Homework: Begin EQ project planning & construction; review Unit I study items… test next week! Monday, September 30, 2013 I. Conversation Piece II. Unit I: EQ Grid: collection or inspection? electronic copy Robinson’s external hard drive OR “DROP” folder if he is absent “paper” packet? remove first page (rubric) and EQ grid pages…staple! III. Unit I Wrap Up: Industrialization & Progressive Reform Study guide for Test…Industrialism & Progressive videos…Project Work SchoolWires Log in to Safari Montage first, then open links Regular school log in…make sure you select “Central Bucks SD”
Why are we here TODAY? Students will illustrate & identify Unit I “words” in response the three Essential Questions, review Ch. 8 “telescoping the times,” & begin exploration of the differentiated assessment project.
Unit I: Industrialism & Reform EQ “Grid” Expectations • “Words” From The Americans, Chapters 6-9 refers to relevant key vocabulary terms, concepts, people, events, groups, etc. that are part of the history of Industrialism & Reform in the late 1800s and early 20 th century. • As you read "telescoping the times" and SKIM the chapters, choose ONE “word” from each chapter, plus a 5 th “word” from any chapter that helps display your understanding. The “words” you select should help you “uncover” your answer to the Essential Questions (EQs). You may use History Alive! as a resource too! Ch. 13 & 14 ~ Ch. 6 Americans Ch. 15 & 16 ~ Ch. 7 Americans Ch. 16 & 17 ~ Ch. 8 Americans Ch. 17 & 18 ~ Ch. 9 Americans You should have 15 “words” listed, described, pictured & analyzed by: Mon. 9/30 1) Choose word & define/show meaning…*DETAILS! (who, what, when, where? page #s from textbook REQUIRED to prove you utilized more than just TTT! 2) Picture/drawing/images…VISUAL REPRESENTATION of the “word”…SHOW "it" 3) ANALYZE the “word:” EXPLAIN how this word “connects” to the EQ. Why did you choose it to show your understanding? 5 words from 4+ chapters for each EQ = your ANSWERS showing you learned the EUs!!!
Unit I: Industrialism & Reform • Who benefits and who suffers during the times of profound (big, huge, BOLD, clear, deep, drastic, flabbergasting) economic ($$$, money, stock, industry, business, environment) change? • How can people (individuals & groups?) change society (better? worse? “mix” of +/ - ) • Did this period of reform move America closer to or further away from its founding ideals? (E, R, L, O, D)
Unit I: Industrialism & Reform The Americans, Ch. 6- 9… “ ttt ” History Alive!, Ch. 13-18 Enduring Understandings 1. The process of in the US had industrialization positive and negative impacts, not only on the economy, but the entire culture. 2. Individuals and groups actively participate to influence the government and reform society, but are often met with opposition by those who want to protect the status quo. stratification 3. Social is a product of society, not just individual differences.
Essential Questions for Unit I Industrialism & Progressive Reform EQ 1: Who benefits and who suffers during the times of profound economic change? • The growing industrial economy created profound changes in wealth, opportunity, and equality. • How working conditions changed and how the workers responded to new industrial conditions. EQ 2: How can people change society? • How the Progressives responded to the distinctive needs of an industrial society. • Progressive attempts at social and moral reform, including legislation and Constitutional amendments. • Women petitioned and protested in order to gain the right to vote. • Presidential leadership in obtaining passage of reform and conservation measures. EQ 3: Did this period of reform move America closer or further away from its founding ideals? • How the ideals of liberty, equality, opportunity, rights and democracy were exemplified or contradicted during this time period.
Homework: Continue EQ “project” work (due Mon. 10/7) & review Unit I study items (test Tues. 10/8) Tuesday, October 1, 2013 Unit I Wrap Up: Industrialization & Progressive Reform Industrialism & Progressive videos…Project Work SchoolWires Log in to Safari Montage first, then open links Regular school log in…make sure you select “Central Bucks SD”
Why are we here TODAY? Students will continue to explore two documentary videos on Industrialization & Urbanization and the Progressive Movement in Safari Montage, and/or continue research, planning, & construction of Unit I EQ differentiated assessment.
Schoolwires …Safari Montage NOTES highly recommended! FOLLOW the Study GUIDE!
Unit I: Differentiated EQ Assessment Industrialism & Reform (40 possible points…due Monday, October 7 or sooner) • Select either EQ 1 or EQ 2 … 1) Who benefits and who suffers during the times of profound economic change? 2) How can people change society? (Progressivism & Reform, plus ideals EQ 3) • Select an appropriate format/medium that best displays your understanding … You decide WHAT & HOW to exhibit your ANSWER…
EQ format/medium CHOICES Based on your learning style & attributes as a student select from the following: 1-2 page typed essay “muckraker - like” letter to the editor (op -ed writing) political cartoon or comic strip with title (explanation/analysis required) Venn Diagram, T- chart, or “mental map" (explanation/analysis required) collage with title and “explanatory key” or explanation/analysis poem, short story, song, or rap imaginary “dialogue” or conversation between historical individuals/groups powerpoint slide show podcast or other audio narrative video reenactment or performance narrative *EQ-specific crossword puzzles (1-2 w/ clues (definitions) ONLY = proficiency at best; 1-2 w/ pictures & plan may be advanced) “visual” dictionary with cover (top 6 - 10 “words” with labeled illustration s and examples, plus "definitions" of all terms OTHER? See me if you have a proposal that you would like to discuss
Who benefits and who suffers during the times of profound economic change? One of your predecessors from 2012
Robber Barons Robber barons Workers • “Captains of Industry” • Suffered • Company owners • Unsanitary conditions • Controlled large portion or • Not well lit all of a certain market • Very long hours • Very wealthy • Dangerous work • Benefitted during the • Child labor industrial revolution • Unhealthy or toxic materials inhaled Who are these old rich white dudes?
Chinese Exclusion Act • 1882-1943 • Banned Chinese immigrants • Exception for students, teachers, merchants, tourists, government officials • Later all Chinese were banned • Suffered since excluded from America • Those who did live in America were discriminated against
Segregation • Separate black and white people • African Americans got poorer facilities • Separated in public and private places • Blacks suffered because of this discrimination
Why might Pure Food and Drug Act workers & Didn’t this consumers also “suffer?”? “protect” the companies Common People Company Owners from • • Suffered Benefitted LAWSUITS? • Working conditions were • The world was made aware better to what was actually put in • Products were safer and products healthier • Labels legally had to state the truth • No more (or less) toxins and other impurities • T. Roosevelt pushed for this act
Suffrage Check your facts and dates carefully! • The right to vote • Women wanted a voice in government • It was unfair that they couldn’t vote • 19 th amendment (1919?) gave women the right to vote
Benefitted Suffered • Robber Barons from • Workers from bad industry conditions • Common people from Pure • Chinese from being Food and Drug Act that excluded made products healthier • African Americans from • Workers from Pure Food segregation and Drug Act that made • Companies from the Pure work conditions somewhat Food and Drug Act safer • Women before suffrage was • Women when they were granted to them granted suffrage (1919)
In conclusion… My parting thoughts… What I have learned… WRAP UP with some “final point(s)” that are PERSONALIZED!
Your EQ product will be evaluated in the following areas: Knowledge & Understanding Advanced (18-20) Proficient (14-17) Basic (13 or less) -command of accurate, relevant, & appropriately detailed historical info? - sufficient background info, specific facts, and/or a “setting” showing awareness of task? - clear evidence of “enduring understanding?” (Is there more than just “facts?” Did you ANSWER the EQ?) Effort & Care Advanced (18-20) Proficient (14-17) Basic (13 or less) -creative and/or personalized presentation of information & understanding? -appropriate neatness & clarity? -exhibits evidence of thought, planning, & attention to details? Homework: Continue EQ “project” work (due Mon. 10/7) & review Unit I study items (test Tues. 10/8)
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