Social Studies: Presidents biographies.

Juan José Flores, Founder of the Republic

Juan José Flores was Ecuador’s first president and is remembered today as “The Founder of the Republic”. Although born in Venezuela in the year 1800, Flores spent most of his life in the service of Ecuador and was instrumental in both the attainment and maintenance of the country’s independence in an era in which national borders were far from being set in stone. A soldier at the age of 15 and a full-fledged general at 29, Flores was acclaimed Ecuador’s president shortly after the new nation broke away from the disintegrating federation known as Gran Colombia. Ecuador’s independence was no sure thing - Flores faced opposition from within the country from those who opposed independence and also from the armies of Colombia, who invaded Ecuador in 1832 and 1834. Flores finally defeated the Colombians in January of 1835 in a crucial battle near the Ecuadorian town of Ambato. Flores resigned his office before the 1835 election, allowing Vicente Rocafuerte to become the next president. Flores was re-elected president in 1839. With Ecuador secure from foreign attack and the internal rebellions crushed, Flores set about establishing Ecuador’s social and political infrastructure, with political power centred on the capitol city of Quito. He was re-elected in 1843, although he had to fine tune the country’s constitution somewhat to allow him to serve a third term. By 1845, however, a rebellion led by Rocafuerte finally succeeded in driving Flores from the power, and he left Ecuador for Paris where he lived until 1860.  Juan José Flores died at sea in 1864 of uraemia, a fatal condition caused by kidney failure. One of his children was Antonio Flores, who himself became president of Ecuador in 1888.

Vicente Rocafuerte y Bejarano

(May 1, 1783 – May 16, 1847) was an influential figure in Ecuadorian politics and President of Ecuador from September 10, 1834 to January 31, 1839. He was born into an aristocratic family in Guayaquil, Ecuador, he was sent to Madrid to finish his education. He returned to Ecuador in 1807, and committed himself to freeing his land, first from Spanish rule, and later from the Republic of Gran Colombia. After Ecuadorian independence, Rocafuerte was elected a member of the National Congressfor Pichincha Province. He led the opposition to President Juan José Flores, who exiled him to Peru.  Rocafuerte returned, on September 20, 1833, became Governor of Guayas Province. He revolted against Flores, but was defeated and imprisoned. Rocafuerte negotiated a settlement with Flores, and was released from prison. The settlement allowed Flores to finish his term in office, and promised Rocafuerte would become president afterwards, with Flores to head the army.

During his presidency, Rocafuerte passed a new constitution in 1835, and gave greater protection to indigenous people in Ecuador. In 1839, after Rocafuerte had left office, Flores was again elected president, and for some time there were no difficulties between the two men. However, after electoral irregularities in 1843, Flores annulled the 1835 constitution and passed a new one, called by Rocafuerte 'The Letter of Slavery'. When Flores took up a third term as president in 1843, Rocafuerte left Ecuador in protest. After a short rebellion, Rocafuerte and Vicente Ramón Roca overthrew Flores on March 6, 1845, and Roca became president of Ecuador later that year.  Under Vicente Ramón Roca's presidency, Rocafuerte was appointed as special representative to various South American countries. He died on May 16, 1847.

Vicente Ramón Roca

Ecuadorian politician, born in Guayaquil on September 2, 1792, and died in the same city on February 23, 1858. He was member of the provisional since March 7 Government until December 8, 1845 and constitutional President in the period 1845-1849. He didn’t attended college, and perhaps not secondary. Practical man, disciplined, serious and ambitious, became prosperous merchant since his youth. He enjoyed the friendship of Simón Bolívar. He was a representative and Senator in several opportunities, and one of the leaders of the revolution "marcist", that which was held in Guayaquil on March 6, 1845, against President Flores. After the revolution, he formed a triumvirate that included him, along with Olmedo and Diego Noboa. The objective of this interim Government was winning the accession of the rest of the country. General Flores promised to go to Europe for a couple of years if the Provisional Government kept the military hierarchy, his honours and pensions, and paid him unpaid wages and gave him some travel expenses of 20,000 pesos. The triumvirate agreed immediately and Flores travelled to Europe. The meeting Convention in Cuenca, elected Roca as President of the Republic after numerous votes. One of the major problems that Roca faced during his Government was the threat of a reconquest of the Ecuador that Juan José Flores was preparing from Europe. With fear, Roca sent emissaries to several South American capitals in order to form a common front against an eventual invasion attempt. English public opinion denied all support to Flores and the project collapsed. Roca was able to end the “Floreana crisis”: he surrounded himself with competent people, respected the opposition and managed to keep the unity of the nation. He left poor by the Presidency, and in 1851 he was exiled to the Peru. On his return to Guayaquil, he had an insecure and poor life, working until his death as an employee of a trade with his cousin Agustín Roca.

Manuel de Ascásubi y Matheu (1804-1876)

Ecuadorian politician, born in Quito in 1804 and died in the same city in 1876. He was President of the Republic from October 16, 1847 to December 7, 1850. He came from a family of Patriots committed to the cause of independence: his paternal uncle, Francisco Javier Ascásubi, was one of the principal chiefs of the Quito revolution of 1809 and one of those killed in Quito on August 2, 1810; his father had also been pursued by the royalists. He was member of the society of "El Quiteño Libre", from which fought against general Flores. He served as Senator, Minister of war in the second administration of García Moreno, and twice Vice President. In 1849, the Congress met to elect successor to President Roca, the Congress chose to give the Government a Manuel de Ascásubi, who came to power on October 16, 1849. Ascasubi was a sensible and progressive, government aided in the Ministry of the Interior and of war by Benigno Malo and the Treasury by Javier Valdivieso. Schools were established in the barracks and Sunday schools for the people; the study of medicine and the hospital care has been improved and clarified itself public accounting. The opposition fought from the beginning of its mandate up to impeach him, which, after several attempts, was deposed by general Urvina, who ceded the Presidency to Diego Noboa.

Science Class: Pictures and Games.

Dear Students:

Here you have some pictures about the soil composition.

Please check the next page and the following games so we can learn more about the soil.
http://www.soils4kids.org/about

Games: http://www.soils4kids.org/games. Please check the game: Hidden Horizons, this will help you through the lesson for the next class.

Enjoy!! And don't forget to print the reading below. (Reading N1 and Reading N2.)

Reading N. 2: Soil Composition

Soil Composition

DRY FOREST

Soils consist primarily of volcanic material mixed with small amounts of marine strata. These are mostly sandy, clayey or formed from volcanic stones. Only locally in the south, contains both pre-Cretaceous metamorphic rock and granite of similar age. It is the natural eastern limit of the dry forest in the northern part of the ecoregion. The Chongón-Colonche range is the major mountain group of the ecoregion, and lies in a primarily southeast-northwest direction. These foothills form basins of small rivers that emerge primarily in the rainy reason.

An important source of moisture in these mountains is the sea mist known as Garúa that forms during the austral winter which condenses at higher elevations. West of the coastal range the dry tropical forest becomes tropical rainforest, without a clearly discernible transition zone. These topographical conditions create an altitudinal gradient that is reflected in the characteristics of the vegetation in the dry forest, which despite what might be expected has higher rates of regeneration and growth than the wet forests, a favorable aspect for its natural regeneration.

The southwest zone is more affected by the Humbolt current and precipitation does not exceed 1500 millimeters (mm) per year, while the coastal strip is drier and precipitation reaches 300 mm. The vegetation is characterized as deciduous or semi-deciduous due to seasonal drought and can be considered a homogeneous arboreal mass that is quite dense. The dry forest has trees that reach 20 meters (m) high, abundant bromeliads, mosses and epiphytes, while the undercanopy has many species of thorny shrubs and cactus and the understory is dominated by small herbaceae mainly from the Acanthaceae and Polypodiopsidae families.

Some of the principal endemic species of vegetation specific to this ecoregion are: Ceibos, mesquite, Cordia lutea, Cordia,  Moral Fino (Sota), Maclura tinctoria, guaiacan, Palo santo, Chanduy, Croton.  There are other species highly prized by the lumber industry and thus endangered such as golden trumpet, laurel, cedar, ebony, "madero negro" and "Colorado”. Other species are very valuable for the non-wood products they provide; this is true of the tagua palm  and "barbasco".

Rainforest

Many tropical soils have been under forest cover for millions of years. Over this period, and under high rainfall conditions, deep tropical soils have been formed from the underlying rock. Tropical soils are often several metres deep, but the soils are often washed out, or strongly leached, with large amounts of nutrients and minerals being removed from the subsoils and considerable thickness of rock broken down to produce soil. Over many millions of years this leaching has left most of the soils lacking many of the fundamental nutrients needed by the above ground vegetation.

So how does such a lush vegetation exist if the soils are so depleted of nutrients. The answer lies in the very thin topsoils, made up mainly of decaying vegetal and animal remains. An amazing cycle exists between the huge body of vegetation above ground and this thin topsoil. The rainforest depends for its nutrients on the constant recycling of its enormous biomass.

Plant remains fall to the ground, are consumed and broken down by the huge range of soil organisms in and on the soil, converted by these back into nutrients which can then be used by the dense vegetation above. It is a constant cycle. The thin layer of topsoil is the engine house for the food supply for the tropical forest and, together with climate, is responsible for the maintenance of the huge biomass. This is surely one of the most incredible cycles in nature - and it works.

The tropical rainforest is often in the news for various reasons. There are major concerns about deforestation of it and the consequent damage to the soil. From a soil point of view, cutting down of the rainforest disturbs the natural soil-plant cycle and makes the soils extremely vulnerable to soil erosion and loss of this vital topsoil. The topsoil also holds huge amounts of carbon which is now known to have a major potential influence on CO² levels in the atmosphere and hence a major potential influence on climate change.

MANGROVE

Soils are made up of sand, silt and clay in different combinations, and 'mud' actually refers to a mixture of silt and clay, both of which are rich in organic matter (detritus).

Reading N. 1: SOILS AND TOPOGRAPHY in ECUADOR

SOILS AND TOPOGRAPHY in ECUADOR

Topography
Ecuador is divided into three continental regions--the Costa, Sierra, and Oriente areas, plus one insular region--the Galápagos Islands (Ecuador, 2001). The Coastal region is located between the Pacific Ocean and the Andes Mountains, and it consists of lowlands and mountains. The lowlands are generally below 200 metres, whereas the Coastal Mountains ("Cordillera Costanera"). The width of the Costa ranges between 15 and 150 kilometres.

The Sierra includes two major chains of the Andes Mountains that run north - South, the Cordillera Occidental (Western Chain) and Cordillera Oriental (Eastern Chain). The Western Chain contains Ecuador's highest peak, 6,267 metre Mount Chimborazo. The Oriente consists of two subregions: the Andean piedmont and the Eastern lowlands. The piedmont drops from a height of 3,353 metres to the lowlands, which spread out at an altitude of 150 to 300 metres.

Soils
The extremely variable topography of the country is associated with a complex mosaic of soils.

The Coastal littoral, 

Located between the Pacific Ocean and the western Andes possesses an abundance of hydromorphic soils particularly in the well-watered parts, which have moderate to low drainage, and moderate fertility. It contains soils derived from deposits of diverse origins influenced by volcanic activity of the Andes, aeolian transport of volcanic ashes and alluvial deposits, all subjected to intense weathering.

In the temperate Andean eco-zone 

(see below under ecozones), soils vary somewhat depending upon rainfall. It should be noted that classification of Andean soils is notoriously complex; details and equivalencies between systems of classification are available. The portion of the temperate area frequently classified as a low montane spiniferous steppe, with rainfall of less than 500 mm includes the following soils:

(a) Durandept, sandy loams, with a calcareous layer located above a duripan placed at a depth of 70 cm - these are soils that if irrigated support a variety of annual crops, lucerne, oats and Kikuyu grass;

(b) Durustoll, generally located on slopes, over fine ashes and also with an underlying duripan;

(c) Eutrandept, loamy soils with very fine ash, low water retention, pH 7; and lastly

(d) Torripsamment, very sandy soils, with less than 1 percent organic matter and pH 8. When rainfall increases to 500-1,000 mm, the zone is classified as low montane dry forest, and includes very variable soils, most frequently derived from volcanic ashes. These are clayey loams, black soils, that support productive stands of lucerne if irrigated. The low montane humid forest zone is encountered in areas with 1,000 to 2,000 mm, and has similar soils to the previous one.

The cold temperate eco-zone 

Is found at high altitudes. Within it, the Paramo (or cold high steppe) is the typical landscape, receiving 250-500 mm rainfall. In general terms, Paramo soils are of volcanic origin; these include soils derived from recent volcanic ashes, and those derived from metamorphic and igneous rocks. Those of the northern and central Paramos are generally Andisols, young, undifferentiated, high in organic matter, with high water retention capacity, highly permeable and resistant to erosion. Nevertheless, once they lose these physical properties as consequence of compaction, they begin to repel water. Soils of the southern Paramos are generally Inceptisols, derived from metamorphic rocks, older than the previous one, less fertile but have less capacity.

Soils of the Amazon piedmont, on the eastern slope of the Andes are mostly Inceptisols of low to medium fertility. It has soils with pH 5-5.8. In the lowland plains three main types of soils are recognized:

(a) alluvial sandy soils in the flatter portions along the rivers, seasonally cultivated with a variety of crops;

(b) black, fertile volcanic soils, in the plains located near the Napo River, and

(c) red ultisols in broken hills, characteristically acid and of low fertility.

DCD's Block 2

Please dear students print the DCD's and paste them in the correct notebook.

DCD’s Language Arts.

DCD1

To understand words about predators and prey; to apply own experience and reading strategy to help comprehend a text.

DCD2

To demonstrate understanding of an informational text; to understand the meaning and form of the grammar structure (Modals of certainty: can’t, must, have to, might).

DCD3

To learn and practice listening, speaking and writing strategies to facilitate effective communication. 

DCD4

To understand words about wheels and transportation; to apply own experience and a reading strategy to comprehend a text.

DCD5

To read, understand, and discuss a historical narrative; to apply a reading strategy to improve comprehension.

DCD6

To understand the meaning and form of the grammar structure. (Future with will and going to)

DCD7

To understand words for descriptions (adjectives).

DCD8

To read, understand and discuss a science fiction text; to apply a reading strategy to improve comprehension.

DCD9

To express future arrangements and short term plans. (Future with Present Continuous).

DCD’s Social Studies.

1. Determine main characteristics of the Ecuadorian life during the first 10 years of the republican

2. Identify presidential administrations and highlight abolition of slavery to analyse the consequences they bring to our country.

3. Analyse consolidations process and the social and political conflict in Ecuador during 1875 to 1895

4. Explain the efforts of the main characters in our history to bring together the country and bring national identity to the people.

5. To describes life of the main character in the Republic period.

DCD’s Science.

DCD1

To relate the characteristics of forest soils and the influence on living in each region of Ecuador beings from interpretations of images, graphics and scientific information.

DCD2

To analyse the processes of retention, permeability and soil erosion, from the experimental observation, identifying their structure and composition, and interpretation of data collected.

DCD3

To compare the permeability and water retention in soils by forest type, since the interpretation and the relationship of the elements of the ecosystem, and characterization of forests by region of Ecuador where they are.

DCD4

To analyse the impact of natural and anthropogenic impacts on the stability of soils as natural region of Ecuador with the recognition of the forest as a natural resource exploited, and interpretation and critical reflection of information obtained from various sources.

DCD5

To identify renewable natural resources exploited in every region of Ecuador and its environmental impact on soil resources from watching graphics , videos , collecting and interpreting data and drawing conclusions .

English and Science Lesson Corrections.

English Lesson:

A.    Change the verbs in the box into the correct tense to complete the sentences. 

1.     Andy is tired because he (work) ___________________________ all day.

2.     By 1960 most of Britain’s old colonies (become) ____________________ independent.

3.     David broke his leg when he (ski) ___________________________ last week.

4.     I (not/know) ___________________________ much about art, but I like some artists.

5.     Janet (start) ___________________________  a new job in September.

B.    Fill the gaps. Write COULD, CAN, COULDN’T or WILL BE ABLE to in the next sentences. 

1.     I ______________________ run faster than my sister last year.

2.     She _____________________ walk to the store alone next year.

3.     They ____________________ catch a baseball when they were eight.

4.     I ________________________ write my name in fancy letters.

5.     My little brother _______________________ tie his shoes when he gets older.

Science

      I.        MATCH THE SENTENCES HALVES. Write the number next to the letter.

1.     The Core it’s the most exterior layer,

2.     The inner core

3.     The subsoil

4.     The tectonic plates

5.     Orogenic movement is horizontal

6.     The forest classify in: primary, secondary, modified natural,

7.     Primary forests are

8.     Secondary forests regenerate on native forests,

9.     The montane forest

10.  A variety of birds, bats, monkeys,

Snakes

a)     _____ have different shapes and sizes.

b)    _____ where ones goes down forming mountains.

c)     _____ is the solid part of the core.

d)    _____ where life develops.

e)     _____ forests of native tree species.

f)     _____ is also known as cloud forest.

g)    _____ and other animals can be found in tropical rainforests.

h)     _____ has inorganic matter.

i)      _____ semi-natural, forest plantation and other wooded land.

j)      _____ which have been cleared by natural or man-made causes.

English Class: Modals of Ability

Choose the best modal for each sentence:
Taken from:
(http://www.tinyteflteacher.co.uk/learning-english/grammar/exercises/modal-verbs-ability.html)

1. When Vera was young, she ____________ type quickly. She took a typing class and now she ____________ type very quickly!
   1.   can / could
   2.   could not / can to
   3.   could not / can
2. My cat ____________ jump, but it ____________ talk.
   1.   can / can't
   2.   can't / can
3. She ____________ understand Korean very well, but she ____________ speak it perfectly.
   1.   is able to / is able to
   2.   is able to / cannot
   3.   be able to / cannot
4. ____________ you play the piano when you were a child?
   1.   May
   2.   Could
   3.   Can
5. Peter ____________ swim when he was a child, but now he ____________. In fact, he swims every day!
   1.   couldn't / can't
   2.   couldn't / can
   3.   could / can't

Read the exercises and fill in the gaps with: CAN, CAN'T, COULD, COULDN'T or WILL BE ABLE. 

Taken from:
 (http://www.tinyteflteacher.co.uk/learning-english/grammar/exercises/modal-verbs-ability.html)

1. I'm right-handed. I  write with my left hand.
2. Spiderman  climb up walls.
3.  you usually remember your dreams?
4. When I was young I  eat anything I liked, I never got fat.
5.  you able to come to the pub tonight?

Final Science Class. 7th Grade

The Forest Biome: Forest in Ecuador.  

(Dear Students, click on the images so you can see them on the original size.)

Some important concepts: 

Taken from: Green Facts. (http://www.greenfacts.org/glossary/def/forest.htm) 

Primary forests are forests of native tree species, where there are no clearly visible indications of human activities and the ecological processes are not significantly disturbed.

Secondary forests regenerate on native forests, which have been cleared by natural or man made causes, such as agriculture or ranching. They display a major difference in forest structure and/or species composition with respect to primary forests. Secondary vegetation is generally unstable, and represents successional stages.

Modified natural forests are forests of naturally regenerated native tree species in places with indications of human activities.

Semi-natural forests are forests of native tree species, established through planting, seeding or assisted natural regeneration.

Forest plantations are forested areas artificially established by planting or seeding. The trees usually belong to the same specie (whether native or introduced), have the same age and are regularly spaced. The objective of forest plantations can be the production of wood and non- wood goods (productive forest plantations) or the provision of ecosystem services (protective forest plantations).

Other wooded land refers to land with trees higher than 5 meters but with a tree canopy cover of only 5 to 10 %. It also refers to land with a combined cover of shrubs, bushes and trees of more than 10%. It does not include land that is predominantly under agricultural or urban land use.

Other land with tree cover refers to lands that are not classified as forests because they are predominantly under agricultural or urban land use, even though they meet the area, height and canopy cover set for forests. They include groups of trees and scattered trees in agricultural landscapes, parks, gardens and around buildings, as well as tree plantations established mainly for other purposes than wood, such as fruit orchards.

Forest in Ecuador

Final Social Studies Class 7th grade

Print and Read the following mind map about the block 1 content. Please click on the image and open it in another page so you can have it in the original size.