positive aspects of globalization · web viewthis social studies common core cap is intended to...

East Meadow School District

CURRICULUM AREA PROJECT

2014 - 2015

Grade 10 Social Studies

Common Core Classroom Activities

East Meadow High School

Superintendent Louis R. DeAngelo

Principal Richard Howard

Writers: Michelle Barnhill (Facilitator), Judi Trocchio

Table of Contents

Abstract

3

Rationale

3

Common Core Unit: Science, Technology, and Innovation

4

Common Core Unit: Leadership

8

Common Core Unit: Global Connections and Exchanges

15

Common Core Unit: Power, Authority, and Governance

18

Common Core Unit: Creation, Expansion, and Interaction of Economic Systems

22

Common Core Unit: Development of Social Structure

26

ABSTRACT

This Social Studies Common Core CAP is intended to create lessons that align with the Common Core. It will make use of text and writing tasks that correlate with the Tenth Grade Global History curriculum. The CAP will focus on independent work and group activities to be completed by students. These activities will include: vocabulary tasks, reading tasks, discussion tasks, writing tasks, and essential questions. Students will be required to cite specific textual evidence to support their analysis of the text. Each lesson will commence with an assignment that allows the teacher to evaluate student comprehension of the material.

This CAP will focus on the Common Core standards that have been laid out for History/Social Studies. The reading standards focus on citing textual evidence from readings, analyzing the author’s point of view, and as well as comparing and contrasting readings. The writing standards focus on writing arguments with the use of factual evidence from readings, using technology to attain additional information which relates to assigned readings, as well as planning, revising, editing, and rewriting written pieces.

RATIONALE

The Common Core State Standards have been adopted by 43 states, including New York. The purpose of the Common Core is to ensure students are sufficiently prepared for success in postsecondary education and the workforce. In order for these standards to be met units that focus on the skills that students are required to achieve must be developed. This CAP consists of unit plans that are designed to meet the standards set forth by the Common Core.

Unit: Science, Technology, and Innovation

Topic: Industrial Revolution

Aim: Are we in the middle of our own revolution?

Common Core Objectives:

· CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

· CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Social Studies Standards:

Standard 2: World History

· Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Do Now:

Students will be asked to answer questions based on two scenarios, one from the Industrial Revolution and one from today’s Information-Technology Revolution. Review what a revolution is.

Motivation:

Have students compare the two situations. Which would they rather be in? Which person has a better chance of success? How might each person be able to change their position?

Lesson:

Students will visit stations comparing life during the Industrial Revolution and today’s Information-Technology Revolution. At the end of the stations activity, students will work in pairs or groups to answer the aim. Student answers must be supported with at least THREE pieces of evidence from the Industrial Revolution.

Summary:

Create a Venn diagram comparing the Industrial Revolution to today’s Information-Technology Revolution.

Aim: Are we in the middle of our own revolution?

Do Now: (Answer both questions)

You are a fifteen year old living in England during the time of the Industrial Revolution, a time in which machines led to the development of thousands of factories. Cheap labor is in great demand. Like millions of other teenagers you do not go to school, you work in a factory six days a week, 14 hours a day. Your work is dangerous, many workers have been badly injured using these heavy machines in the dark, musty factory.

1) What factory conditions do you find most concerning?

2) Would you attempt to change the conditions? What might you be risking if you did attempt to change the system?

You are a forty year old living in Seattle during the 1990s, a time in which computers began replacing human labor. You have worked as a travel agent for the past ten years and with the internet, your job is nearly obsolete. People are opting to plan their vacations through the many internet sites that offer better rates and convenience. You don’t know anything about computers and now have to find a new job to support your family.

1) How has the development of computers changed the work place?

2) What options do workers who did jobs that are now done by computers have?

Station #1 EARLY BEGINNINGS

INDUSTRIAL REVOLUTION

INFORMATION TECHNOLOGY REVOLUTION

Place of Origin

Britain

Developments mostly in U.S., Germany, and Britain.

Years

~1750-? (this is debatable, some would argue that it still has not ended)

~1950-Today (?)

Why is this a revolution?

During the Industrial Revolution, the means of production of goods shifted from hand tools to complex machines and from human and animal power to steam power. Technology rapidly development and production increased. This greatly changed people’s lives as workers moved into overcrowded cities to be closer to their factory jobs and rich industrial and business families began associating with nobles.

The Information Revolution refers to the dramatic changes taking place during the last half of the 20th century in which service jobs (computer programmer, doctor, cook) are more common than jobs in manufacturing or agriculture. The product of skilled professionals is the information or knowledge they provide.

The information revolution began with the invention of the integrated circuit or computer chip. Those chips have revolutionized our lives, running our appliances, providing calculators, computers, and other electronic devices to control our world and have allowed people from all classes of society and all parts of the world to have easy access to information and to one another.

STATION #2- CAUSES OF REVOLUTION


INFORMATION TECHNOLOGY REVOLUTION

CAUSES

· The Agrarian Revolution (Agricultural Revolution) led to a population explosion due to improved farming methods. The large population created an available work force.

· Britain’s ample iron supply allowed for machines to be built and Britain’s coal abundance allowed for the running of machines.

· Britain’s strong economy allowed for investment in mines, railroads, and factories.

The human desire to create technology that functions so that tasks are done more quickly was transferred from objects to tasks with the computer revolution. Today computers can compute, keep records, and find information, faster than any human can possibly complete such tasks. Computers lack human discretion, thus, cannot entirely replace human labor.

STATION #3- INVENTIONS


INFORMATION-TECHNOLOGY REVOLUTION

Major Inventions in the Textile Industry

(the textile industry is where the first changes occurred)

1733= John Kay's Flying Shuttle (this invention allowed for a single person to produce large pieces of cloth quickly)

1764= James Hergreaves's Spinning Jenny

(the machine used eight spindles onto which the thread was spun (from cotton), so by turning a single wheel, the operator could now spin eight threads at once)

1769= Richard Arkwright's Water Frame

(this machine allowed the worker to produce stronger threads of yarn than the Spinning Jenny produced)

1779= Samuel Crompton's Spinning Mule

(this combined the best parts of the Spinning Jenny and the water frame which allowed workers to produce a many different types of yarn by having more control over the machine)

1787= Edmund Cartwright's Power Loom

(this machine worked on steam power and allowed for the weaver to quickly produce large pieces of cloth, the machine automatically stopped if a thread snapped and was also able to repair threads)

These machines were too big for the home so they were placed in FACTORIES where workers would go to get their job done (thus, replacing the domestic system).

Improvements in Transportation

James Watt= steam engineRobert Fulton= steam boatCanals

RailroadsLocomotives

1965- The Programma 101 was the first commercial “desktop computer”, it is more like a modern-day printing programmable calculator than a computer.

1970s- Hewlett Packard introduced fully BASIC programmable computers that fit entirely on the top of a desk.

1976- Steve Jobs and Steve Wozniak sold the Apple I computer circuit board, which was fully prepared and contained about 30 chips.

2002- More than 500 million personal computers were in use.

The first computers were so large they had to be put into large buildings, today computers are small and efficient allowing for many programmers and internet technology (IT) workers to work from home.

STATION #4- EFFECTS OF REVOLUTION


INFORMATION-TECHNOLOGY REVOLUTION

1) The economic system of capitalism (laissez faire economics) as discussed by Adam Smith in his book The Wealth of Nations became the basis of the main economic system during the Industrial revolution. This economic system believes that businesses should operate with little or no interference from the government.

2) To acquire money to start a business, many owners sold stocks or portions of their company to investors. Each investor owned part of the company and this allowed some businesses to grow and expand into many areas.

3) Before the Industrial Revolution, there were nobles, a middle class, and peasants. With industrialization a new upper class of industrial and business families emerged, an upper middle class of business people and professionals (doctors, lawyers) also emerged, and lastly at the bottom of the social hierarchy were factory workers and peasants.

4) People moved from small villages to cities where factories were located. These cities tended to be overcrowded and unsanitary.

5) Working conditions became difficult as workers were expected to work long hours on dangerous machines, even if they were just children.

6) Improved transportation also resulted- roads, canals, the steam locomotive (railroads) and steam engines were used to power ships at sea.

1) Today, most people do their banking, personal work, etc. through computers and the issue of maintaining one’s privacy has become a major issue. Computers are occasionally hacked and personal information can leak out to the “wrong people”. In addition, many people feel that the government has become a “big brother” watching all that we do on the computer.

2) Computer technology has created many jobs and has helped people in many careers (medicine, banking, law enforcement, urban planning, etc.) but some fear that it is replacing humans. During the Industrial Revolution many domestic laborers had the same fear.

3) Computer technology has helped nations become stronger and advance militarily. The instant interactions between people and nations have brought us together as a whole, although many feel that we are further alienated as individuals who interact behind a computer instead of personally.

4) Computers have enabled many employees to work from home, which is convenient but often socially challenging.

5) Computers have allowed work to be completed quickly, neatly, and precisely.

6) Some people cite that computers have increased our exposure to radiation, violence, etc.

Unit: Leadership

Topic: Mohandas Gandhi and Nelson Mandela

Aim: Are Mohandas Gandhi and Nelson Mandela modern-day heroes?


· RH-9-10.1- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

· RH-9-10.4- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.


· WH 2.3- Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

Do Now: What are some problems that faces America today? Do you think that they can be resolved? How would the leaders who manage to solve our problems be viewed? Why?

Motivation: What makes someone a hero? Many people consider Gandhi and Mandela heroes.

Provide students with a background to Mohandas Gandhi and Nelson Mandela.

Mohandas Gandhi- Gandhi was an Indian nationalist leader who sought to use non-violence and civil disobedience to get the British out of India. He wanted ALL Indians to be equal (regardless of religion, gender, caste, etc.). He died a year after India achieved its independence.

Nelson Mandela- Mandela was an important leader of the African National Congress (a political party) that sought to end apartheid in South Africa through the use of boycotts and nonviolent civil disobedience. He was put in jail for 27 years and emerged as the first black president of Sought Africa.

Lesson: Students will analyze ten quotes from each of these leaders and decide whether or not these leaders lived by their words. To learn more about each leader, students are encouraged to use books and the internet.

Summary:

Students are to write a paragraph answering the aim question: Are Mohandas Gandhi and Nelson Mandela modern-day hero.

Aim: Are Mohandas Gandhi and Nelson Mandela modern-day heroes?

Mohandas Gandhi

QUOTE

WHAT DOES THIS QUOTE MEAN?

DID GANDHI LIVE BY HIS WORDS? (use examples from your research to support your position)

“Nonviolence is the first article of my faith. It is also the last article of my creed.”

“Seven social sins: politics without principles, wealth without work, pleasure without conscience, knowledge without character, commerce without morality, science without humanity, and worship without sacrifice."

“I’m a lover of my own liberty, and so I would do nothing to restrict yours.”

“The weak can never forgive. Forgiveness is the attribute of the strong.”

“A man is but the product of his thoughts. What he thinks, he becomes."

Nelson Mandela

QUOTE

WHAT DOES THIS QUOTE MEAN?

DID MANDELA LIVE BY HIS WORDS? (use examples from your research to support your position)

“It always seems impossible until it’s done.”

“Real leaders must be ready to sacrifice all for the freedom of their people.”

“Education is the most powerful weapon which you can use to change the world.”

“For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others.”

“When people are determined they can overcome anything.”

Unit: Global Connections and Exchanges

Topic: Globalization

Aim: Has globalization brought us together or torn us apart?


· WHST.9-10.1- Write arguments focused on discipline-specific content.

· WHST.9-10.4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

· RH.9-10.6- Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.


· Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Do Now: Students will be given a list of examples of globalization and they will be asked to define what globalization is. The answers will be reviewed as a class.

Globalization refers to the continued integration of the world's economy through technological, communication, and transportation advances, as well as the reduction of trade barriers such as tariffs, or taxes, and import/export quotas

Motivation: Show image of protests against the World Trade Organization.

Ask students to describe the picture. What are they protesting? Who are the people that are protesting? Why might they be protesting something that would connect the world?

Who: Union organizers, environmentalists, animal rights activists, and senior citizens protested during a World Trade Organization (WTO) meeting

What: Attempt by protesters to shut down the WTO meeting by blocking major roads, breaking windows of major downtown businesses, engaging police

When: November 30–December 2, 1999

Where: Downtown Seattle, Washington

Why: Protesters believed that WTO policies promoting greater free trade were bad for the environment, increased world poverty, and only made large corporations wealthy. WTO supporters believe that free trade improves living standards around the world, which in turn leads to increased human rights, literacy rates, and even life expectancies.

Lesson: Students will go into their previously assigned groups and read through ten documents and decide how globalization will affect the people/nations involved. They are also to look at the source of the information and take into account how the source might affect the findings.

Summary: As a group, students will list the positive and negative effects of globalization. Possible answers are listed below.

Positive Aspects of Globalization

· As more money is poured in to developing countries, there is a greater chance for the people in those countries to economically succeed and increase their standard of living.

· Global competition encourages creativity and innovation and keeps prices for commodities/services in check.

· Developing countries are able to reap the benefits of current technology without undergoing many of the growing pains associated with development of these technologies.

· Governments are able to better work together towards common goals now that there is an advantage in cooperation, an improved ability to interact and coordinate, and a global awareness of issues.

· There is a greater access to foreign culture in the form of movies, music, food, clothing, and more. In short, the world has more choices.

Negative Aspects of Globalization

· Outsourcing, while it provides jobs to a population in one country, takes away those jobs from another country, leaving many without opportunities.

· Although different cultures from around the world are able to interact, they begin to meld, and the contours and individuality of each begin to fade.

· There may be a greater chance of disease spreading worldwide, as well as invasive species that could prove devastating in non-native ecosystems.

· There is little international regulation, an unfortunate fact that could have dire consequences for the safety of people and the environment.

· Large Western-driven organizations such as the International Monetary Fund and the World Bank make it easy for a developing country to obtain a loan. However, a Western-focus is often applied to a non-Western situation, resulting in failed progress.

Students will complete the following at home: (The assignment will be reviewed as a class)

"Globalization, then, is growth-promoting. Growth, in turn, reduces poverty. ...(T)he

liberalization of international transactions is good for freedom and prosperity. The anti-liberal

critique is wrong: marginalization is in large part caused by not enough rather than too much

globalization." (Dr. Razeen Sally, London School of Economics).

"While globalization has led to benefits for some, it has not led to benefits for all. The benefits

appear to have gone to those who already have the most, while many of the poorest have failed to

benefit fully and some have even been made poorer." (Duncan Green, Policy Analyst at the Catholic

Aid Agency for England and Wales; and Claire Melamed, Head of Trade Policy, Christian Aid).

Above are two different views of Globalization. Which of the two do you most agree with? Why? Use the documents to support your position.

AIM: Has globalization brought us together or torn us apart?

Do Now: Use the examples of globalization below to define and explain what globalization is.

McDonald's is the world's largest chain of hamburger fast food restaurants. It opened its first fast food restaurant in Beijing in 1992. By the end of the 20th century, there were more than 600 McDonald's across China.

Technology has greatly advanced globalization. The Internet has connected people from all over the world allowing for news, the arts, technology, etc. to spread faster than ever before. Global news networks, like CNN, contribute to the spread of knowledge. Cells phones also connect people, around 60 percent of all people in the world use cell phones.

Some companies choose to outsource work, since most work can be completed through a computer or mailed/shipped abroad. Outsourcing can add to the economic development of a struggling country, bringing much needed jobs. It can also hurt countries in which workers tend to get paid well.

Based on these examples, I believe that globalization is _________________________________

______________________________________________________________________________________________________________________________________________________

Globalization is ________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________

According to this document, how has globalization affected the world positively? Negatively?

Positively

Negatively?


Positively

Negatively?


Positively

Negatively?


Positively

Negatively?


Positively

Negatively?


Positively

Negatively?

Lars Magnusson, (Professor in Economic History at Uppsala Universitet, Sweden) at a lecture (7/9 2009) stated two interesting statistics as to fortify both sides.

On the positive side

The following chart shows the number of people above and below the subsistence level, set by the UNDP as 1 International Dollar a day (rates over time is considered in this measure), at two different points in time. The first is after WWII which in the words of Magnusson can be considered somewhat of a landmark for, not the start of globalization (for it depends upon the definition of the word), but for when it really started to kick in.

So, here it is obvious that the trend is towards the better. According to Magnusson one of the reasons for this drastic change ought to be Asia, for it has struggled itself out of poverty and consists of so, so many people. Together we are bringing more people up above the subsistence level, so that from a percent point of view, less and less have to struggle with poverty, and that can’t be anything but good.

On the negative side

This is a chart showing the average yearly income (given in international dollars) in different countries over the period of the year 1000 until 2000.

At the year of 1000 the differences were hardly noticeable, but 1000 years later the gaps are obvious.

Notice the radical expansion around the 1950′s, this is the globalization speaking. Every country increased it’s average yearly income but however some countries managed to increase it more than others.

Note that one can’t with absolute certainty say that this exponential growth in “Western offshoots” (Australia, New Zealand, Canada and the United States) and Western Europe has happened at the expense of other parts of the world such as Africa.

However, according to Magnusson one can with absolute certainty say that the total increase of salary since the year of 1000 has been vastly, unevenly distributed.


Positively

Negatively

Chart #1: Customers

Chart #2: Providers and Advisors

5/31/2011. Article first appeared in Globalization Today, the official magazine of IAOP(International Organization of Outsourcing Professionals), in the April 2011 issue.


Positively

Negatively?


Positively

Negatively?


Positively

Negatively?

Unit: Power, Authority & Governance

Aim: Was Napoleon as great as he thought he was?


· CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.



· CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

· CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.




Standard 5: Civics, Citizenship, and Government

· Use a variety of intellectual skills to demonstrate their understanding of the necessity for

establishing governments; the governmental system of the U.S. and other nations; the U.S.

Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Materials:

Worksheet #1: “Napoleon Crossing the Alps”

Reading: “How Did France Change Under Napoleon?”

Worksheet #2: “Questions”

Do Now: Using a projector, display Jacques-Louis David’s “Napoleon Crossing the Alps.” Have the students analyze the image using worksheet #1.

Lesson:

1. Analyze the students’ responses to their “Do Now” activity.

2. Talk to students about who Napoleon was, bringing into the conversation how Napoleon thought of himself (arrogant). Inform them that we will be learning how Napoleon changed France and analyzing whether Napoleon was truly as great as he thought he was.

3. Distribute the reading “How did France Change Under Napoleon?” and have students independently read it.

4. Distribute Worksheet #2. “Questions” and have the students answer the questions in full sentence form in their notebook.

5. In partners, students will work together to answer the “Extended Writing” section of the worksheet.

6. Write on the board: “Was Napoleon as great as he thought he was” under that, make a T Chart and write “Yes” or “No”. Have each pair of students support their verdict (Y or N), by writing their reason on the board in the appropriate section of the T-Chart. Tell the students that they may not repeat what has already been written on the board.

Summary:

Each student will be given an index card. On the card they must explain if they thought Napoleon was good for France. They must cite and explain 2 supporting ideas.

WORKSHEET #1

About the painting

The French “era of art” began with Jacques-Louis David, who became court painter to Napoleon. At the time, Napoleon seemed to be a reincarnation of the ancient rulers of Rome, and David’s portraits of him indicate that Napoleon himself was in agreement of such a view. Indeed, David’s Napoleon Crossing the Alps may have been his way of creating such an “altar” for his ruler

After Napoleon crossed the Alps (and was victorious in Italy), David approached him with a request. He wanted to paint a portrait of him with a sword in hand on the field of battle. Napoleon considered this idea, then rejected it. He stated that battles are not won with a sword and he did not wish to be depicted that way. Instead, he told David to paint him as calm and serene on a spirited horse. It is amusing that neither Napoleon nor his artist allowed the facts to interfere with the final results. Napoleon never crossed the Alps on a horse. He was wise enough to make the trip on the back of a surefooted mule!

Questions about the Painting:

1. Describe the look on Napoleon’s face; describe the look on the horse. Why do you think the artists painted them with such different emotions?

____________________________________________________________________________________________________________________________________________________________

2. Read the rocks on the lower left-hand side of the painting- what do they say? What do you think the artist is implying by this?

____________________________________________________________________________________________________________________________________________________________

3. Based on what you know about Napoleon, how do you think he would have responded when David (the artist) showed this to him?

____________________________________________________________________________________________________________________________________________________________

Reading

How Did France Change Under Napoleon?

CHANGES TO EDUCATION

UNDER THE KING – Only the privileged went to schools, which were run by The Church. Pupils were taught respect for elders and religion.

THE REVOLUTION brought some change. Revolutionaries proclaimed that school was for everyone, and state schools were even proposed, but none were set up. The Aim was to encourage pupils to investigate and question.

UNDER NAPOLEON – The education system in France changed. Four grades of school were set up; primary, secondary, lycées (schools run on military lines) and technical schools. Schools now stressed the importance of obedience and military values – although primary education stayed almost as it had been before 1789. Science and math became more important subjects in secondary schools. In 1814 9000 pupils were attending the 36 lycées – out of a population of 30 million.

______________________________________________________________

GOVERNING FRANCE

UNDER THE KING – Louis had absolute power, and could not be removed. There was no National Assembly (or Parliament) and there were no elections, so people did not have a say in who was in power in France. The King made all the laws, and as a result, some were very out of date such as the Estates system, and inequality of different groups in society.

THE REVOLUTION brought changes. There was no single ruler of France, and a National Assembly was elected by voters (all men). The Assembly made all the laws, which meant that many new laws were introduced.

UNDER NAPOLEON – More changes were introduced. Napoleon became Emperor of France, and could not be removed from power. There were two National Assemblies, with members chosen by Napoleon from candidates elected by the people. All men could vote, but after 1804, there were no elections. All laws were made by the Assemblies.

Napoleon has been remembered not only for his military victories, but also as a ‘Great Reformer’, bringing about improvements to France and French Society. Napoleon himself said: “I intend to keep the Revolution’s useful changes, but not to abandon the good institutions it mistakenly destroyed.” So, how did France change under Napoleon? And did it change for the better? To answer these questions, we need to look at France before, and during Napoleon’s rule.

The Code Napoleon, 1804

In 1804 the Napoleonic Code was introduced. It had a set of clear laws, applicable to all members of French Society. The Code was also introduced into other parts of Europe conquered by Napoleon, like Italy, Spain and some parts of Germany.

The Code stated that:

-All people were declared equal before the law. There were no longer any

Special privileges for Nobles, Churchmen or rich people

-Feudal rights were ended.

-Trial by Jury was guaranteed.

-Religious Freedom was guaranteed.

-Parents were given powers over their children.

-Wives were not allowed to sell or give away property.

-A wife could only own property with her husband’s consent in writing.

-Fathers were allowed to imprison their children for any time up to a

month.

INDIVIDUAL RIGHTS AND FREEDOMS.

France under Napoleon sometimes seemed similar to France under King Louis. The Prison and Courts system was ‘officially’ different, in that you could no longer be put in prison without charge and everyone was equal in the courts, nobles did not have special rights anymore, but even in Napoleon’s rule there were restrictions. He had a secret police force, which from 1810 could arrest people without trial. Napoleon, like King Louis, and unlike the Revolution, tried to censor and control the newspapers, and free speech was not slowed in France or the French Empire.

FRENCH SOCIETY

Napoleon tried to make sure that all major groups gained from his rule. Napoleon made sure that peasants could keep their land by eradicating Feudalism. He restored the Catholic Church to its former importance through the Concordat, and the peasants no longer had to pay tithes. For the Nobles, Napoleon offered ‘king-like’ stability. He created titles for some people, though these new nobles had no special privileges. Napoleon tried to reward talented and hardworking people by setting up the Legion of Honor in 1802. It is still one of the highest honors you can receive in France today.

“Public education does not suit women, as they are not called upon to live in public… marriage is their whole estimation. In France women are considered too highly. They should not be regarded as equal to men. In reality they are nothing more than machines for producing children. The ignorant class will no longer exercise their influence on making laws It is not what is or on government. true that counts, but what people think is true.”

BULIDINGS AND ROADS.

Napoleon ordered the building of new roads, canals and bridges. Huge amounts of money were invested in improving the image of France’s capital, Paris. Older buildings were improved, and new buildings were put up. A better network of roads was planned for Paris, and several memorials to the Revolution and to Napoleon himself were erected. L’Arc de Triomphe, Paris – built in 1813 to celebrate Napoleons victories in wars all over Europe.

THE CATHOLIC CHURCH

During the Revolution, the land owned by the Catholic Church was sold off and any religion was permitted (only Catholicism was practiced in the ‘Ancien Regime’). In 1802, Napoleon made an agreement with the Pope called the Concordat in which the Pope agreed that the Church would not get its land back and in return, Catholicism was accepted as the religion of the majority. As well as this, it was agreed that Bishops were to be chosen by Napoleon, and agreed by the Pope. This meant that the government now had greater control over the Church.

Worksheet #2

Questions:

1) In what ways did Napoleon reform the education system in France?

2) Which aspects of Napoleon’s education system did not change?

3) In what ways were the governments of King Louis XVI (pre-Revolution) and

Napoleon different?

4) In what ways were they similar?

5) Read the Napoleonic Code. List the points of the code which you think are:

a. Fair?

b. Unfair?

Give reasons for your choices.

6) How did Napoleon try to restrict individual rights and freedoms?

7) Why do you think Napoleon felt it was so important to control the press?

8) How did Napoleon try to control religion in France?

9) What was the appeal of Napoleon to:

a. The Peasants?

b. The Nobility?

Extended Writing: HOW FAR DID NAPOLEON REALLY REFORM FRANCE?

This is an extended piece of writing, so you should plan your work in the back of your book first. You should organize your answer into five sections, which you can later put into paragraphs. The five areas are: Education, The Government, The Church, Rights and Freedoms and Society. To answer the BIG question, you need to look at how far Napoleon reformed each of the sections. For example, in some areas there had been great change, but in others, there were few differences from the time of King Louis. You can include in your answer quotes and opinions from the man himself to support your own thoughts. Once you have planned what you are going to include in your sections, you need to write a brief introduction to your work, and sum up your arguments with a strong conclusion. Get you teacher to check it, put it all together in the front of your book, and VOILA! One essay!

Unit: Creation, Expansion and Interaction of Economic Systems: Communism

Aim: How did the Industrial Revolution support the system of capitalism?














Materials:

- Learning Packet Effects of the Industrial Revolution

- Video clip from “A Christmas Carol” (scene when volunteers come into Scrooge’s office and ask for money for the poor, Scrooge answers with “are there no workhouses..”

- PowerPoint

Do Now:

Read the “Do Now” section (Laissez-Faire) in the learning packet and answer the questions.

Lesson:

1. Discuss the students’ answer to the “Do Now” and make sure that they understand the economic theory of Laissez-Faire.

2. Have students pair up and complete 1-3 and answer the first question of #4.

3. When students have completed the assignment, begin your PowerPoint. The PowerPoint should show images that reflect the information examined in the packet. Have the students examine the image, discuss how Laissez-Faire capitalism created the situation and take notes on “How these problems were fixed”

Summary:

Students will complete an exit card, analyzing if they support laissez-faire capitalism and why or why not.

Name __________________Date ____________

Effects of Laissez-Faire Capitalism

Do Now:

Read the following excerpt and answer the questions below.

Laissez Faire Capitalism

Laissez-faire economics states that businesses should be run with little or no government regulation. This theory was supported by a popular book, The Wealth of Nations, by Adam Smith. With no government regulations, business owners were allowed to treat their workers any way they chose. These men often paid their employees very little for very hard work and long hours. They frequently hired children and women because they could get away with paying them even less than the pitiful wages that they were paying their male employees. Business owners did not have to meet any safety regulations either. The factories were often cold, dark, musty, and rodent-infested. If a person got sick or had a baby they could be fired. To many factory owners, the most important thing was making as much money as they could. They often supported the idea of “Social Darwinism” to justify their behavior. This theory used Charles Darwin’s theory of evolution to support the claim that stronger and smarter groups/people (factory owners) had the right to succeed and that weaker groups (employees) deserved to be taken advantage of.

1. Define: Laissez-Faire

2. What is an advantage of Laissez-Faire capitalism?

3. What is a disadvantage of Laissez-Faire capitalism

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#1 Effect: Urbanization

As industry grew, more people moved into urban areas, creating huge population increases in the cities. Factory owners rushed to build worker-housing, which was dark, poorly constructed and badly ventilated. For example, it was not uncommon for twenty families to share one toilet and water pump. Without proper sewers or trash collection, garbage littered the streets, and diseases spread quickly. Crime was also a persistent problem since the unemployed or orphaned lived on the streets and were forced to beg. There was no official police force.

1. Define: Urbanization

2. List two negative effects of urbanization

** 3. How were these problems fixed?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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#2 Effect: Child Labor

You are a 15-year-old living in England where the Industrial revolution has spurred the growth of thousands of factories. Cheap labor is in great demand. Like millions of other teenagers, you do not go to school because you must financially help support your family. You work in a factory 6 days a week, 14 hours a day. The small pay you receive barely helps make ends meet. But still, you trudge to work before dawn every day and work until after sundown. Inside the workplace the air is hot and foul, after sunset it is so dark that you can barely see what you’re doing. Minding the machines is exhausting, dirty and dangerous but you must stay focused, for if you make a mistake you may lose a finger (if you’re lucky).

1. Why did so many young people go to work instead of school during the Industrial Revolution?

2. What are three disadvantages of working in a factory?

a. _____________________________________________________________________

b. _____________________________________________________________________

c. _____________________________________________________________________


_____________________________________________________________________________________________________________________________________________________________________________________________________________________

#3 Effect: Coal Mines

After the steam engine was invented, more coal was needed to heat the water into steam, so more mines were dug deeper into the ground. Men, women and children worked in the mines. Mine workers labored in the hot underground tunnels cutting coal by hand and dragging it up to the surface. Women and children often had to crawl through narrow underground passages- some as low at 16-18 inches in height- pulling carts for 10 to 20 miles a day. The mines were damp and dark and workers risked lung diseases from breathing air full of coal dust. The workers in the coal mines also had to face the dangers of drowning from underground floods and suffocation from poisonous gases. Frequent explosions were caused when candle flames used by miners came in contact with explosive marsh gas.

1. Why was there a spike in coal mining in the early 1800s?

2. What are two dangers of coal mining?


#4 Effect: Social Darwinism

1. Look back at the reading from the “Do Now”. What is “Social Darwinism”?

This rest section must be answered after watching a video clip, please wait.

2. Watch the movie clip “A Christmas Carol” an answer the following question.

a. Why did the two men go into Ebenezer Scrooge’s office?

b. How did Scrooge react to the men?

c. How does this scene display Scrooges support of social Darwinism (whether he realizes it or not)?

3. What is your opinion about this economic/social theory?

Unit: Development of Social Structure

Aim: How did Apartheid reinforce an unequal social structure?














Materials:

- Reading: “Background on Apartheid”

- PPT

- Worksheet: “Apartheid Laws in South Africa”

Do Now:

Play “Don’t Drink the Water”, by Dave Matthews

Ask students to write down three things about the song: 1) what are the most powerful images that were created in your head as you heard the song?

2) What clues are given to let you know that the song takes place in Africa?

3) How did the mood of the song change throughout the song?

Lesson:

1- Discuss the students’ outcomes to their “Do Now” assignment. Expect responses to be 1) varying depending on student, 2) the instruments used, the background singing & 3) the song began slow and calm and became faster and angrier as the song progressed.

2- Students will examine the “Apartheid” reading and create one question for each paragraph. The question must be thought-provoking. They cannot be questions that are simply answered by one word. They must write the answers to their questions on a separate piece of paper.

3- Students will exchange questions with the person next to them. At first, they must work individually to answer the question set that they have received from their partner. After 5 minutes students are to discuss each other’s answers and correct one another, if need be.

4. Create s short PowerPoint that illustrates the main concepts discussed in the reading. As you move throughout the PowerPoint, ask students to remember why this system was created and analyze the unfairness of this social structure.

5. The inequity of the policy of Apartheid will be reinforced with the worksheet: “Apartheid Laws in South Africa”

Summary:

As an exit card, have students work with a partner to develop a way to fight this unjust institution. Tomorrow’s lesson will teach the students about Nelson Mandela.

South Africa & Apartheid

APARTHEID. (pronounced Apart-tied or Apart-hate). A devastating government policy of segregation by the White minority of South Africa over the Black majority. During the apartheid era in South Africa, races were strictly separated. Blacks could not vote, they has to carry around I.D> at all times (known as passbooks), and were subject to arrest at any time. Blacks also had to live separate from Whites. The areas that they were permitted to live in were called “Bantustans” and were often located on the most “useless” land in the country.

In the 1980s, moderate groups used peaceful means to work for full Black participation in government. Protest demonstrations in Black areas increased, many of them were led by Desmond Tutu, a Black Anglican Archbishop. In 1984, Tutu, who urged his followers to use the nonviolent tactics of Mohandas Gandhi, won the 1984 Nobel Peace Prize.

SANCTIONS: The White government treated Black resistance harshly. South Africa then became the target of several countries’ sanctions (bans on trading with a country that violates international law).

As poverty in South Africa increased, so did the violence between Blacks and Whites. Foreign companies began to withdraw their investments, thus hurting the South African economy further.

By 1990, a more moderate leadership had reduced the level of discrimination. In 1992, a majority of White South Africans voted to end apartheid and minority rule. A new constitution was written, and the first-ever multicultural elections were held in April 1994.

THE ANC. The African National Congress (ANC) had led the fight for equality and political power. In 1990, President F.W. DeKlerk recognized the ANC and freed its leader, Nelson Mandela, who had been imprisoned for “government sabotage” in 1962. Nevertheless, clashed between rival Black groups and attacks on Blacks by White extremists made reform more difficult.

MANDELA. In 1994, Mandela became president of South Africa, with DeKlerk as one of his two vice presidents. The multiracial government took steps to improve the lives of Blacks without alienating others. Mandela promised to keep the free enterprise system, trade with other African nations resumed, and the economy began to improve. Black unemployment remained high, however. Housing was inadequate. Crime was common.

Apartheid laws in South Africa

Africans Must:

1 - carry a passbook at all times, stating where they live and work.

2 - get the government's permission to travel within the nation.

3 - travel on separate buses and trains just for Africans.

4 - go to separate African schools.

5 - use separate public washrooms, restaurants and park benches.

Africans Must NOT:

a - try to vote in a national election.

b - try to get better and higher-paying jobs saved for whites.

c - go on strike for better working conditions.

d - live in a "white" area unless they have a job there.

e - meet with other people to protest against their situation. - f - possess a weapon.

g- do anything to make trouble between blacks and whites in the

country.

**Below, you will find scenarios that some Africans faced during Apartheid. Read the situation and write the law (look above) that the person is being affected by (you may use more than one law for a scenario).

1. An Elderly Cook: I work as a cook for a white family in Johannesburg. On my day off I went for a walk. My feet began to hurt badly. A sign on the nearest park bench read, "For Whites Only!" I was in pain, so I sat down. A policeman arrested me.

LAW:______ BECAUSE_________________________________________________

2. A Construction Worker: A white man hired me to do construction work. This is a job saved by a 1956 law for whites. Another white worker was jealous of me. He reported me to the police and I was arrested.

LAW:______ BECAUSE_________________________________________________

3. A Young Poet: I wrote a poem. In it, I described angry feelings about whites. I showed it only to one person, a sixteen year old African girl. Someone saw me do this and I was reported and arrested.

LAW:______ BECAUSE_________________________________________________

4. A Mine Worker: Last week a terrible thing happened to me. I forgot to take my passbook when I left Soweto for my job in Johannesburg. The police picked me up and I spent the night in jail. The police were going to send me back to my homeland. Then my boss came and he told them that I had permission to stay and work in Johannesburg.

LAW:______ BECAUSE_________________________________________________

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