Thursday, April 21, 2016

Progressive Era: Muckrakers and Reform

When do words make a difference? 
The narrative of muckrakers affecting social change is best told through the meat packing industry reforms. Upton Sinclair's writing about the industry is most notable for influencing legal means of changing society. The Meat Inspection Act and Pure Food and Drug Act, for example, illustrate the changing relationship between government and business.

Objectives: Analyze the effects of the written word on progressive reforms.
Assessment: anticipation guide, DocsTeach, response to the essential question

Anticipation guide: "Horrors of the Meatpacking Industry" 



DocsTeach Activity

Click on the image to complete the interactive activity on the "Effects of Food Regulation in the Progressive Era"


Progressive Card Sort: Use examples from this sort to write a response to the essential question.


Additional Resources






Friday, February 12, 2016

Immigration and Urbanization 1865-1900 (U.S.)

The growing economy of the Gilded Age attracted immigrants from Europe and Asia. They settled in cities, with the exception of a few groups that settled in the farmlands of the Midwest and Southwest. The living conditions couldn't keep pace with the demographic changes, leading to filthy cities later to be exposed by people like Jacob Riis. Worst of all, immigrants were met with nativist attitudes, and, in the case of the Chinese, legislation was passed to exclude them from settling in the land of milk and honey.

Source
Enduring Understanding
People move to and from places with various consequences.

Essential Question
How does migration change societies?

Objectives
Analyze the impact of immigration in the late 19th Century United States.
Describe the role of political machines and analyze how they were portrayed in Thomas Nasts cartoons.
Explain the reasons for the Chinese Exclusion Act.

Content
Urbanization, migration (internal and external), nativism, political machines, Chinese Exclusion Act, Angel Island, Ellis Island,

Activities
  1. Analyze excerpts from How the Other Half Lives 
  2. Note-taking and summarizing with cartoon and image analysis (Slides)
  3. Chinese Exclusion Act document analysis – This can be done individually or as a jig saw. 
  4. Current events – find a news story about a recent government response to illegal immigration (external migration) in the United States. Answer the "W" questions at the bottom of Why is it news?




Assessment
Vocabulary practice (Quizlet)
Selected response Immigration and Urbanization (sample quiz)
Constructed response: Write a four- to six-paragraph essay responding to the following question.

How did internal and external migration change American society in the late Nineteenth Century?
TIP: Be sure to address change by including what society was like before and after, as well as the events that caused the changes.
ELL accommodations:
  • Sentence stems for historical analysis (change / causation)
  • Vocabulary instruction (i.e., What word does "exclusion" remind you of? Use thesaurus to look up synonyms for "act" as in Chinese Exclusion Act. Follow same exercise for "nativism")
  • Use Google images to develop conceptual context for idioms that do not translate well from native language to target.
Time: 155 minutes (including assessment time). Classes with lesser writing skills would need closer to 200 minutes.


Tuesday, August 18, 2015

Introduction to Historical Thinking: Working With Evidence

It's important to start the year with a few icebreakers and activities that allow students and teachers to get to know one another. This lesson threads the critical thinking needle through a look into the future followed by observations of selected spaces on campus. All of which is used to warm up our minds to the kinds of historical thinking we will use to gather, interpret, analyze, evaluate, and synthesize evidence to respond to a variety of problems.
Enduring Understanding: History involves interpretation, which means historians can and do disagree.
Essential Question: What should we do when our sources disagree?
Skills: identifying similarities and differences, evaluation of sources, point of view, synthesis, summarizing. 
Activities

1. Your Future You (Where are we going?) [30 minutes]

Students complete the Future You survey and share their responses with a neighbor. Each student needs to identify two similarities and two difference between the two surveys.

Debrief on the activity includes sharing out of the most interesting similarity or difference.

2. Campus Scavenger Hunt (Where are we now?) [30 minutes]

I like to transition with an open discussion about what they predict they'll do this year to support their future goals and achievements before making observations and collecting data.

The students are asked to collect data on three spaces in the school: courtyard (or front of building), cafeteria, and library. The only rule (besides the obvious safety rules) is that they cannot confer with anyone. All of the data must be their own work. *It's important to talk to any staff or faculty that supervises these areas.

When the students come back to the room, the report the data, which is recorded on the board by a volunteer recorder. The debrief is something usually happens throughout the sharing of the data because their are usually discrepancies that are discussed right away.

My transition is on the question of accuracy and confidence in the data.

  • What kinds of data affect students? (Grades are relevant topic.) 
  • Are there discrepancies that we can live with? Ones that perhaps strengthen our learning experiences? (This questions ends with a more empathetic response to discrepancy.) 

3. "The Three Little Pigs" [45 minutes] *Our blocks are 77 minutes, so we would finish next time.

This is where the students put together evaluation of sources and point of view to select evidence and retell a widely accepted story. It's also where they experience artistic license when it comes to filling in the gaps.
  • Discuss the commonly accepted story of the Three Little Pigs. List the main points on the board.
  • Read the Wolf's Story.
  • Make a graphic organizer that shows the similarities and differences between the Wolf's Story and the commonly accepted version.
  • Write a one-sentence summary that chooses a point of view and provides justification for your decision. 
Debrief could be about how point of view is critical to question when reading sources. 

If time permits, I share the "Six Wise Men of Hindustan." You'll know exactly what to do with this.  



Wednesday, April 29, 2015

Elements of Mercantilism and the Atlantic System

4.1.IV.A-D

Why silver?

Research: Silver Mines
  • Potosi
  • Guanajuato
Write: Explain the labor and technology used to mine silver in the Spanish Americas.

Capt. Drake – Hero or Pirate?
Reading and documents

Capitalism
The economic system of large financial institutions—banks, stock exchanges, investment companies—that first developed in early modern Europe. Commercial capitalism, the trading system of the early modern economy, is often distinguished from industrial capitalism, the system based on machine production.

Land Empires in the Early Modern 1450-1750

Empires expanded and conquered new peoples around the world, but they often had difficulties incorporating culturally, ethnically, and religiously diverse subjects, and administrating widely dispersed territories. ... Around the world, empires and states of varying sizes pursued strategies of centralization, including more efficient taxation systems that placed strains on peasant producers, sometimes prompting local rebellions. Rulers used public displays of art and architecture to legitimize state power (AP Curriculum).

This lesson is a cooperative learning activity that exercises reading, note-taking, and summarizing skills. It's a jig saw in groups of four with one note-taker recording the notes from the presenters as they share with the group. It begins individually and is assessed individually with cooperative learning and a collaborative product (notes on Google Docs).

Empires: Ming, Qing, Safavid / Ottoman, Songhay / Mughal

Reading: Ways of the World Strayer 2nd Ed.

Directions
  1. Read and make notes about your assigned civilization. Be prepared to share what you learned with your group.
  2. Share what you learned while the group recorder adds notes to the group document (Google Docs)
  3. Review other groups' notes to add to yours.
Discussion
What was the most significant note that added from another group?
Assessment

Write two direct comparisons between civilizations of your choice.

Video

These videos are good case studies. I never show students Crash Course for introduction. Here's a set of guiding questions.

  • What is the relationship between Mongols and Mughals?
  • How were Hindus treated?
  • What economic pursuits supported the empire?
  • Describe the government structure and nature of politics.

Saturday, April 4, 2015

Continuity and Change: Latin America and Interregional Trade 1450-1750

The interconnection of the Eastern and Western hemispheres, made possible by transoceanic voyaging, marked a key transformation of this period. 


Student work post 

PART I

Inquiry Process

Analyze continuities and changes in the ways ONE of the following regions participated in interregional trade during the period circa 1500 to 1750.
  • Latin America, including the Caribbean 
  • Sub-Saharan Africa 
  • Southeast Asia
  1. Write three questions that need to be answered to respond to the prompt (each on a separate note card or small piece of paper). Place them in your group's basket when finished. 
  2. Sort the questions and decide which three your group wants to share with the class.
  3. Submit the group's questions through the Google Form.
  4. Discuss the results as a class before reading the selection below.
Big Picture Reading

Read page 611-613 in Strayer.

Discuss: What was life like at the beginning, middle, and end of the period?

PART II

Regional Study

Each class will work on one Google Doc accessed from the class notes folder in Classroom. Each group will find five facts for their region that will be need to respond to the questions you wrote in the inquiry activity.
  • Europe Interior 
  • Europe Exploration 
  • Indigenous Americas
  • Spice Islands
  • Ottoman, Safavid, Mughal  
  • East Asia
  • Africa

CCOT Statement Practice

Use the Google Doc to write 4 CCOT statements, each from different regions. You'll choose one statement to submit through the Google Form. Use the "How to Write CCOT" on Classroom as needed.

Friday, March 20, 2015

Post-Classical Labor Forms, Rebellions, & Cities

The economic opportunities of the Post-Classical period were in both manufacturing and agriculture. Population growth led to urbanization and overuse of resources. Environmental issues and disease led to population shifts, as well. Existing forms of labor were adapted and new forms, such as serfdom and mit'a, were introduced. Cities rose and fell for many of the same reasons as they always have, and peasant rebellions were staged over taxes (not surprising). The Red Turban Rebellion was successful after 30 years of fighting. The victory led to the beginning of the Ming Dynasty at the end of the Post-Classical.  

Learning Goals 
  • Explain the innovations that led to increases in agricultural and industrial production
  • Identify the reasons for the rise and downfall of cities in certain regions.
  • Explain the circumstances of the Red Turban Rebellion. 
  • Discuss the changes in gender relations and family structure that resulted from the diffusion of Buddhism, Christianity, Islam, and Neoconfucianism.

APWH Curriculum 



Discussion: Population and Urbanization

Innovations in Agriculture
  1. Champa rice varieties 
  2. The chinampa field systems 
  3. Waru waru agricultural techniques in the Andean areas 
  4. Improved terracing techniques 
  5. The horse collar
Chinese, Persian, and Indian artisans and merchants expanded their production of textiles and porcelains for export; industrial production of iron and steel expanded in China

CCOT Practice: Labor Forms

  • Study the labor forms and write a CCOT thesis statement based on the Post-Classical time period. Include the reasons why the labor form stayed the same or changed. Include a group, social movement, or technology that affected the change.


CCOT essay framework

Research: Red Turban Rebellion

Why did the Chinese peasants overthrow the Yuan Dynasty (Mongols)?


Comparative Practice : Women of Islam and Christianity 

  • Write a summary statement that includes a similarity and difference between women in Islam and Christianity.