Europe.
» Enlightenment (1650-1800) - It comes from the word LIGHT. It WAS

— an
age of conflict between religion and reason. Men WANTED to see evidence
and proof to understand and believe.
» Romanticism (1798-1832) - It "WAS

— q movement that REACTED
against the Enlightenment; it EMPHASIZED imagination and feeling.
=
» Industrial Revolution (18 and 19* centuries) - It WAS a huge technologi-

cal, social, and economic change caused by the replacement of manual labor by
Oo
a.
industry and machinery. |
I~
» Age of World Wars (1914-1945) - The First and Second World Wars TOOK
— => —
<q
place during this period in the 20™ century. After the Second World War, Europe and
=
the world WERE
— = divided into two blocks: the capitalist block, together with O
=
the USA and the communist block, together with the Soviet Union.
=
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O SYSTEMIC
HWO9

HISTORY
01. What is the correct answer?
a. He was a writer. He was born in Spain in 1547.

He died in 1616. He didn't write Romeo and Juliet.
He wrote Don Quixote. Who was he?
O He was William Shakespeare.
@ He was Miguel de Cervantes.
O He was Martin Luther.
b. He was a navigator. He was born

in Italy 1451, He explored the Americas
under the flag of Spain. Who was he?
@ He was Christopher Columbus.
O He was Vasco da Gama.
O He was Michelangelo Buonarroti.
c. He was a religious leader. He was born in Germany in 1483. He died in 1546.

He established the Protestant Reformation. Who was he?
O He was Galileo Galilei.
(O) He was Martin Luther.
d. He was an astronomer. He was born in Poland in 1473.

He died in 1543. He developed the theory that the
Earth and the other planets revolved around the sun.
Who was he?
@ He was Nicolaus Copernicus.
O He was Galileo Galilei. E

õ
O He was Thomas Alva Edison.
a
|
e. He was a painter, sculptor, architect, musician, and he was mr
also a scientist. He was born in Italy. He died in 1519 at the —
g
age of 67. He painted the Mona Lisa. Who was he? =
O He was Michelangelo Buonarroti. O

(O) He was Leonardo da Vinci. Z
=
O He was Galileo Galilei.
fr
O SYSTEMIC
HWIO
References: shutterstockcom / 061 - Sergey Kohl / 002 — Chones

v
HISTORY
He was a writer. He was born in England in 1564. He died at the age of 52. He didn't
write Don Quixote. He wrote Romeo and Juliet. Who was he?
@ He was William Shakespeare.
O He was Thomas Alva Edison.
O He was Miguel de Cervantes.
He was à sculptor, painter, and poet. He was not a scientist. He was born in Italy in
1475. He didn't paint the Mona Lisa. He sculpted the famous David. Who was he?
O He was Leonardo da Vinci.
@ He was Michelangelo Buonarraoti.
One was born in 1451, and the other in 1452. One of them was a great artist.
The other one was a navigator. Who were they?
O They were Galileo Galilei and Christopher Columbus.
@ They were Leonardo da Vinci and Christopher Columbus.
O They were Leonardo da Vinci and Michelangelo Buonarroti.
O They were Michelangelo Buonarroti and Galileo Galilei.
They were both artists. They were born in Italy. Who were they?
O They were Leonardo da Vinci and William Shakespeare.
O They were Miguel de Cervantes and
Michelangelo Buonarroti.
O They were William Shakespeare and
Miguel de Cervantes.
@ They were Michelangelo Buonarroti
and Leonardo da Vinci.
They were famous writers. They both died in 1616, but they were
not from the same country; one of them was from England, the
other one was from Spain. Who were they?
@ They were William Shakespeare and Miguel de Cervantes.
O They were Thomas Alva Edison and Galileo Galilei.

O They were Galileo Galilei and William Shakespeare.
O They were Miguel de Cervantes and Thomas Alva Edison.
NAME: DATE: OEA ias

References: shutterstockcom / 001 - irakite
HISTORY
World History Periods - Worksheet 1, Pg. 3/4 - 13
02. Complete the chart with information from Pages 1 and 2. The first line is already done.
Howold | What important

What was his was he | things did he do?
occupation? when he Mention one
died? of them.
He was He was a painter, He was He was

sculptor, architect, : > He was He painted the
Leonardo à os born in born in À
e musician, and 67. Mona Lisa.
da Vinci sal, Italy. 1452.
a scientist.
HE WAS HE WAS HE WAS

MIGUEL DE He i BORN IN | BORN IN Hea 5 ir NOTE
CERVANTES. q wnrer. SPAIN. 1547. : )
HE WAS HE WAS A HE WAS HE WAS HE WAS He established

MARTIN RELIGIOUS BORN IN BORN IN 63 the Protestant
LUTHER. LEADER. GERMANY. 1483. . Reformation.
HE DEVELOPED THE
HE WAS ; He was HE WAS THEORY THAT EARTH
NICOLAUS a bornin BORN IN od AND THE OTHER
COPERNICUS. Poland. 1473. i PLANETS REVOLVED
AROUND THE SUN.
HE WAS HE WAS HE WAS |

WILLIAM pia BORNIN | Bornin | TE foo HERG H-RaIg0
SHAKESPEARE. ; ENGLAND. | 1564. re and Juliet.
To
HE WAS A fe!
ES
MICHELANGELO
SCULPTOR,
PAINTER
HEAR
BORN IN
| BORN
PEWASIN | us | HESCUIPIEDTHE
89 FAMOUS DAVID
a
ER, é + |
BUONARROTI. AND POET. ITALY. 1475. IN
HE WAS HE WAS HE WAS =

CHRISTOPHER És ESA BORNIN | Born | HE ira He explored the O
COLUMBUS, | ITALY. 1452. REE, Z
—
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NAME: DATE: BILINGUAL =
v
HISTORY
01. To complete the following exercises you will need to do some research. We suggest you
access a search engine on the Internet.
A] Read the questions and answers about a famous man of the Renaissance and find
out his name.
* What was his occupation? He was a scientist.

* Where was he born? He was born in Italy.
* When was he born? He was born in 1564.
* When did he die? He died in 1642. o
* What important thing did he do? He improved the telescope
and found the moons of Jupiter and the phases of Venus.
» Who was he? HE WAS GALILEO GALILEI.
e Find the answers to the questions about VASCO DA GAMA.
» What was his occupation? HE WAS A NAVIGATOR / AN EXPLORER.

» Where was he born? HE WAS BORN IN PORTUGAL
» When was he born? HE WAS BORN IN 1468.
» When did he die? HE DIED IN 1524.

» What important thing did he do? HE FOUND A NEW ROUTE TO INDIA.
Do you know who THOMAS ALVA EDISON was? Write a short paragraph about him. Say
what his occupation was, if he lived during the Renaissance, where and when he was
=
born, when he died, and his most famous invention.

õ
a.
HE WAS AN INVENTOR. HE DIDN'T LIVE DURING THE RENAISSANCE. HE WAS BORN IN THE
|
UNITED STATES IN 1847. HE DIED IN 1931. HE INVENTED THE LIGHT BULB / HIS MOST FAMOUS rx
INVENTION WAS THE LIGHT BULB. —
<{
=
O
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=
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HWI3
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HISTORY INTEGRATED WITH GRAMMAR
Ol. Look at the tables below.
PRESENT
Affirmative Negative ia conder d Interrogative rash pen Eae obminty -
lam | am not I'm not Am? Yes, lam No, I'm not
You are You are not You aren't Are you? Yes, you are No, you aren't
Hels He is not He isn't Is he? Yes, he is No, he isn't
Sheis She is not She isn't Is she? Yes, sheis No, she isn't
itis It is not Itisn't Is it? Yes, itis No, it isn't
We are We are not We aren't Are we? Yes, we are No, we aren't
Youare You are not You aren't Are you? Yes, you are No, you aren't
They are They are not They aren't Are they? Yes, they are | No, they aren't
PAST
Affirmative | Negative | Ondectea |interrogative | TROLS, | apo Paneer

| was | was not | wasn't Was I? Yes, | was No, | wasn't
You were You were not | You weren't Were you? Yes, you were | No, you weren't
He was He was not He wasn't Was he? Yes, he was No, he wasn't
total ou parciol desta obra.
She was She was not She wasn't Was she? Yes, she was | No, she wasn't
;
O
Qo.
It was It was not It wasn't Was it? Yes, it was No, it wasn't |
MN
We were Wewerenot | We weren't Were we? Yes, we were | No, we weren't —
J
—
Youwere You were not | You weren't Were you? Yes, you were | No, you weren't O
<=
They were | They were not | They weren't | Werethey? | Yes, they were | No, they weren't
=
co
NAME: DATE: el
HWI4
v
02. Complete the sentences to make them true.
| a boy.
a 11 years old.
« My best aE ANSWERS — — a girl.
My best friend 12 years old.
My family and | born in Brazil.
03. Now, answer these questions with short answers.
Are you 12 years old?

desta obra.
. Is your best friend from school? ©

O
Were you born in Brazil? e a.
total ou parcial
PERSONAL ANSWERS
. Are you and your best friend good students? ão
<íT
Is English easy? =
(O)
Are your English classes fun? =
SYSTEMIC B=
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References: shutterstockcom / 001 - grop / 002 — Prostock=studio
v
World History Periods - Worksheet |, Pg. 3/5 - La
04. As you have probably noticed, TO BE is a different verb. It does not need any help to make
interrogative and negative sentences; other verbs do. See the chart below.
PRESENT
Affirmative | Negative | SIT, |interrogative | 10H ewer | short answer

| write | do not write | don't write Do | write? Yes, | do No, | don't
You write Mio vee Do you write? Yes, you do No, you don't
He writes He ene not Recossit Does he write? | Yes, he does No, he doesn’t
She writes She Soe not ald inc Yes, she does | No, she doesn't
It writes It gi it rede Does it write? Yes, it does No, it doesn't
We write Wes no wen Do we write? Yes, we do No, we don't
You write ee Yebigon Do you write? Yes, you do No, you don't
They write Theree het Thay do nt | bo they write? | Yes, they do No, they don't
: : Negative : Affirmative Negative

Affirmative Negative contracted at gli phd short answer | short answer
| wrote | did not write | | didn't write Did | write? Yes, | did No, | didn't
You did not You didn't . ; : FS

You wrote Witte Write Did you write? | Yes, you did No, you didn't
He wrote He worl
did not He artes
didn't Did: he write?
; Yes, he did. i
No, he didn't
She wrote She writs

did not Shewrite
didn't Did; she write?
CP Yes, she did; ir
No, she didn't
=
O
a.
It wrote It did not write | It didn't write Did it write? Yes, it did No, it didn't 1
I~
We wrote
We Write
did not We ites
didn't :
Did we write?
ço Yes, we did
; gas
No, we didn't —
<
You do not You didn't i : ; i —

You wrote Writs wiles Did you write? | Yes, you did No, you didn't O
They did not They didn't . . : o
FE
They wrote fria ros Did they write? | Yes, they did | No, they didn't =
co
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HWI6

v
05. Answer the questions below.
a. What is the helping verb (auxiliary) for the present tense? DO.
b. What happens to it when we use he, she, or it? WE HAVE TO ADD "ES".
c. What happens to the main verb when we use DOES? [I GOES BACK TO THE INFINITIVE
FORM.
d. What is the helping verb for the past tense? DID.
e. What happens to the main verb in the interrogative and in the negative sentences?
IT GOES BACK TO THE INFINITIVE FORM.
06. Complete the sentences with the verbs in the affirmative or negative to make them true.
a. | English.
b. | to school on Saturdays.
c. My best friend
PERSONAL A
d. My family and | to Disneyworld for our last vacation.
e. My friends and | chess last weekend.
07. Answer the following questions. Give complete answers. For yes/no questions, give short
answers.
co
a. Do you prefer Math or Science? Oo

a.
|
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b. Did you study Math yesterday? —
<I
ANSWERS
PERSONAL =
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c. Does your best friend prefer Math or Science?
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HWI17

v
mm HISTORY INTEGRATED WITH GRAMMAR
d. Did he/she study Math yesterday?
e. Do you play any sports?

ANSWERS
PERSONAL
f. Does your best friend play any sports?
08. Fill in the blanks to make true sentences about these famous men of The Renaissance.
Miguel de Cervantes WAS

— ~~ q writer.
He WASNT born in Italy. He DIDN'T WRITE (write)
Romeo and Juliet. He WASNT porn in 1452.
Michelangelo Buonarroti DIDN'T PAINT (paint) the Mona Lisa.

He WAS — asculptor and a scientist. He SCULPTED
(sculpt) the famous David. He WAS
— born in Italy.
Nicolaus Copernicus DIDN'T LIVE (live) during the Middle

Ages.He WAS
— anastronomer.He WASNT pornin
Germany. He DEVELOPED (develop) the theory that Earth
and the other planets revolved around the Sun.
Christopher Columbus WASNT

— — g painter. He ____ WASNT = j
born in Spain. He DIDN'T DIE (die) at the age of 89. Qo.
OC
He WASNT born in 1500. |
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—
=
Galileo Galilei WASNT

— gq writer. He MAS —bornin Italy.
He DIDN'T DIE (die) in 1500. He — DIDN'T DEVELOP (develop) O
Zz
the theory that Earth and the other planets revolved around the sun. =
Les)
O SYSTEMIC
HWI8
/ 001 002 - Prachaya Roekdeethaweesab
/ 003 — Nicku / 004 005 — Frachaya Roekdeethoweesab
THE PEOPLE OF
BRAZIL
DR
OO
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BILINGUAL
GEOGRAPHY
Integrated with Math — The People of Brazil - Worksheet 1, Pg. 1/2 — LI
Ol. Look at the map and answer the question:
» Why is the Brazilian population higher along the coast?

— - —
ê
“e
i Es
BECAUSE THE HEREDITARY CAPTAINCIES WERE LOCATED ONLY ON THE COAST.
X J
e
02. Read the sentences and mark True (T) or False (F).
B I" | Brazil is the 5th largest country in the world.
oO
a.
|
B T | During colonization, the lands of Brazil were divided in 14 regions. I~
—
F | The strips of land were called Quilombos. <
=
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=
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DATE: BILINGUAL
v
GEOGRAPHY
Integrated with Math — The People of Brazil - Worksheet 1, Pg. 2/2 — LI
03. Research some names and donatdrios (donatary captains) of the hereditary captaincies
in Brazil and mark them on the map. What were the rights and duties of the donatarios?
CAPITANIA DO MARANHÃO: JOÃO DE BARROS E

AIRES DA CUNHA E FERNANDO ÁLVARES DE ANDRADE
B CAPITANIA DE PIAUÍ. ANTONIO CARDOSO DE
~~ Tordesilias=
BARROS ANDRADE
CAPITANIA DO CEARÁ: ANTONIO CARDOSO DE
BARROS
OO
CAPITANIA DO RIO GRANDE JOÃO DE BARROS E

AIRES DA CUNHA
CAPITANIA DE ITAMARACÁ: PERO LOPES DE
SOUSA
NE
CAPITANIA DE PERNAMBUCO: DUARTE COELHO

PEREIRA
CAPITANIA DA BAÍA DE TODOS OS SANTOS:
O
FRANCISCO PEREIRA COUTINHO

CAPITANIA DE ILHÉUS: JORGE DE FIGUEIREDO
BS
CORREIA
CAPITANIA DE PORTO SEGURO: PERC DO CAMPO
TOURINHO
888
CAPITANIA DO ESPÍRITO SANTO: VASCO

FERNANDES COUTINHO
CAPITANIA DE SÃO TOME: PERO DE GÓIS DA

SILVEIRA
CAPITANIA DE SÃO VICENTE MARTIM AFONSO DE SOUSA
B03
CAPITANIA DE SANTO AMARO: PERO LOPES DE SOUSA

CAPITANIA DE SANTANA: PERO LOPES DE SOUSA

=
O
a
|
ET ENSLAVE INDIGENOUS PEOPLE; CHARGE TAXES AND DONATE ~
UNCULTIVATED LANDS CALLED SESMARIAS; EXPLORE THE REGION AND TAKE ALL KINDS OF —
NATURAL RESOURCES. <

=
SETTLE, MANAGE AND PROTECT THE TERRITORY; DEVELOP LOCAL ECONOMY; PAY O
2
THE 10% DUTY TO THE PORTUGUESE COURT.
=
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PBO2
References: shutterstockcom / 001 - Rainer lesniewski

GEOGRAPHY
Integrated with Math — The People of Brazil - Worksheet 2 — LI
01. Read the text below.
[..] Quilombos were formed from a wide variety of processes that include the escape
of slaves to free and generally isolated lands. However, freedom was also acquired
through inheritance, donations and land revenues as payment for services rendered
to the state or for stays on the lands they occupied and cultivated. There are also cases
of land purchase both during the term of the slave regime and after its abolition. [...]
Source: Quilombolas Communities in Brazil, Comissão Pro-Indio de Sao Paulo. Avdilabie at

<https:/ [episp.orgbr/direitosguilombolas/observatorio- terras-quilombolas/guilombolas-
communities-in-brozil/ Accessed on March 27, 2023.
» Use your own words to define what a “quilombo” is.

THE BLACK POPULATION THAT RESISTED THE SLAVERY SYSTEM ORGANIZED THEMSELVES
INTO COMMUNITIES CALLED QUILOMBOS THAT BECAME PART OF THE TRADITIONAL
BRAZILIAN PEOPLES.
02. Access the Fundação Cultural Palmares website (https://s.systemic.com.br/

fundaaopalmares) and research the names of some traditional quilombolas
communities in your state, identify where they are located and provide some information
on them. Take notes and share your findings with your classmates.
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5
PERSONAL ANSWER o.
total ou parcial
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NAME: DATE: O SPP IEMIC 2

GEOGRAPHY
Integrated with Math — The People of Brazil - Worksheet 1 — L2
01. The main Brazilian economic cycles were centered on the business activities and
products that helped to promote our country’s economic growth in different historical
periods. Research and answer the questions:
a. What were the main economic cycles in Brazil since its discovery? Complete the
timeline.
16th To 18th Centu 18th To 19th Centur

SUGARCANE
19th To 20th Centur

BRAZILWOOD GOLD RUBBER/ COFFEE
b. What's the connection between the economic cycles and the formation of Brazilian
territory?
THE FORMATION OF BRAZILIAN TERRITORY WAS HIGHLY INFLUENCED BY (OR EVEN BASED ON)
THE ECONOMIC CYCLES WHICH INCREASED MIGRATORY MOVEMENTS, ATTRACTING THE
POPULATION TO CERTAIN AREAS IN SEARCH FOR BETTER OPPORTUNITIES.
a reprodução total ou parcial desta obra.
ibida
A 14
[7] SYSTEMIC
PBO4
BILINGUAL
References: shutterstockcom / 001

— pokku
GEOGRAPHY
Integrated with Math — The People of Brazil - Worksheet 2 — L2
01. Analyze the following picture. What can you observe? Do you know what city it is? Do you
know more places like this? Brainstorm your ideas.
THE FORMATION OF BRAZILIAN TERRITORY WAS HIGHLY INFLUENCED BY (OR EVEN

BASED ON) THE ECONOMIC CYCLES WHICH INCREASED MIGRATORY MOVEMENTS,
ATTRACTING THE POPULATION TO CERTAIN AREAS IN SEARCH FOR BETTER
OPPORTUNITIES.
02. Look at the picture and answer: Do you think Brazil is a country with social inequality?
Why?
BECAUSE OF THE HISTORICAL

CONCENTRATION OF INCOME IN THE
HANDS OF A FEW PEOPLE.
( Aproibida a reprodução total ou parcial desta obra.
yo
oO
a
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The Dinner, a white couple being served mr
and fanned by black slaves, from
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References: shutterstockcom / 001 - pokku / 062 = Joa Souza // wikimedia.org / 003 - Jean-Baptiste Debret
GEOGRAPHY
Integrated with Social Studies — The People of Brazil - Worksheet |, Pg. 1/2 — L3
01. Research the origins of the word caigara. What does it mean?
CAICARA IS A TUPI WORD THAT REFERS TO THE FENCES OR WOODEN STAKES USED TO
PROTECT THE INDIGENOUS TRIBES/ VILLAGES.
02. Who is considered cai¢cara nowadays? Where do they live? What is their lifestyle like?
CAICARA IS SOMEONE WHO LIVES SURROUNDED BY THE SEA AND THE MOUNTAINS IN
THE SOUTH AND SOUTHEAST COASTAL AREAS. THEIR MAIN ECONOMIC ACTIVITIES ARE
AGRICULTURE, FISHING, EXTRACTIVISM AND CRAFTWORK.
03. Have you ever heard about the ribeirinhos (riverside peoples)? Who are they? Where do
they live and what is their main economic activity?
THE RIVERSIDE PEOPLES (RIBEIRINHOS) ARE THOSE WHO LIVE NEAR THE RIVERS, MAINLY IN THE
AMAZON AREA, AND WHOSE MAIN ECONOMIC ACTIVITY IS ARTISANAL FISHING.
desta obra.
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References: shutterstockcom / 001 - Luiz Debortoli / 002 — Karol Moraes / 003 - Luiz Debortoli
v
Integrated with Social Studies - The People of Brazil - Worksheet |, Pg. 2/2 - 13
04. Look at the images, choose if the tradition relates to the CAICARAS or RIBEIRINHOS and
check your answers with your classmates and teacher. Then, paste them in the correct
columns.
1 a
CANOA DEVOGA EEE
——
à PALAFITAS
= SER
|
05. Choose one of the traditions and research it. Prepare yourself to share your findings with
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APPENDIX
Integrated with Social Studies — The People of Brazil - Worksheet 1, Pg. 2/2 - L3
CARIMBO
SIRIZADA JI 4 al PaLAFITAS
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References: shutterstockcom / 001 — photomontage: Nelson Antoine / The World

Views / Leandro ince Coelho / Marcio Masulino / Luciona Serra /
grarymi 7)
BILINGUAL
SYSTEM | Cc | |
(EW crocraPHY
ÃO, Integrated with Math — The People of Brazil - Worksheet 1 — L4
01. Follow your teacher's instructions; analyze the IBGE data and create a column chart
to explain the Brazilian population distribution in its administrative regions. The Y axis
represents the population count (every 10 million) and the X axis represents the Brazilian
regions.
100,000,0001
90,000,000
80,000,000
70,000,000+
60,000,000+
50,000,0004
40,000,0004
30,000,000+
20,000,000}
10,000,000
0
wv
NORTHEAST NORTH MID WEST SOUTHEAST SOUTH
02. Analyze the Predominant ethnic-racial groups in Brazil and follow your teacher's
instructions to create your version of the map.
Pr
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[] Amerindian O
2
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References: shutterstock.com / 001 - Rainer Lesniewski

(OW crocraPHY
ÃO, Integrated with Social Studies - The People of Brazil - Worksheet |, Pq. 1/2 - LB
01. Use the spaces below to write your findings or to add images.
PERSONAL ANSWER
PERSONAL ANSWER
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PBI10
References: shutterstockcom / 001 - Celso Pupo / 002 - Fred 5. Pinheiro / 003 - Erica Catarina Pontes / 004 — will Rodrigues
v
GEOGRAPHY
Integrated with Social Studies — The People of Brazil - Worksheet 1, Pg. 2/2 — 15
02. Now, answer the following questions related to your research:
| a. What is miscegenation? How is it depicted in the lyrics/poem/movies/series/book? |
MISCEGENATION IS THE MIXTURE OF RACES AND ETHNICITIES, LIVING IN HARMONY.
| b. What is the message this artistic expression tries to convey? |
PERSONAL ANSWER
| c. What is the genetic make-up of Brazilian people?
INDIGENOUS PEOPLE, WHITE PEOPLE, BLACK PEOPLE AND MIXED-RACE PEOPLE.
d. Are there any cultural traditions in the work of art that can be related to the African,
Indigenous and/or Portuguese people? Which ones?
PERSONAL ANSWER
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References: shutterstockcom / 001 - Bricolage

GEOGRAPHY
Integrated with Math — The People of Brazil - Worksheet 1 - L6
01. What color or race do you consider yourself? Why?
PERSONAL ANSWER
02. Do you know the origin of your ancestors? If yes, what are they?
PERSONAL ANSWER
03. Access the suggested links or others and find out information about the origin of your
surname. Then, research the immigration process from your surname’s country of origin
to Brazil. Register your findings and share them with your classmates.
Geneanet. Family Search: Forebears:

ssystemiccombr/ |: ssystemic.combr/ s.systemic.combr/
geneaneteng | [El familysearcheng forebears
NSWER =<-
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References: shutterstock.com / 001 — Kittyfly
MARITIME
Fr EXPANSION
LDL SLLSLSLSLSLSLAZAZO
0 SYSTEMIC
BILINGUAL
HISTORY
Integrated with Social Studies - Maritime Expansion - Worksheet 1 — LU
01. Work in pairs. Follow your teacher's instructions and research some aspects of traditional
Amerindian and African culture.
PERSONAL ANSWERS
=
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—
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(5) SYSTEMIC
MEO]
References: shutterstockcom / 001 - Nick Fox

/ 002 - michaeljung / 003 - W, Scott McGill / 004 — Valmedia
/ 005 - joe arrigo
/ 006 - Sayf Rover
HISTORY
Integrated with Social Studies - Maritime Expansion - Worksheet 2, Pg. 1/2 — U
ol. Discuss these questions with your classmates and write down your answers:
a. What is cultural heritage?
PERSONAL ANSWER
b. What aspects of Indigenous or African culture heritage can you observe in your
own culture?
PERSONAL ANSWER
c. How important is it to cultivate cultural heritage?
PERSONAL ANSWER
02 . Read the passages and summarize what cultural heritage means for Indigenous and
African people.
What is Indigenous Cultural Heritage?

[..] For Indigenous Peoples, cultural heritage refers to ideas, experiences, objects, artistic
expressions, practices, knowledge, and places that are valued because they are culturally oe
meaningful, connected to shared memory, or linked to collective identity. Indigenous õ
cultural heritage cannot be separated from either Indigenous identity or Indigenous life.
a
|
Indigenous cultural heritage can be inherited from ancestors, or it can be created by mr
people today as a legacy for future generations. [..] —
=
=
Source: What is Indigenous Cultural Hetitage?, Indigenous Heritage Circle. Avdilable at< https://
O
indigenousheritage ca/what-is-indigenous-cultural-heritage/#:~text=For%20indigenous¥%20
Peoples%2C%20cultural%20heritage,or%20linked%20to%20collective%20identity.> Accessed on =>
Feb 23,2023
=
0
O SYSTEMIC
MEO?

Y
HISTORY
Integrated with Social Studies - Maritime Expansion - Worksheet 2, Pg. 2/2 - 11
African Traditions are expressed through music, art, dance and

sculpture...
African Tradition is expressed through many different art forms, such as music, dance,
art, sculpture and beadwork. [..] Many African languages are "tone languages,” meaning
that pitch level determines meaning.
» Oral Tradition
Oral tradition is very important in African culture, as it insures the passage of cultural
practices from one generation to another. Listening is an equally important skill, which
has been perfected by the traditional oral practices. Numerous songs and dances have
been transmitted by word of mouth. [..]
Source: African Traditions, Victoria Falls Guide: Available at<https://www.victoriafalls- guide.net/

african-traditions.html> Accessed on Feb 23, 2023.
FOR INDIGENOUS PEOPLES, CULTURAL HERITAGE IS RELATED TO THE IDEAS, EXPERIENCES,

OBJECTS, ARTISTIC EXPRESSIONS, PRACTICES, KNOWLEDGE WHICH ARE HIGHLY
CONNECTED TO THEIR PEOPLE'S HISTORY. FOR AFRICAN PEOPLE THEIR CULTURAL
HERITAGE IS EXPRESSED IN THEIR TRADITIONS, ARTS, MUSIC, AND LANGUAGE.
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References: shutterstockcom / 001 - Joa Souza / 002 - imorarash
E
IISTORY
Lil 1=A"4
Integrated with Geography - Maritime Expansion - Worksheet 1, Pg. 1/2 — L2
Ol. Work in groups. Research the ships/caravels and fill in the chart. Present your group's
findings to the whole class.
CAPTAIN/EXPL ORER CONTRY
NINA, PINTA AND SANTA CHRISTOPHER COLUMBUS SPAIN

MARIA
MAYFLOWER JOHN SMITH BRITAIN/ ENGLAND
THE GRANDE HERMINE,

PETITE HERMINE AND JACQUES CARTIER FRANCE
EMERILLON
SANTO ANTONIO, SAO

PEDRO AND NOSSA PEDRO ALVARES CABRAL PORTUGAL
SENHORA ANUNCIADA
pra)
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References: shutterstockcom / 001 - Michael Rosskothen

V
HISTORY
Integrated with Geography - Maritime Expansion - Worksheet 1, Pg. 2/2 — 12
02. Paint the area on the map which was colonized by the explorer/ country chosen by your
group.
Greenland € 1
bn, (DENMARK)
a
Galapagen lands
ECUADOR)
BILINGUAL 7 - Part II
desta obra.
total ou parcial
= British
EH French
| Portuguese
= Spanish
A) SYSTEMIC
MEOS
References: shutterstockcom / 001 — photomontage: Peter Hermes Furian / Alex Storoseitsev

MN
HISTORY
Integrated with Geography - Maritime Expansion - Worksheet 1 — L3
ol. Read aboutsome famous Portuguese explorers. Match the names with their achievements.
B Bartolomeu Dias B Vasco da Gama Pedro Alvares Cabral
D | Ferdinand Magellan VE | Diogo Cão
He is best known for discovering Brazil in 1500, while en route to India.
Although he was not Portuguese himself, he sailed under the Portuguese flag and was
sponsored by King Manuel | of Portugal. In 1519, he set sail on a mission to discover a
new sea route to the Spice Islands of Indonesia, and he became the first European to
sail around the world.
In 1488, he became the first European to sail around the southern tip of Africa, now
known as the Cape of Good Hope. This opened a sea route to India and other parts of
Asia.
In 1498, he became the first European to reach India by sea. He sailed from Portugal to
India, rounding the Cape of Good Hope and crossing the Indian Ocean, establishing a
direct trade route between Europe and Asia.
In 1482, he explored the Congo River and established a trading post in the area. With
his help, Portugal gained access to the African interior and controlled the slave trade.
02. What does the map show about the European maritime expansion?
THE MAP SHOWS VASCO DA GAMA,

PORTUGUESE EXPLORER, FIRST VOYAGE
FROM LISBON AROUND AFRICA TO INDIA.
pe
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References: shutterstockcom / 001 -Peter Hermes Furian

NM
HISTORY
mm Integrated with Geography - Maritime Expansion - Worksheet 2, Pg.1/2-13
ol. Read the article. Then answer the questions.
Christopher Columbus and the Treaty of Tordesillas
[.] Back in Lisbon, in late 1488, the Genoese navigator, Christopher Columbus, was
among those in the audience as Dias shared tales of his historic voyage with John's
court. Columbus, who had received his training in navigation in Lisbon and had been
married to a Portuguese woman, tried to interest John in his own proposal to find the
resource-rich Indies by sailing west. But the Portuguese king rejected this idea, leaving
Columbus to seek support from John's rival monarchs, Isabella and Ferdinand of Spain.
In 1494, the year after Columbus made his triumphant return to Europe after reaching
what are now the Bahamas, Cuba, Haiti and the Dominican Republic, negotiators from
Portugal and Spain met in a small Spanish town to divide up control of what they called
the “New World.”
According to the Treaty of Tordesillas, a vertical line was drawn through the Atlantic
Ocean about 345 miles west of the Cape Verde Islands, located off the northwestern
African coast and controlled at the time by Portugal. Spain claimed all lands to the west
of the line; Portugal all lands to the east, including the coast of Brazil, which at the time
had not yet been officially “discovered.” (Portuguese explorer Pedro Alvares Cabral would
reach Brazil in 1500, prompting speculation by historians that, in fact, Portugal already
knew of its existence from an earlier expedition, and had used that knowledge to push
the treaty's boundaries further west.) [..]
Adapted from: Sarah Pruitt, History. Available at < https:/ www history. com/news/ BILINGUAL 7 - Part ll
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References: shutterstockcom / 001 - photomontage: Africa Studio / fivacore

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NAME
a. Paint the areas belonging to Portugal and to Spain according to what the text states about the Treaty of
Tordesillas. ==
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b. Whatis the relationship of this Treaty with the languages spoken in Latin America?
ALL LATIN AMERICA NATIONS ARE MAINLY SPANISH-SPEAKING COUNTRIES WITH THE EXCEPTION OF BRAZIL BECAUSE
THE EASTERN PART OF BRAZIL IS IN THE EAST OF THE DEMARCATED LINE.
O PATA ias
HISTORY
Maritime Expansion - Worksheet |, Pg. 1/2 — 14
01. Feudalism was a system of land tenure and labor services based on the relationship
between lords and their vassals. Read and match the words to their definitions.
B A member of the lowest feudal class.

vassal
e The political and social system of medieval Europe.
feudalism
A soldier of high military rank.
knight
B A powerful landowner who ruled over an area
peasant
[e | The period in European history between the 14th and 16th
monarch
century.
medieval
F | A king or queen who rules a territory.
lord
E Someone who lived on the lord's land.
02. Work in groups and discuss:
a. Inyour opinion, was there any influence of mercantilism in the exploitation of natural
resources?
PERSONAL ANSWER
b. If so, what kind of influence was that?
PERSONAL ANSWER
BILINGUAL 7 = Part ll
c. Which world region do you think was affected the most by these interventions:
America or Africa? Why?
WER
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References: shutterstockcom / 001 - DjunaPix

Vv
= HISTORY
Maritime Expansion - Worksheet |, Pg. 2/2 - L4
03. Read the article excerpt. List some consequences of colonial extraction in Africa.
African Economic Development and Colonial Legacies
[.] Colonial extraction in Africa

could be seen most decisively in the
appropriation of land for European settlers
or plantations, a strategy used not only to
provide European investors and settlers
with cheap and secure control of land, but
also to oblige Africans to sell their labor
to European farmers, planters or mine-
owners (Palmer and Parsons 1977). Even
in the “peasant” colonies, i.e, where the of markets in land rights on land occupied
land remained overwhelmingly in African by Africans, whether in “settler” or
ownership, we will see that major parts “peasant” colonies (Phillips 1989). From the
of the services sector were effectively perspectives of both dependency theory
monopolized by Europeans. Then there was and “rational choice” institutionalism, the
coercive recruitment of labor by colonial original sin of colonialism in Africa was that
administrations, whether to work for the it did not introduce a full-blooded capitalist
State or for European private enterprise system, based upon private property and
(Fall 1993; Northrup 1988). Of potentially thereby generating the pressures towards
great long-term importance, was the competition and accumulation necessary
unwillingness of colonial governments to to drive self-sustained economic growth.
accept, still less promote, the emergence [...]
-
Source: Gareth Austin, Open Edition Journals. Available at< https {ljournals openedition
org/poldev/78> Accessed on February 28, 2023.
Oo
a.
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mr
EUROPEAN INVESTORS AND SETTLERS HAD CHEAP AND SECURE CONTROL OF LAND. —
<q
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AFRICANS HAD TO SELL THEIR LABOR TO EUROPEAN FARMERS.

=
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=
THERE WAS COERCIVE WORK FORCE RECRUITMENT.
[#)) SYSTEMIC
MEIO
NAME: DATE: 2 BILINGUAL
/ 001 - Jen Watson
/ 062 - Jen Watson
DV
Maritime Expansion - Worksheet 1, Pg. 1/2-16
01. How do you analyze these two pictures? Share your ideas with your classmates.
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total ou parcial
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BOTH PICTURES SHOW BLACK SLAVES. THE FIRST PICTURE SHOWS SLAVES CHAINED —)
TOGETHER AND MARCHING FROM ONE PLACE TO ANOTHER BY OWNERS OR SLAVE

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TRADERS. THE OTHER SHOWS ENSLAVED PEOPLE WORKING IN THE FIELDS/ RURAL SETTING. O
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References: shutterstockcom / 001 002 - Everett Collection

HISTORY
Maritime Expansion - Worksheet 1, Pg. 2/2 - LS
02. Read the text and answer the questions.
bs
» Slavery in America
Throughout the 17th and 18th centuries, people were kidnapped from the continent of
Africa, forcedintoslaveryinthe
American colonies and exploited toworkinthe production
of crops such as tobacco and cotton. By the mid-18th century, America’s westward
expansion and the abolition movement provoked a great debate over slavery that
would tear the nation apart in the bloody Civil War. Though the Union victory freed
the nation’s four million enslaved people, the legacy of slavery continued to influence
American history, from the Reconstruction to the civil rights movement that emerged
a century after emancipation and beyond. [..]
Source: Slavery in America. History. Available at < https: /www.history.com/topics/black-

history/slaverys Accessed on Feb 28, 2023.
a. How did people become slaves in America?

THEY WERE KIDNAPPED.
b. How was their knowledge exploited?

THEY WERE EXPLOITED IN THE PRODUCTION OF CROPS.
c. What was the consequence of the discussion about slavery in America in the 19th
-
century?
A CIVIL WAR. õ
a
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d. How were the slaves in your country exploited? rx
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Maritime Expansion - Worksheet 1 - L6
01. In groups, research examples of modern slavery and propose a campaign to increase
education and awareness about forced labor.
PROJECT “BREAK THE CHAINS"
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References: shutterstock.com / 001 - Billion Photos

B7 Part II

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In this module, you will study about

* The Strangest Animals;

DE QUE FORMA O SYSTEMIC BILINGUAL ATUA?

Construção progressiva da autoconfiança e autonomia;

Abertura à diversidade cultural do mundo globalizado e interligado.

Aprendizagem por meio de atividades variadas levando em consideração as inteligências múltiplas;

Enjoy Sustemic, learn a lot of English, and have fun!

Scientists usually classify living things according to characteristics shared by groups of

Vertebrates share a (3) DISTINGUISHING (distinguish) characteristic, they have

* How their body temperature is maintained - Vertebrates may be ectothermic

NAME: DATE: BILINGUAL

References: shutterstockcom / 001 — Mirek Kijewski >

* Reptiles lay their eggs on land.

References: shutterstockcom / 001 - Wesley Aston

* All of them are ectothermic.

References: shutterstockcom / 001 - goran_safarek

» They are the only group of animals to have feathers.

References: shutterstockcom / 001 — Ondrej Prosicky

* Mammals have lungs and extract oxygen from the air.

* Their body is totally or partly covered with hair.

References: shuttarstockcom / 001 - PHOTOCRED Michal Bednarek LJ

THE UGLIEST ANIMAL ON EARTH

NAME: DATE: BILINGUAL

B HIDEOUS SAGGING (SAGGY)

NAME: DATE: O) aul

01. Here are a few facts about the blobfish.

» What is the animal's scientific name? %º

» What are its natural predators? =

» Is there any other special/curious/weird characteristic worth mentioning? —

NAME: DATE: BILINGUAL

a. What is the animal's scientific name?

b. What class of vertebrate does the animal belong to?

c. What size is it?

d. What does it look like?

e. Are there any differences between males and females?

h. How does it reproduce?

i. How does it move?

j. How long does it live? / What is its lifespan?

k. What are its natural predators?

I. Is there any other special/curious/weird characteristic worth mentioning?

Proboscis Monkey or Titicaca Water Frog

NAME: DATE: BILINGUAL

NAME: DATE: & Sa EMIC

fins that | am sure | looked like an hourglass! We all celebrated my(absolutely)unexpected

Write down the new words and their definition here.

NAME: DATE: BILINGUAL

_AN ADVERB OF DEGREE/ INTENSITY SHOWS THE DEGREE OR INTENSITY OF AN ADJECTIVE, —

» Your example using an adverb of degree modifying an adjective:

» Your example using an adverb of degree modifying a verb:

c. He found the street very* easily. oe

NAME: DATE: BILINGUAL

NAME: DATE: BILINGUAL

NAME: DATE: BILINGUAL

01. Read the text.

a. What is the importance of simple machines in our lives?

b. How different would the world be without simple machines?

References: shutterstockcom / 001 - VOB Photos

02. Match the descriptions to the simple machines.

NAME: DATE: BILINGUAL

01. Read the text.

SECOND CLASS THIRD CLASS

NAME: DATE: BILINGUAL

Ol. Read the following statement.

“Give me a place to stand and