Sample Lessons

Contents: 
  • Enlightenment Salon Poetry/Raps
  • Collective Bargaining Simulation
  • Industrial Revolution Dilemma Discussion
  • The Salem Witch Trials
  • Favela Rising - Music and Social Change

Enlightenment Salons -  

Set Induction:

-          checking 21.1

-          quote discussion:  “Man is born free and everywhere he is in chains.”  - Rousseau        - compare with Hobbes ideas about state of nature (5 minutes)
Assignments:

-          Discussion board posts

-          Enlightenment w/s
Conclusion:


-          share poems and guess philosophers/pass out homework (10 minutes)

Aims/Objectives:
After this lesson students will be able to do the following:

Classroom:

-          Students will identify roles of women during the Enlightenment

-          Students will summarize the ideas of Enlightenment philosophers (by creating a poem)
Procedures:

-          notes – pop culture (15 minutes)

-          Enlightenment thinker salons – student will create poems with partners (20 minutes)

Feedback and Reminders:
-           assign partners the thinkers they will create poems about there is a poem presented about each thinker

-          10 line minimum


Materials Required:


-          hw worksheet

-          poem handout

-          objectives/activities ppt


Assessments:


-           Habbits of Work (10 pts. per quarter)

-          Poems (5 pts.)

-          Enlightenment w/s (10 pts.)
Resources, Scholarship, and Standards:

IL:   16.b.4a (W)
        16.b.4b (W)


NCSS:   II, IV, V, VI
       
  
Global Connections

Name:  _____________________________  Period:  _____

Partner:  ____________________________

Poetry on the Enlightenment
Instructions: You have learned about several important figures of the Enlightenment. Apply what you have learned thus far or what you can find in your textbook by creating a poem on Voltaire, Adam Smith, Montesquieu, Rousseau, Newton, Mary Wollstonecraft, Cesare Beccaria, or Diderot. This poem’s title should be the name of the philosopher. When you read them to the class, do not mention the philosopher’s name. Students should be able to identify which philosopher you are describing by the information you provided.  Here is an example we read as a class.

Note Guide - 

Enlightenment in Europe

Enlightenment
When was it? (629)




What was it? (629)





Isaac Newton
Where was he from? (626)




What was his major accomplishment? (627)





Voltaire
Who was he? (630)




(What did some of his writings include? (630)





Diderot
What was his major accomplishment? (636)




Who contributed nearly half of the total cost? (636)








Adam Smith
Who was he? (734)




How did he feel about government regulation on trade? (734)



What were his three laws of economics? (734)





Montesquieu
What did he devote himself to? (631)




He believed that best government was the one established by the British. How was power balanced in the British government? (631)



Rousseau
How does he feel a good government would be formed? (632)






PHILOSOPHIES
In the early 1700s a group of thinkers set forth the idea that people could apply reason to all aspects of life. What was at the heart of their philosophy? (630)

  1. __________________________
  2. __________________________
  3. __________________________
  4. __________________________
  5. __________________________
  
Collective Bargaining Simulation - 

Set Induction:

Introduce Objectives

Checking – 25.4

Simpsons (5)

1.        From Marx’s perspective, who does Mr. Burns represent?
2.        From Marx’s perspective, who does Homer and his co-workers represent?
3.        How would Marx recommend Homer deals with his situation at work?

Assignments:

HW: Quiz tomorrow on Industrial Revolution
Bring in Newspaper
Collective Bargaining Reflection if not complete
Conclusion:

Reflection (5-10 minutes)
Aims/Objectives:
After this lesson students will be able to do the following:

Students will define union.

Students will explain the function of unions and collective bargaining.

Students will  describe reform movements of the 1800’s


Procedures:

Introduce Collective Bargaining Activity & Definitions (5)

Group students/Go through steps of simulation (5)

Rounds of Negotiation (25-30)

Timing - http://www.online-stopwatch.com/
Feedback and Reminders:

*  print contracts in color in the future so students have an easier time focusing and locating where it is in the group.

* created power point instructions after 1st period

*  remind students during the initial directions that they can begin working on their reflections if they finish their proposals early

*  have  written description of clip for students – had student who couldn’t watch Simpsons
Materials Required:


Objectives/Activities ppt

Simulation Instructions

Worker/Owner Information sheets w/ Reflection ?s

Contract Templates

Assessments:


Reflection (10 points)

Habits of work


Resources, Scholarship, and Standards:

IL:  16.C.4c (W)
16.C.5c(W)

NCSS:   V, VI, VII

  
Factory Owner Collective Bargaining 

Collective Bargaining Simulation

Manchester Textiles is a small factory employing both workers and managers.  The company spins, weaves, and manufactures textiles.  The company has been around 20 years and has been fairly successful.  It is continuing to make profits, but in the last few years sales have decreased due to the emergence of a nearby competitor. 

The year is 1833.  The workers have recently joined together in a union in order to improve working conditions.  The workers of Manchester Textiles have been able to join unions now for nearly a decade because Parliament repealed the Combination Acts of 1800. 

Parliament has now passed more laws to regulate business.  The Factory Act of 1833 has now made it illegal to employ children under 9 years old in factories.  Children between the ages of 9-12 can only work eight hours a day, and it’s only legal for children of 13-17 to work for twelve hours a day.  This new law has made it important to negotiate a new contract for Manchester Textile employees. 
Definitions:
union –


collective bargaining –


strike –


arbitration – 

Simulation Steps -

Round 1:  Separate Meeting (10 minutes)
1. Read your group’s collective bargaining information
2.    With your group, construct your first contract proposal.  Try to maximize points for your group.


Round 2:  Factory Meeting (5 minutes)
1. Each side reads aloud first contract offer and gives it    
    to the other side to review
2. Go item by item through the contract to discuss
    potential compromises

                                                    
Round 3:   Separate Meeting (5 minutes)
-         Look at other group’s offer and revise your contract proposal
-         Put together a new contract offer with compromises
-          

Round 4:  Factory Meeting (5 minutes)
-         Each side reads aloud new contract offer and gives it to the other side for review
-         Discussion of potential compromises
-          

Rounds continue until a final contract is signed & turned in.


If no final contract is reached by the end of the period, the last drafts will be collected from each group with items you disagree on highlighted.  The contract decision will then be independently arbitrated.  Arbitrators will be Miss Welsh & Mrs. Sprengel.
Factory Owner Collective Bargaining Information:

As a factory owner, your group’s goal is to reach an agreement with your workers to prevent a strike.  Use the following guidelines when developing your first contract offer and revising your offer during the rounds of negotiation.  Your group wants to earn as many points as possible by negotiating the contract in your favor. 
Points:
Wages do not increase
+5
Weekly wages increase less than $1
+2
Wages based on productivity
+2
Wages for children/women more than $1 lower
+5
Children employed with lower wages
+2
Hours per week do not decrease
+2
Hours per week increase
+5
No safety precautions agreed to
+5
One safety precaution agreed to
+2
Only one meal per day
+5
Two meals per day (one is only bread)
+2
15 minutes maximum per meal
+2
No fresh meal items offered
+2
No meat offered to workers
+5
Workers pay more than $1 per week for housing
+5
No sick days offered
+5
Two or fewer sick days offered
+2
                                                
Total points earned with final contract: __________
Collective Bargaining

Once you have signed your final contract answer the following questions.

Knowledge:

  1.  According to Karl Marx, what social class did you belong to?


  1. How do unions help prevent class conflict?


  1.  What is the goal of a union?


  1. Describe two other reforms developed in the mid 19th century to prevent class conflict:


Reflection:

  1. Which side got the best deal in the simulation?  Why?


  1. Which component of the contract was most important to you?  Why?


  1. What did you have to compromise on?


  1.  What was the most challenging thing about negotiations?
Factory Worker Collective Bargaining Information:
As a factory worker, your group’s goal is to reach an agreement with your managers and prevent a lock-out.  Use the following guidelines when developing your first contract offer and revising your offer during the rounds of negotiation.  Your group wants to earn as many points as possible by negotiating the contract in your favor. 
Points:
Wages increase at least $1 to meet inflation
+2
Weekly wages increase more than $1
+5
Wages based on experience
+2
Wages for children/women equal to men
+2
Children not employed
+5
Hours per week decrease
+5
Hours per week remain the same
+2
Both safety precautions agreed to
+5
One safety precaution agreed to
+2
Two meals per day
+2
Total meal time 1 hour or more
+5
Fresh meal items offered
+5
Protein (meat, eggs, beans) offered every meal
+2
Meat offered to workers
+5
More than 3 sick days offered
+2
Housing cost less than $1
+5
Housing cost $1
+2

Total points earned with final contract: __________

Industrial Revolution Dilemma Discussions - 

Set Induction:

-          check 25.1
-          industrialization brainstorm
think-pair-share (5 minutes)
Assignments:

-          25.2
Conclusion:

-           What were some challenges people faced during the Industrial Revolution?  Which do you think were most difficult?
Aims/Objectives:
After this lesson students will be able to do the following:


-          discuss some major concerns surrounding industrialization
-          define industrialization


Procedures:


-          dilemma activity (25 minutes: 15 w/ partner 10 w/ class)


Feedback and Reminders:

*  Co-taught – read dilemma prompt out loud to keep timing more uniform
Materials Required:


-          brainstorm bubbles handout
-          dilemma worksheet


Assessments:


-          habits of work
-          dilemma w/s (5 pts)

Resources, Scholarship, and Standards:

IL:  16.C.4a (W), 16.C.4c (W), 16.D.4 (W)


NCSS:   V – Individuals, Groups, and Institutions
VII – Production, Distribution, and Consumption
Global Connections

Name________________________________________  Period______________

Industrial Revolution Brainstorm
Instructions:  With a partner think of as many answers as possible.  Don’t spend too much time on one question!

  1. What are some different methods of transportation that are currently available to citizens?

  1. What are some ways  you could communicate with a person without spoken language or technology?
  
  1. What are some things you do that damage the environment?
  1. What are some ways education could change for the better?
  1. What are tools and technology that are important in your everyday life?

  1. What are some unsafe conditions in your school, home or work?
  
Global Connections

Name:  __________________________________Period:  _____

Partner’s Name:  ______________________________________

Reasoning and Dilemmas: Industrial Revolution

  1. Producing, Exchanging, and Distributing (Economics)

DILEMMA:
You are a husband, father, and worker in a company and live in a company town. You are in debt to the extent that you will never see “the light at the end of the tunnel.” (The company owns you.) You read in the paper of great possibilities in the United States, Canada, New Zealand, and South Africa. If you leave, the company would send the police after you. If they catch you, they would arrest you for failure of payments. Do you take the chance and leave your debts behind, thereby jeopardizing your family leaving them to live in poverty and shame for your actions if caught?  Or do you stay and pay them off?

What would you do? Explain.
What would your partner do? Explain.










  1. Transportation

DILEMMA:
You are on the ocean liner “Titanic.” You are an upperclassman, have been given a seat on a lifeboat knowing full well that there are not enough boats for all the people. Will you give up your seat for a lower class mother and child?

What would you do? Explain.
What would your partner do? Explain.













  1. Communications
DILEMMA:
You are a reporter who was on the scene of the outbreak of a violent riot during a strike. You saw that the violence was initiated by the railroad deputies, not the strikers. Your newspaper is controlled by Big Business interests, and you are told by your editor to write an article placing the blame for the violence and injuries on the union workers. You know that if you write the truth you will be fired. What will you do?

What would you do? Explain.
What would your partner do? Explain.










  1. Providing Education
DILEMMA:
A woman has applied for a job as a university professor. She is extremely well qualified and is the best candidate for the job. You are a male who has also applied, but you are without the credentials the woman possesses. You and she are the tow finalists for the job. You will most likely get the job because you are a man. What will you do?

What would you do? Explain.
What would your partner do? Explain.










  1. Making and Using Tools and/or Technology
DILEMMA:
You have an idea for a new tool which would make you immensely rich. But there is a defect in this tool, which is unsolvable. This defect would make the device fail after a very short life-span. In its failure, it has the possibility for breaking apart and most likely causing serious bodily harm to a worker. You patent, production costs, and creation have all been approved and are on line. Do you follow through with the invention, knowing that if you started over, there would be considerable costs to you and years of delay?

What would you do? Explain.
What would your partner do? Explain.






  1. Organizing and Governing

DILEMMA:
You are a plant manager who is committed to good working conditions and fair wages for your employees. You also have a corporate owner and stockholders who expect to see a substantial return on their investment. You wish to give your workers a raise, but you know if you do so, you must either raise prices, which will hurt the consumers or lower profits for the stockholders, which will endanger your position with the company. What would you do?

What would you do? Explain.
What would your partner do? Explain.










  1. Moral, Ethical, and Spiritual Behavior

DILEMMA:

You are a woman whose husband has emigrated to America from your home in Great Britain to build a better life for the family. Your husband finally earns enough money to send for you and your children. You leave on a ship to America with your two children. Once you all reach American, you find that because one of your children has an eye disease, he will be prohibited from entering the country. Do you accompany your child back to Great Britain while leaving your other child in America with his father? Do you send the child back alone to live with grandparents until you can save money to attempt to bring him over again? Does the whole family go back to Great Britain leaving the American Dream behind? What do you do?

What would you do? Explain.
What would your partner do? Explain.










The Salem Witch Trials - 
  
NAME: ____________________________  PERIOD:_____

The Salem Witch Trials

1.       How did the class reaction to the cheating accusations compare to the Salem community’s reaction to witchcraft accusations?


2.      What about Puritan culture may have encouraged accusations of witchcraft?



NAME: ___________________________ PERIOD: ______

The Salem Witch Trials
COURT CASES

Directions: After reading the four court cases aloud within your group, answer the following questions.  Assign roles and read the cases like a play!  Everybody in your group should take a turn reading.

1.       What was the most common offense that the witches were accused of?



2.      What did most of the witches do in the cases?



3.      What was said about the Devil in most of the cases?


4.      Imagine you are a witch on trial in court.  Write at least a 4 sentence response, either defending your innocence or confessing.


What is one question you would ask the accused that was not asked in any of the court cases you read?



  

Favela Rising: Music and Social Change - 

Geography                                          Name: ____________________________Per:____


Favela Rising Video Guide

1.  How old was Anderson Sá the first time he remembers seeing violence?


2.  Between the years of 1987 and 2001, 476 minors (children under 18) were murdered in Israel and Palestinecombined.  During that time, ________ minors were murdered in one city in Brazil.

3.  What city is the documentary set in?


4.  What is life like growing up in a favela?  (2 observations)



5.  Drug dealers can make as much as $650/week, while average black Brazilians make $____/week.

6.  In addition to drug dealers, who else is responsible for violence in favelas?

7. What did the police do in the favela after 4 police officers were murdered?



8.  What was the name of the music group Anderson Sá’s began? 



9.  What was the music like and what was the group’s message?



10.  Do you think music can create social change?



“Eu tô Bolado” – Afroreggae

Eu tô bolado...

em Vigário Geral só morreu trabalhador
29 de agosto mataram a minha gente

Eu tô bolado...

21 moradores assassinados
pelo ódio e a violência
de policiais vingadores

eu tô bolado...

essa crueldade aconteceu
porque no dia anterior
traficantes mataram 4 policiais

eu tô bolado...

o caminho certo é o caminho da sorte
o caminho errado pode te levar à morte

eu tô bolado...

sou de Vigário, disso me orgulho
amo minha comunidade

eu tô bolado...

não entendo este mundo
me disseram que a polícia
é um órgão existente a proteger o cidadão
mas o que já foi relatado é o contrário
a proteção aqui não houve
houve sim a covardia, burrice, deslealdade,
insolência e falta de caráter e não existem
palavras no mundo para esta atitude imbecile
eu tô bolado...




I'm mad ...

In Vigário Geral workers just died
Aug. 29 killed my people

I'm mad ...

21 people killed
for hatred and violence
by police avengers

I'm mad ...

This cruelty happened
because the day before
traffickers killed four policemen

I'm mad ...

the right path is the path of fate
the wrong way can lead you to death

I'm mad ...

I am from Vigário, I am proud
I love my community

I'm mad ...

I do not understand this world
I was told that the police
exist to protect the citizen
but what has been reported otherwise is
no protection here
yes there was cowardice, stupidity, disloyalty,
insolence and lack of character and no
words in the world for this moronic attitude

I'm mad ...



Songs for Social Change
Directions:  Write your own song lyrics describing an issue you feel strongly about.  Your song should be at least 10 lines.  After you finish your song, write a paragraph describing what inspired the song and why you feel it’s an important issue. 
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