10th Grade Instructional Guide€¦ · 10th Grade Instructional Guide . Model Lesson Two ....

10th Grade Instructional Guide Model Lesson Two

Emergence of Capitalism

Standard 10.3.6 Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism and Communism.

History/Social Science Analysis Skills Connection Chronological and Spatial Thinking

• Compare the present with the past, evaluate the consequences of past events and understand continuity.

• Analyze how change happens at different rates and times. Historical Interpretation

• Show connections between historical events and social, economic, and political trends. • Students recognize the complexity of historical causes and effects.

• Students interpret past events and issues within the context in which an event unfolded.

Research, Evidence, and Point of View • Analyze point of view, context, bias, and interpret information. • Construct and test hypotheses employing information from primary and secondary

sources applying it in written and oral presentations.

Guiding Inquiries: 1. What is capitalism? How did it begin to emerge as a dominant economic pattern in

Europe? 2. How have people responded to capitalism? 3. Should the government be involved in the economy, if so, to what extent? 4. Do the benefits of capitalism outweigh its consequences?

Materials Student Handout 1 Background Essay 1 Student Handout 2 The Strengths of Capitalism Student Handout 3 Background Essay 2 Student Handout 4 Where Do You Lean? Student Handout 5 Document Analysis Guide Student Handout 6 Writing Prompt and Task Sheet Student Handout 7 Essay Planning Organizer (4 paragraph) Student Handout 8 Easy Planning Organizer (5 paragraph) Document 1 Adam Smith -The Wealth of Nations Document 2 Karl Marx and Friedrich Engels -The Communist Manifesto Document 3 Relative Share of World Manufacturing Output Document 4 Charles Dickens – Hard Times Teacher Handout 1 “District” Letter Teacher Transparency 1 Lesson Overview Teacher Transparency 2 Pyramid of Capitalist System Teacher Transparency 3 From the Depths Teacher Transparency 4 Document Analysis Guide (Student Handout 5) Teacher Transparency 5 Enjoy Capitalism Image

Second Draft Model Lesson 10.3.6 11/2/2007

Teacher Transparency 6 Essay Planning Organizer (Student Handout 7) Questions for Lesson Study

1. Can students grasp how capitalism emerged as part of the evolution of economic systems?

2. Are students able to see aspects of capitalism and socialism in today’s contemporary world?

3. Are students able to logically and coherently construct an essay that emphasizes the skills of comparing and contrasting?

4. Can students integrate primary and secondary source materials into their writing? Lesson Overview

In this lesson, students will understand the emergence of capitalism and the major responses to it. Students will compare capitalism with utopianism, social democracy, socialism and communism as social-political systems that emerged as result of the Industrial Revolution. Students will examine the philosophy of Adam Smith and compare it to Friedrich Engels and Karl Marx. Students will conclude the lesson by writing a three paragraph essay comparing capitalism to socialism in Europe during the period from 1750 to 1914.

The lesson will take five 50-minute instructional periods to complete.

Before starting this lesson, students should already have gained a solid understanding of the Industrial Revolution

Day 1

Teacher/Student Activities Helpful Hints Hook: The lesson begins with the teacher reading a fictitious letter from the school district about a new policy for World History classes. (Teacher Handout 1). With a serious demeanor read the letter to the class. Upon completion of the reading have the students complete a quickwrite in which they express their thoughts about the “new policy.” Chart the pros and cons of the new policy on the board. Talk about the benefits and limitations of this policy Use the policy and student reactions as an opportunity to present a fundamental issue that defines the key difference between capitalist and socialist ideology, “serving the interests of the individual or serving the interests of others.” Talk about the pros and cons of this issue. Depending on student reactions you may tell them that this policy is not real, or you may carry it through until the next day so as to ensure that students do not give away the surprise to their fellow classmates.

10 Minutes If you use a lot of group assignments in your class read Version 2. If you do not utilize groups much in your classes read Version 1. The versions are differentiated by the 1.0 and 2.0 in the salutation/heading.

Lesson Overview: Use Teacher Transparency 1 to review the activities and objectives for the next 5 days.

5 minutes


Building Background: This activity will provide students with the basic information they will need to know about the Industrial Revolution and the emergence of capitalism and socialism. Continuing with the theme of the hook activity students will work collaboratively on the following tasks:

1) Summary Statement 2) Background Reading on the emergence of capitalism

The Summary Statement activity accesses the prior knowledge of students. In groups of 3-4 students will brainstorm what they already know about the Industrial Revolution, considering the larger areas of social and economic change through industrialization. The following question serves as a bridge to the content of this lesson: What was the Industrial Revolution and how did it change the world socially and economically? In their groups, students should come up with a short summary statement using 15 words or less responding to the focus question above. As a class identify some of the biggest social and economic changes that resulted from the Industrial Revolution. Chart some of those ideas under the headings of Social Changes and Economic Changes. Emphasize to students that the rest of the day will focus on the Economic aspects related to the Industrial Revolution and its impact. Student Handout 1: Background Reading 1 To extend students’ understanding of the economic consequences of the Industrial Revolution and the emergence of capitalism they will read Student Handout 1. This reading will use the squeeze strategy and focus on the emergence of economic systems over time. This strategy is designed to help students practice summarizing and identifying the big ideas of a text.

30 minutes Consider reading the text aloud to the students to support fluency Teams can compete to squeeze down a sentence into as few words as possible and yet retain the meaning of the sentence.

Debrief Wrap-up the reading by touching on some of the critical points. Explain the homework assignment to students. Homework: For homework the students will complete Student Handout 2 to consider the strengths of capitalism, the weaknesses of capitalism and examples of capitalism today. Students using Prentice Hall will read pages 184-185, and 189. Students using Glencoe will read pages 260, 298-299 (up to Marx’s Theory).

5 minutes Discuss student experience with the squeeze strategy as well as the last question/activity in the reading.


Day 2

Teacher/Student Activities Helpful Hints Think-Write-Share: Quick write: What do you see (list 3 items)? What is the picture saying? How do you know? Project Teacher Transparency 2: Capitalism Pyramid Give students 5 minutes to think and respond to the prompt individually. Then have students share their responses with a neighbor. Ask for students to share out answers in a whole group discussion. Use the image to help students realize the opposition to capitalism. Day 2 focuses on the responses to capitalism specifically the portion of the standard that reads as follows -- …”the responses to it (capitalism), including Utopianism, Social Democracy, Socialism and Communism.” Inform students of the focus for the day. Connect to the homework assignment/debrief from Day 1 particularly the portion of the question that focuses on the weaknesses of capitalism.

10 minutes

Background Essay #2: The Responses to the Consequences of Capitalism To examine some of the main responses to capitalism students will explore Background Essay # 2 (Student Handout 3). This reading focuses on some of the problems with capitalism and the responses to it. Students will continue the reading strategies they used on Day 1 by working to circle the big ideas of each paragraph. Based upon what they have circled they will write a synthesizing summary to focus and strengthen their comprehension. Spend some time with students talking about the skill of identifying the big idea. Read paragraph one together as a class to model the skill. Talk about how the systems differ primarily focusing on capitalism and socialism.

30 minutes

Debrief – Where do you fall chart? To make a connection between capitalism and socialism and students views look at Student Handout 4. Discuss the question of “What role should the government play in the economy?” Homework – For homework students will extend their thinking on Student Handout 3 by identifying which item they most strongly agree with and why as well as identifying and explaining which item they most strongly disagree with and why.

10 minutes

Day 3

Teacher/Student Activities Helpful Hints Warm-Up Project Teacher Transparency 3 – From the Depths, by William Balfour

10 minutes


Ker, 1906 The image focuses on an example of the response to capitalism. Ask students to identify what the picture is showing. Ask them to consider the title and overall message of the image. Help students to consider which response to capitalism that the image represents. Help students to make inferences. Analyzing Primary Sources on Socialism and Capitalism Let the students know they will begin examining primary source documents which describe the thinking and/or consequences of both capitalism and socialism. This activity develops the historical “habits of mind” by asking students to think as historians and helps to further prepare them for the writing that they will be doing by beginning to narrow the focus to capitalism and socialism. As part of the writing task, students will be required to find a quote or main idea from the documents reflecting the strengths and weaknesses of capitalism and socialism. Help students to analyze the documents with those questions in view. Students will use Student Handout 5 to record their notes. This organizer serves as a tool to organize pertinent information for the writing to come. The categories are largely linked to the SOAPS tool from Lesson 1 Model Document 1 for the students applying the information to Student Handout 5. Use the modeling of Document 1 as an opportunity to demonstrate for students the way a historian might read a primary source. Begin by sourcing the document or considering the source and thinking aloud about what that might say about the document. Ask students to identify the big idea since that touches on the skills developed with the background readings. Talk about what evidence is. Help the students to understand significance. This item is the most challenging and may need some additional examples of what makes something significant. Students will complete the remaining documents either in pairs or in groups of three. Check for understanding: Document Analysis Guide (Teacher Transparency 4) Teacher will ask for student responses while filling in graphic organizer, Student Handout 5.

30 minutes Student Handout 5 has space for 5 documents. Include an additional document if possible.

Summation: Talk it Out between Adam Smith and Karl Marx. To wrap-up student understanding of the documents that they analyzed as well as the major points related to capitalism and socialism students will engage in a hypothetical conversation with a partner. To do so they will be given a series of questions with which they must talk to each other in a clear convincing yet respectful way.

10 minutes


Tell students that they will represent the views of Adam Smith and Karl Marx. Have students determine roles and turn their desks so that they are facing each other. Students should respond to each question and then respond to what their counterpart has said about the same question. Give students about one to two minutes for each question. Debrief convincing arguments that you heard as students debated. Question 1: What are your economic views? Question 2: How are your ideas better? Question 3: How have your views influenced society? Depending on what you are hearing ask students additional questions. Homework – For homework students will create a political cartoon representing the views of Adam Smith and Karl Marx (capitalism and socialism). Encourage students to create a visual representation of these two economic systems.

Day 4 Teacher/Student Activities Helpful Hints

Warm-Up Have students share their political cartoons with each other. Project Teacher Transparency 5 to show students another visual representation on the matter. Talk about the tone of the image and what it is trying to say.

10 Minutes

Preparation for Writing: Part 1 -- Understanding the Question: Day 4 will focus on preparing students for their writing task -- Student Handout 6. The writing task is as follows: “Compare and contrast capitalism and socialism, evaluating the benefits and problems of each. Evaluate which system provides the greater overall benefit to society. Your response must include citations from a minimum of three different primary or secondary sources.” Students may work with a partner or individually to complete the next few steps. Students will use Student Handout 7 to organize their ideas and plan their essays. Step 1: Re-write the task putting it into your own words. This may be done at the bottom of Student Handout 7 or as a whole class on a transparency. Part 2 -- Organize your ideas: Step 2: Help students to plan out their essay. Use Teacher Transparency 6 (Student Handout 7) co-construct a map for students to organize their thoughts. Help students to understand the different parts of the organizer as well as the expectations for each paragraph. Student understanding of

25 minutes



this organizer is crucial. Part 3 -- Create your Introduction and Thesis: Step 3: Have students use the background essays, the document analysis sheets, and their knowledge of the topic to compare and contrast capitalism and socialism. In their introductory paragraph students must:

• Write an introduction to their essay in which they explain what capitalism and socialism are and touch on the historical context that they emerged in

• Incorporate the language and main categories of the prompt specifically the terms benefits and problems. These terms will form the basis of body paragraphs two and three.

• Identify which system (they believe) provides greater benefits to society. Note: this will serve as the thesis and will be touched on as the concluding sentence in each body paragraph.

You may have students complete the organizer for homework or if time permits they can work on it during the period.

25 minutes Have students share their introduction with a friend or have a few people share theirs out. Talk about challenges you are noticing as you work with students. If students finish quickly have them rewrite their thesis or move on to planning their essay..

Day 5

Teacher/Student Activities Helpful Hints Reviewing the Task Spend the beginning portion of the class to review the task with students. In addition spend some time reviewing how students should incorporate quotes from the primary and secondary sources. A few possible ways are with end notes in the following formats – (Document 1), or (Adam Smith, Document 1), or (The Wealth of Nations, Adam Smith). Finally refer students to Teacher Transparency 6 with transition phrases. As students move from idea to idea in a given paragraph they should signal the change with these words.

10 minutes

Body Paragraphs: Give students the majority of the period to complete their body paragraphs. Encourage them to use their notes and organizers to assist them. Some students may need to complete the task at home.

30 minutes

Bring the Lesson to Closure: Help students to reflect on their writing and learning from the lesson. Ask them to think about what they learned and its application to future learning.

10 minutes

Student Handout 1

Background Reading on Economic Systems

Having a lot of money makes you rich, right?

Wrong!

Well, actually, that depends on what time in history you live. Right now having a lot of money is great—it means you’re wealthy or rich.

But, in Early Medieval times having a lot of money did not mean you were rich. Having lots of land meant you were rich!

So, Land = Wealth. Right? Wrong! Not these days. Now, Money = Wealth.

Things changed. What happened? The Industrial Revolution happened. But it didn’t happen fast. It was

gradual, slowly evolving over 300 years. In the Early Middle Ages the economic system was called Feudalism. Wealth was based on the land. There was only so much land. Therefore, land was valuable (Scarcity creates value). In other words the less you have of something, the more value it represents. The idea of Feudalism is that wealth is based on land. A few powerful people own most of the land. The average people only get to rent the land from the powerful people. They never get to own the land, therefore they never have much wealth. In fact they were always in debt to the lord of the land or the Landlord. Next came an economic system called Mercantilism. This economic system also believed there was only so much wealth. This idea believed that you became wealthy by controlling most of the wealth in the world. By this time, wealth was based on money instead of land. Therefore, nations tried to control the wealth by collecting more money than they spent.

SWBA Somebody— (nations) Wanted something—(control the wealth) But what happened to prevent or Assist it?—(they collected more money than they spent) In other words, countries tried to sell more than they bought.

Governments of these nations decided what would be bought and sold. Since the value of money depended on gold, nations tried to get all the gold so that they would be wealthier than all the other nations.

The Squeeze (Summary)

Make the above two sentences into one sentence of fewer than 36 words and keep the meaning of the sentence.

Later, Mercantilism turned into Capitalism. This economic system is also based on money (Capital means money). However, Capitalism’s idea (thesis) is that markets, not nations or kings or dictators, decide what will be made and sold. In other words, people vote for what will be made and sold through dollars or money. The economics writer Adam Smith called this idea the Invisible Hand in his book The Wealth of Nations. He also said that the Invisible Hand was a Natural Law of economics. Later economists called this law Laissez-Faire, or “hands-off” economics. Government does not interfere in capitalism in any way.


The above paragraph has 8 sentences and 103 words. Reduce the number of sentences words by combining and paraphrasing sentences.

Because no one tried to control Capitalism, wealth grew tremendously. In this growth, however, only a few got wealthy. Most people were poor, very poor. Because of the Industrial Revolution these people had left their land to make money in the capitalistic system. They were totally dependent on money for their wealth. Because of lack of regulation (control), the poor got poorer and the rich got richer.


Another new idea came along. It was called Socialism. Socialism’s idea was to have more economic equality between the rich and poor. Socialism believed that government should be responsible for economic planning. Socialists believed that private property should be strictly regulated by the government, or replaced by state or community ownership. Planning, greater economic equality and state regulation of property are the key ideas of socialism.


Feudalism Mercantilism Capitalism Socialism 1200s 1500s 1700s 1900s

Match the phrases below with the time period that you think they relate to.

Money Based Wealth Land Based Wealth Share the Wealth There is Only So Much Wealth

Student Handout 2

Considering Capitalism

Based upon the reading you have done, answer the following questions.

1) In your own words define capitalism.

2) What are two strengths or positive things about capitalism? Include a quote from your reading.

3) What are two weaknesses or negative things about capitalism? Include a quote from your reading.

4) How can we see capitalism in our world today?

Student Handout 3

Background Essay #2: Responses to the Consequences of Capitalism

capitalists: an investor of money in business for profit bourgeoisie: affluent middle-class people characterized as conventional, conservative, or materialistic in outlook proletariat: the class of wage-earning workers in society Urbanization: movement of people from the countryside into towns Utopianism: a social, political system based on the belief that an ideal society can be achieved

As you read the following essay, circle words that relate to the consequences of capitalism. Do not circle the whole sentence. When you finish identifying the big ideas you will synthesize/summarize your thoughts.

Negative aspects of economic growth under capitalism soon

came to light. New wealth was created but it was concentrated in the hands of the elite capitalists or bourgeoisie (the owners of the means of production). In order to maximize profits, low wages, poor working, and poor living conditions prevailed. Increased competition constantly forced factories to lower their production costs. Their profit margins shrank which further reduced wages and increased already long working hours. The use of cheaper child labor increased dramatically. Workers sank into more desperate poverty, while industrialists, property owners and entrepreneurs benefited from the economic growth. The gulf between the social classes became even wider, the rich got richer and the poor got poorer. This led to violent clashes, revolts, strikes and lockouts, between the proletariat (workers) and the bourgeoisie.

How many words did you circle? What word is the most important word? Why? Another consequence (issue/problem) was the migration of

huge segments of the population to the cities (Urbanization). Through the policy of “enclosure,” by which land held in common could be fenced in by big landowners for their private use, many small farmers became impoverished and were forced to move to the cities in search of work to feed their families. The living conditions were cramped and dirty and “slums” were the result. This affected millions of people all over Europe, who then had to fight for their survival as laborers, uneducated and with no rights. They did the work no one else would do at wages no one else would work for. To counteract this desperate situation workers and social reform advocates sought solutions.

What is the most important point from this paragraph? Why?

Some reformers like Robert Owen believed strongly that they

could change society for the better. He and other utopians believed that a perfect society was possible if the living and working conditions of people were improved. To prove his point he built a cotton mill in Lanark Scotland and a town for the workers around it. The concept was that everything the worker needed could be provided in the town with his help, the workers would be more productive and happy as a result.

Student Handout 3

Background Essay #2: Responses to the Consequences of Capitalism

Ferdinand Lassalle, son of a Jewish merchant, led a movement known as Social Democracy and founded the first Social Democratic party in Germany in the 1860’s. They believed that revolution was unnecessary. If workers could vote, they would force political reforms. Social Democrats of the 19th and 20th centuries came to believe that democracy could be used to bring about socialist goals. They preferred to reform capitalism rather than to abolish it.

What is the key concept from this paragraph? Socialism is based on a shared desire to help the poor. The

socialists preached that the rich and the poor should be more equal economically. Socialists believed that governments should be responsible for economic planning. Socialists believed that private property should be strictly regulated by the government or replaced by state or community ownership. Planning, greater economic equality, and state regulation of property-these are the key ideas of socialism.

How is socialism different from capitalism? Karl Marx, a German philosopher, formulated a new theory;

a form of socialism called communism. He and Friedrich Engels published The Communist Manifesto, which became the bible of socialism. Marx theorized that the struggle between social classes would lead to the creation of a classless society. According to Marx, the modern class struggle pitted the bourgeoisie against the proletariat. In a classless, communist society, people's struggles would end because wealth and power would be equally shared.

Socialists often appealed to the middle class and the state to help the poor. Marx disagreed with such appeals. He argued that the interests of the middle class and those of the industrial working class were always opposed to each other. In Marx's view, one class had always exploited the other, and since the beginning of modern industry, society was split more clearly than ever before.

Synthesizing Summary In less than 20 words summarize the reading by answering the following question – What were the consequences of capitalism?

Student Handout 4

Capitalism and Socialism: Where Do You Lean?

These are things you want if you are leaning to capitalism:

• No government regulation of the marketplace • Limited or no taxation • No government sponsored welfare • Charity based welfare • No trade barriers • No government regulation of the employment market • Private ownership of property and the means of production

These are things you want if you are leaning to socialism:

• Government regulated marketplace • Taxation to enable government spending/activity • Government welfare • Trade barriers to protect national/local market • Government controlled employment market • Limitations on ownership of property and means of production

1) Which item do you most strongly agree with? Why?

2) Which item do you most strongly disagree with? Why?

3) On the spectrum below where would you put yourself?

Socialism ---------------------------------------------------------------------------Capitalism

Adapted from http://www.thelibertypapers.org/2005/11/26/a-better-political-spectrum/

https://mail.lausd.net/exchweb/bin/redir.asp?URL=http://www.thelibertypapers.org/2005/11/26/a-better-political-spectrum/

https://mail.lausd.net/exchweb/bin/redir.asp?URL=http://www.thelibertypapers.org/2005/11/26/a-better-political-spectrum/

Student Handout 5

Document Analysis Guide

As you read and analyze the primary source documents use this chart to organize your ideas. You will use this chart when you work on the writing task so write clearly and accurately.

Document and Source Big Idea of the Document (Subject, Purpose, etc.)

Evidence (Key quote, statistic, etc.)

Significance This means... This is important because ...

Student Handout 6

Writing Prompt and Task Sheet Background – From 1750 through 1914 the economic systems of capitalism and socialism emerged and developed in Europe as part of and as a response to the Industrial Revolution. The Industrial Revolution resulted in major changes both socially and economically. The systems of capitalism and socialism in time have become the dominant economic systems influencing the history of the world from the eighteenth century until the present. Prompt – Write a three paragraph essay in which you: “Compare and contrast capitalism and socialism, evaluating the benefits and problems of each. Evaluate which system provides the greater overall benefit to society. Your response must include citations from a minimum of three different primary or secondary sources.” Tasks –

1) Write an introduction in which you define the terms capitalism and socialism and preview what the body paragraphs will focus on – the benefits and problems of each system

2) Write a thesis statement in which you evaluate which system provides the greater benefit to society.

3) Write body paragraphs bringing out specific details about the strengths and problems of capitalism and socialism

4) Incorporate quotes from a minimum of three different sources. Visuals are acceptable sources

5) Write concluding sentences in each paragraph in which you provide commentary explaining how the system you have determined provides a greater overall benefit does so.

I N T R O D U C T I O N

Student Handout 7 Historical Context: 2-3 sentence summary of background of Capitalism and Socialism

Thesis:

Topic Sentence

Supporting Detail/Evidence

In a capitalist system,


Socialism, on the other hand,

Analysis

Main Idea Benefits of Capitalism and Socialism

Concluding Sentence

Topic Sentence


For example, capitalism


In contrast, socialism

Analysis

Main Idea Problems of Capitalism and Socialism

Concluding Sentence

Topic Sentence

Analysis (Benefits)

Analysis (Problems)

Analysis

Main Idea Evaluating the two economic systems

Concluding Sentence

Para-graph

1

Para-graph

2

B O D Y

Para-graph

3

Para-graph

4



Thesis:

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence

Analysis (Benefits)

Analysis (Problems)

Analysis


Concluding Sentence

Restate Thesis

Para-graph

1

Para-graph

2

B O D Y

Para-graph

3

Para-graph

4

CONCLUSION

Review Main PointsPara-graph

5

Final Thought



Thesis:

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence

Analysis (Benefits)

Analysis (Problems)

Analysis


Concluding Sentence

Restate Thesis

Para-graph

1

Para-graph

2

B O D Y

Para-graph

3

Para-graph

4

CONCLUSION


5

Final Thought

Document 1

From The Wealth of Nations by Adam Smith, 1776 The sole purpose of all production is to provide the best possible goods to

the consumer at the lowest possible price. Society should assist producers

of goods and services only to the extent that assisting them benefits the

consumer ... he intends his own gain; and he is in this, as in many other

cases, led by an invisible hand to promote an end which was no part of his

intention ... By pursuing his own interest, he frequently promotes that of the

society....

Document 2 Excerpts from the Communist Manifesto by Friederich Engels and Karl Marx, 1848

Figure 1 Karl Marx

“The modern bourgeois society…has not done away with class antagonisms. It

has but established new forms of struggle in place of the old ones….Modern

industry has converted the little workshop of the patriarchal master into the great

factory of the industrial capitalist. Masses of laborers, crowded into the factory,

are organized like soldiers….

"Owing to the use of machinery and to division of labor, the work of the

proletarians has lost all individual character, and consequently, all charm for the

workmen, He becomes [a limb] of the machine, and is only the most simple, most

monotonous, and most easily acquired knack, that is required of him”

Figure 2 Friedrich Engels

Document 3

http://upload.wikimedia.org/wikipedia/commons/c/ce/Graph_rel_share_world_manuf_1750_1900_02.png Data from: Paul Bairoch, "International Industrialization Levels

https://mail.lausd.net/exchweb/bin/redir.asp?URL=http://upload.wikimedia.org/wikipedia/commons/c/ce/Graph_rel_share_world_manuf_1750_1900_02.png

https://mail.lausd.net/exchweb/bin/redir.asp?URL=http://upload.wikimedia.org/wikipedia/commons/c/ce/Graph_rel_share_world_manuf_1750_1900_02.png

Document 4 An excerpt from Hard Times, by Charles Dickens,1854

It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood it was a town of unnatural red and black like the painted face of a savage. It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal in it, and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down like the head of an elephant in a state of melancholy madness. It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another, who all went in and out at the same hours, with the same sound upon the same pavements, to do the same work, and to whom every day was the same as yesterday and tomorrow, and every year the counterpart of the last and the next....

Hiram Johnson Unified School District

333 South Main St. Playa Del Vista, California 99017

TO: LAUSD World History Teachers FROM: Bill Dincom Director, Office of Collaboration RE: New Grading Policy v.1.0 In an effort to promote student collaboration in World History classes a new policy has been

created. This policy will take place effective immediately. The policy will focus on History classes to begin with since this subject focuses so much on learning about others and building a better society.

The policy is as follows:

• For the next month all class assignments will be done in teams or small groups. This includes tests.

• Students will receive academic grades as well as work habit and cooperation grades based upon how their team or group did and not merely on how they performed as an individual.

• After a month the policy will be evaluated to determine if it should be continued for another month.

In order to gain some feedback for this new policy please take a few minutes to write down your response.

Hiram Johnson Unified School District

333 South Main St. Playa Del Vista, California 99017

TO: LAUSD World History Teachers FROM: Bill Dincom Director, Office of Collaboration RE: New Grading Policy v.2.0 In an effort to promote student responsibility in World History classes a new policy has been



• For the next month, students will have the opportunity to do all assignments either individually or in small groups. This includes tests. There will not be different versions of tests or assignments although individuals will have fewer tasks on projects.

• Students will receive academic grades as well as work habit and cooperation grades based upon how their team or group did and not merely on how they performed as an individual if they choose to work in a team.



TO: LAUSD World History Teachers FROM: Bill Dincom Director, Office of Collaboration RE: New Grading Policy In an effort to promote student responsibility in World History classes a new policy has been



• For the next month, students will have the opportunity to do all assignments either individually or in small groups. This includes tests. There will not be different versions of tests or assignments although individuals will have fewer tasks on projects.

• Students will receive academic grades as well as work habit and cooperation grades based upon how their team or group did and not merely on how they performed as an individual if they choose to work in a team.



Teacher Transparency 1

Overview of Lesson 10.3.6

Goals of the Lesson: • Understand capitalism and socialism as part of the

Industrial Revolution and our world today • Develop reading and summarizing skills • Develop the ability to write a compare and contrast

essay

Day 1 District Letter Background Reading on Economic Systems with Squeeze Activity Debrief and Homework

Day 2

Think-Write-Share Responses to Capitalism Debrief and Homework Day 3 Warm-up Primary Sources on Capitalism and Socialism Talk-It-Out Activity Day 4 Preparation for Writing Writing Introductions and Thesis Statement Day 5 Complete Writing Lesson Reflection


http://commons.wikimedia.org/wiki/Image:Anti-capitalism_color.jpg

http://upload.wikimedia.org/wikipedia/commons/a/a7/Anti-capitalism_color.jpg�

http://commons.wikimedia.org/wiki/Image:Anti-capitalism_color.jpg


Source: From the Depths, William Balfour Ker, 1906


Document Analysis Guide

As you read and analyze the primary source documents use this chart to organize your ideas. You will use this chart when you work on the writing task so write clearly and accurately.

Document and Source Big Idea of the Document (Subject, Purpose, etc.)

Evidence (Key quote, statistic, etc.)

Significance This means... This is important because ...


bureaucrash.com/node/1643

http://bureaucrash.com/node/1643


Teacher Transparency 6 Historical Context: 2-3 sentence summary of background of Capitalism and Socialism

Thesis:

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence

Analysis (Benefits)

Analysis (Problems)

Analysis


Concluding Sentence

Para-graph

1

Para-graph

2

B O D Y

Para-graph

3

Para-graph

4


Teacher Transparency 7 Historical Context: 2-3 sentence summary of background of Capitalism and Socialism

Thesis:

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence





Analysis


Concluding Sentence

Topic Sentence

Analysis (Benefits)

Analysis (Problems)

Analysis


Concluding Sentence

Restate Thesis

Para-graph

1

Para-graph

2

B O D Y

Para-graph

3

Para-graph

4

CONCLUSION


5

Final Thought

10th Grade Instructional Guide€¦ · 10th Grade Instructional Guide . Model Lesson Two ....

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