1 – FAÇA UM APANHADO GERAL E ESCREVA COMO A CRIANÇA ERA VISTA NA SOCIEDADE MEDIEVAL. 2 – ESCREVA SOBRE A VIDA DA CRIANÇA NO MEIO FAMILIAR.

3 – A CRIANÇA PASSA A SER VISTA COMO “Criança-aluno” E DEIXA DE SER A “Criança-adulto”.
COMO E QUANDO SURGE ESSA MUDANÇA?

4 – O QUE ACONTECEU PARA QUE A CONSTITUIÇÃO DE 1988 PUDESSE RECONHECER A EDUCAÇÃO EM CRECHES E PRÉ-ESCOLAS COMO UM DIREITO DA CRIANÇA E DEVER DO ESTADO?

q1: artillery

q2: simon bolivar

q3:   their workers and farmers demanded a return to spanish rule.

q4: drafted new constitutions

q5: oligarchies have replaced monarchies

the earth’s crust is broken into separate pieces called tectonic plates (fig. 7.14). recall that the crust is the solid, rocky, outer shell of the planet. it is composed of two distinctly different types of material: the less-dense continental crust and the more-dense oceanic crust. both types of crust rest atop solid, upper mantle material. the upper mantle, in turn, floats on a denser layer of lower mantle that is much like thick molten tar.

each tectonic plate is free-floating and can move independently. earthquakes and volcanoes are the direct result of the movement of tectonic plates at fault lines. the term fault is used to describe the boundary between tectonic plates. most of the earthquakes and volcanoes around the pacific ocean basin—a pattern known as the “ring of fire”—are due to the movement of tectonic plates in this region. other observable results of short-term plate movement include the gradual widening of the great rift lakes in eastern africa and the rising of the himalayan mountain range. the motion of plates can be described in four general patterns:

collision: when two continental plates are shoved together

subduction: when one plate plunges beneath another (fig. 7.15)

spreading: when two plates are pushed apart (fig. 7.15)

transform faulting: when two plates slide past each other (fig. 7.15)