At the beginning of the 18th century, the English were well known for their love of alcohol. One Swiss visitor wrote, “Would you believe it, though water is to be had in abundance in London, and of fairly good quality, absolutely none is drunk? The lower classes, even the paupers, do not know what it is to quench their thirst with water.”1 Though Londoners drank hard, the perception of their drunkenness was mostly red noses and good cheer. But by the 1720s, a new pattern of drinking, associated with gin, had emerged.
Links to Curriculum
First Peoples’ principles of learning
• Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
• Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
• Learning involves recognizing the consequences of one’s actions
• Learning is embedded in memory, history, and story
Social Studies 8
• Human and environmental factors shape changes in population and living standards
• Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
• Assess the significance of people, places, events and developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group
• Assess the justification for competing historical accounts after investigating points of contention, reliability of sources and adequacy of evidence
• Compare and contrast continuities and changes for different groups during this time period
• Assess how prevailing conditions and the actions of individuals or groups affect events, decisions and
• Explain different perspectives on past or present people, places, issues and events by considering
prevailing norms, values, worldviews and beliefs
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