I.R. Review Spice Chart

SPICE - Social, Political, Interactions with Environment, Cultural, and Economic aspects of history - how do these groups overlap?  Place facts and information from the Industrial Revolution into the correct categories.

Online Sections of the Book
25.1
25.2
25.3
25.4

Reminder!

Make sure you check on Aspen and see if you're missing any homework.  Because there is such a large number, homework I receive before the end of the week will be marked for full credit.  After Friday, they stay in Aspen as zeros!

You MUST have a blog for class, not having one is not an option.  Choose blogger or wordpress, make a blog, and submit/send the link to me.

Child Labor Project

We know that during the Industrial Revolution children were subjected to long hours of work in horrible conditions, often for very little amounts of money.  As countries like the US and England became more industrialized, groups like unions developed and helped create reforms to protect people working in factories, especially children.  However, in countries that have recently industrialized child labor is still a very real issue.

Objectives

• Students will work in groups to research instances of Child Labor in developing countries and apply current policies in rectifying those issues.  

As a group, you will present a newscast of your research, which will be presented to the class on Thursday, November 21st.  Students will have several days in class, and a weekend to collaborate on this project.  Your research must be submitted with a fully citated bibliography in Turabian format.  

Links to help you: 

What is child labor? 

Per Capita Income Defined

How to Create your Bibliography - Check 'Turabian' as your option to the right for the correct format.

World Factbook - Website maintained by the CIA that will give you all the info you need about your country.  

News Report on Child Labor - In case you've never seen a news report and don't know what they look like 

Map of Child Labor Infractions around the World 

Questions you are researching: 

About your Country Specifically:

• What is the literacy rate of your country?
• What is the average age of marriage for males and for females?
• What is the life expectancy there?  What is the infant mortality rate? 
• What is the average size of families/how many children do most women give birth to? 
• What is the per capita income for your country?
• What type of government does your country have? (Be careful and precise here).

About Child Labor in general:

• What are the typical jobs that children work?  What products are they making? 
• What is the average age for starting work? 
• Why are children used for this work? 
• Why do families send their kids to work? 
• How does this violate the UN's Convention of the Rights of the Child?  
• did your country sign the Convention?  Why or why not?  
• What would have to happen for child labor to end in this country?  

Digital Presentations will be done using Touchcast (download it ASAP) 

Countries:  Myanmar (Burma), Pakistan, Bangladesh, Brazil, South Africa, Indonesia, Philippines, North Korea

RUBRIC FOR THIS PROJECT - Worth 70 pts!

Steps

1 - Research to answer al of your group's question.  Keep a bibliography of your sources!  Download Touchcast from the app store (free).  Utilize GoogleDocs and the idea that everyone can edit/add from where ever.  Decide what needs to be done, who's going to do what, and why is it going to be done by.  Own it - its yours.  Let me know if anyone is uncooperative.  

2.  Write a script for your newscast that answers the above questions.  The questions can be answered in any order - your goal is to create a smooth, cohesive report that makes sense to your viewers.  

3.  Copy and paste your script into TouchCast with your group.  It acts as a teleprompter for you to read! 

4.  Video record yourselves (you choose what configurations, but everyone must be in it in some way if you want a grade). 

Industrialization Notes (in progress)

Notes from class so far, I'll add as we finish them.

Industrial Revolution (25.1)
Life in a Factory (25.2)
Spread of Industry (25.3)
Economy During Industrialization (25.4)

Class work for 11/13

IN CLASS:

While I'm out, you should be working on the Factory Act of 1833 packet.  This is individual work and you should not be working with a partner.  This is also going to count as a quiz grade.  

A paper packet is available to you, but you can also access the documents (and most of the questions) at this link 1833 Factory Act Reform

LASTLY - Be prepared to sit back in your new seats Thursday (I've noticed shifting bodies back into your old seats.)  The point of moving seats is to create change and new groups, not to shift the old group you had two rows over.  If this continues to be an issue I will assign seats and there won't be any more problems.  

At the start of term two, I think that we need some ground rules for class behavior.  By November, I shouldn't have to tell you to take your headphones out when I'm talking, or to not text during class.  Not only is it negatively affecting the offender's ability to participate in class but it is also disrespectful to me and the others in the classroom.  I'll be using class dojo to track behaviors on a daily basis, but I need your help deciding what good classroom behavior looks like.  You will earn positive points for good behaviors and lose points for bad behaviors.  

Some questions to consider: 

- What does good classroom behavior look like?  Some 'positive' behavior points I've come up with so far are:  staying on task, working well in groups, participating in a discussion, asking a question, being on time with materials.  

- What behaviors take away from a positive classroom experience?  I've brainstormed the following:  excessive breaks, disruptive behavior (talking/whispering), inappropriate technology use, putting down a classmate, not having appropriate materials.  

- What goal/reward can we have for individuals who reach a goal?  What is an appropriate individual goal? 

- What goal/reward can we have for the class when it reaches a goal?  What is an appropriate group goal?  

On this blog post, share your ideas for positive/negative behaviors and rewards we could work towards (drop a quiz? bring in snacks to share?  movie period?  What goals (amounts) are reasonable?  Do not negatively put down the ideas of anyone else. 

November 7, 2013

Essential Questions (Think about them - not answer) Were authorities aware of the conditions of London factories?  Were factories dangerous to the health of its workers?  What reforms should be created to protect workers?  

Tomorrow from class - you should have your document questions finished, and a paragraph written on the last page of the packet.  

Objective - Students will write paragraphs using evidence to support their statements.  

- Students with unsatisfactory paragraphs will get a second attempt at writing them!

Homework 11/6

• As a factory worker, write a letter home to your parents about what it is like working in a factory in a big city.  Use information from class and the factory rules here - Post on blog! 
• You must include: 
• An accurate date for the time
• a description of your role in the factory 
• your working conditions 
• your opinion on industrialism

Must be posted to your blog for credit!

Homework 11/5-11/6

Hello all!  I forgot to post homework tonight so if you were able to remember for class, great job, if not - here's your second chance.

Read Section 25.2.  For each of the bolded vocabulary terms, you are going to write two definitions.
1)  The definition from the book.
2)  Rewrite the definition in your own words.

- Post your definitions on your blog! If you already did the homework last night, you are all set for tonight :)

Homework for the Weekend - November 1

**If you received below a 70 on a test, consider doing test corrections to boost you up to a 70 (if you're correct) - See past blog posts for directions on doing this.  Corrections due Monday - no exceptions**

On your blog, post answers to the following questions:

1)  Look at the individual roller blades..what observations can you make about them?

2)  How did your group decide to mass-produce the roller blades?  Did you split up your roles/how did you split it up?

3)  What was your role?  How did you do your job efficiently?

4)  What did your group do well/ what could you have done better?

5)  Look at the pictures below of the roller blades from the first activity and compare it to the roller blades you made in groups.  What differences do you notice?  Why do you think these differences occur?

6)  As a consumer of products, which group (first activity vs. second activity) would you buy roller blades from?  Why?

Round 1 of Activity (individual rollerblades)

Round 2 of activity (in groups)