Tuesday 2/4/14
RAP
AGREE / DISAGREE
The industrial revolution has had more positive effects on
society than negative .
TODAY
• Turn in editorial
• Read 396, as a class
• PPT notes on new ideas about government and society.
(398-401)
–
Groups—read and create illustration on each term from Ch. 13.1
•
•
Read 396, as a class
PPT notes on new ideas about government and
society. (398-401)
–
Groups—read and create illustration on each term
from Ch. 13.1
Illustrated Vocabulary
• IN your groups of four create an illustration of your
term from Ch. 13.1. (Make it in bold colors so
everyone can see it.)
• NO WORDS!!!!
1.Please hang on the board when you are finished.
2.Read Ch. 13.1 “New Ideas” and take notes on the
terms-adding people and ideas relating to the term.
Understand different economic systems in the World by creating
illustrations and discussing meaning of the term.
Terms to know:
• Industrialization- move from agricultural society to a machine powered work done
in factories which led to new ideas in government and society. (factories, roads, etc)
• Capitalist Ideas
– Laissez-faire – policy allowing business to operate without government interference.
1700s-France- “let them alone”
• Fewer taxes and regulations would enable workers and farmers to do more, along with a
growing economy.
• Adam Smith – wrote The Wealth of Nations; natural forces of supply and demand operate
without government interference.—
• Capitalism – free market system; an economic system based on the private ownership of the
means of production and distribution of goods, characterized by a free competitive market
• Evangelicals –
– 1800s social improvement; abolish slavery; government needed to get involved; laws
limiting working hours form women; laws regulating child workers
• Utilitarian – society should work for the greatest happiness for the greatest number
of citizens.
– John Stuart Mill —government should distribute national wealth more justly by taxing
income; individual freedom. Equal rights for women!!
• Democracy - free and equal representation of people; form of government where
the citizens hold power.
• Socialism
– Belief that the means of production --capital, land, raw materials,
and factories– should be owned and controlled by society either
directly or through government.
• Early socialism– Robert Owen believed competition caused society’s
problems.
– Karl Marx – German philosopher, argued that Europe had moved
through four stages of economic life – primitive, slave, feudal, and
capitalist.
• Believed Capitalism was only a temporary phase – and eventually would
lead to Communism.
• Communism – radical form of Socialism – shunned democratic values.
• Dictatorship – a dictator’s power or authority, absolute
authority
• Fascism - any movement, ideology, or attitude that favors
dictatorial government, centralized control of private
enterprise, repression of all opposition, and extreme
nationalism
• Proletariat: makers of the goods, the
working class.
• Bourgeoisie: middle class
Guess the Illustration
1. Number your paper from 1- 8
1. Guess which term from Ch. 13.1 and
industrialization (Ch. 12) goes with
which illustration.
Economic Policies
Ch. 13.1
Aristocracy
• You have two cows
• Your lord takes some of the milk for living
off their land
Socialism
• You have two cows
• The government takes them and puts them
in a barn with everyone else’s cows
• You have to take care of all the cows
• The government then makes sure all gets
milk
Fascism
• You have two cows
• The government directs you to take care of
them
• And then you sell the milk to the public and
profit as long as you produce what dictator
demands
Communism
• You have two cows
• Your neighbors help you take care of them,
and the government gives you just what you
need. No private property! Government
controls all aspects of life! Supposedly, for
good of the nation.
Dictatorship
• You have two cows
• The government takes both
Representative Democracy
• You have two cows
• Your neighbors pick someone to tell you
who gets the milk
Capitalism
• You have two cows
• You sell one and buy a bull
Which system do you think is the best?
Explain
•
•
•
•
•
•
•
Aristocracy
Socialism
Fascism
Communism
Dictatorship
Representative democracy
Capitalism
Wednesday 2/5/14
RAP
If you could change anything in present day society to create a
utopian society, what would it (they) be?
Today:
1. Cow comparison of the governments and economic policies.
2. Rock, paper, scissors
3. Ch. 13.3 review questions
4. Ch. 13.4 PPT notes
5. Review Ch. 12 and 13 QUESTIONS
– SWBAT describe government beliefs of the 1800s by creating a political
cartoon on one belief.
– SWBAT describe why people moved from one country to another and
obstacles they faced by reading and answering questions.
ROCK, PAPER, SCISSORS
Preview:
• We are going to play a game to help you understand
the theory of Karl Marx- (communism), socialism,
and Capitalism
• You are going to have an opportunity to compete for
more tokens.
– Two opponents face off
– Rock, paper, scissors
– Winner takes all
Debrief:
1. How did you feel at the start of the game?
2. How did you feel when you ran out of tokens
and had to quit the game?
3. What tactics could you have used to get back
into the game? Why didn’t you try those
tactics?
4. Do you think this game was fair? Why or why
not?
5. Now that the game is over, what action could the
teacher take, if any, to make the game fair?
Communist theory of Carl Marx
Capitalism
• Private ownership of industry
• Freedom of competition
• Results in unequal economic classes
Class Struggle
• Upper class and working class struggle over wealth
Workers Revolt
• Working class carries out plan to overtake upper class.
•
•
•
•
•
Socialism
Government ownership of industry
Goal is to bring economic equality
Aims for a classless society
Communism
Goal of classless society achieved
No government needed
Discussion
• Based on the activity, what are some of the
advantages of a Marxist, classless society?
Disadvantages?
• What do you think peasants in Russia (or workers
in England) might have thought about Marx’s
ideas? Explain.
• Are there any organizations or governments in the
world today that adhere to Marx’s ideas?
Understanding concepts
What is each of these– capitalist or socialist?
1.
Your public high school
1.
2.
A child’s lemonade stand.
1.
3.
Capitalist
Yosemite National Park
1.
9.
Capitalist
You sell a candy bar for 25 cents more than what you bought it for
1.
8.
Socialist
Dow Jones industrial average increased 15 points
1.
7.
Socialist
Local fire department
1.
6.
Socialist
A government that provides health care for all citizens.
1.
5.
Capitalist
A soup kitchen
1.
4.
Socialist
Socialist
Ben and Jerry’s Ice Cream Company
1.
Capitalist
1. Create a political cartoon supporting one
aspect from chapter 13.1 or the previous
slides
Example: Page 400
Brainstorm
Will work on it on Friday
Political Cartoon
• Create a political cartoon on one economic
policy, form of government, or belief of the
1800s—from Ch. 13.1 or the PPT with a
partner.
–
–
–
–
Be creative
Make sure you have a point---take a stance
Be colorful
Do your best
Essentials of a Good Editorial Cartoon:
• Good editorial Cartoons express the cartoonist’s opinion on a topic and provoke readers to think
and clarify their own opinions.
• Thinking skills are much more important than drawing skills in creating a good cartoon.
• A good cartoon is always simple and limited. It never tries to tell everything the cartoonist knows
about a topic.
• Drawing should be uncluttered. Heavy, cleaner lines are better for the newspaper than many light
lines.
• Any words used (captions, dialogue balloons or words that are part of the drawing itself) should be
large, clear and easily recognized.
• Don’t be too much of a perfectionist. If your cartoon is clever and gets across your opinion, you’ve
done a good job!
Cartoonist Use These “Tools” to Communicate:
Symbols: Symbols are simple pictures that are commonly understood by people in our society to
stand for ideas or groups. For example, a donkey is the symbol for the Democratic Party. Uncle Sam
or an eagle symbolizes America and a dove symbolizes peace.
Caricatures: Caricatures are drawings of people that exaggerate certain features to make the
cartoon picture of the famous person quickly and easily recognizable. Caricatures also serve
sometimes to poke fun at the person they picture.
Stereotypes: Stereotypes are styles of picturing a person or a group of people that call to the
reader’s mind commonly held ideas or prejudices about the type of person pictured. Stereotypes often
found in editorial cartoons include the lazy, rich Congressman; the old fashioned, bespectacled teacher;
the sneaky, fast-talking lawyer; the rumpled, disorganized scientist and many others.
Analogies: Analogies are comparisons. In simplest terms, they tell us that this thing is like that
other thing, at least in one respect. They often use symbols and compare a current situation to a well
know
historic event, story, book, movie, fairy tale or nursery rhyme.
• Create an Editorial Cartoon
CATEGORY
5
4
3
2
Subject Matter
Student clearly
shows understanding
of political concept.
Student mostly
shows understanding
of political concept.
Student shows some
understanding of
political concept.
Student shows no
understanding of
political concept.
Way Topic is
Conveyed and
elements
present
Student's point of
view is clearly
conveyed and all
elements found.
Student's point of
view is mostly well
conveyed and all
elements found.
Student's point of
view is marginally
conveyed and less
than two elements
present.
Student's point of
view is poorly
conveyed and
missing elements of
the cartoon.
Work Ethic
Worked consistently
with partner
Worked hard but did
not share all aspects
of the lesson
Did not stay on task
throughout lesson.
Did not finish political
cartoon and was not
on task.
Visual
Presentation of
Political Cartoon
Text and graphics are
clearly legible.
Text and graphics are
mostly legible.
Text and graphics are
somewhat legible.
Text and graphics are
not legible.
If time permits:
1. Ch. 13.3 Cultural Revolution: Popular Culture
PPT notes -2. Ch. 13.4 Cultural Revolution: Revolution in
the Arts PPT notes
3. Review Ch. 12 and 13 QUESTIONS
TITLE: Ch. 13.3 Popular Culture
1.
2.
3.
4.
Many immigrants were lured to the U.S. between 1870 and 1900 for many
reasons, such as
-search of a better life—advertisements by steam ships, lure of jobs, land, less
population, etc.
Some Europeans emigrate from their homelands because they wanted
–
Higher paying jobs
–
Better working conditions
–
Escape discrimination and persecution by oppressive governments
The U.S. and many European countries solved the problems with urbanization
by
- Installing closed sewer lines; improving garbage collection; adding police and
fire protection; building parks; libraries; amusement parks; etc.
Society benefitted from public education by…
--More people being able to read and write; creating national unity; needing
scientific training; complex society demanded a well educated populace.
Ch. 13.4: Explain the difference between romanticism, realism, symbolism,
impressionism-Claude Monet, and postimpressionism—Vincent van Gogh.
Romanticism -emphasize human emotion—nature
over mechanization and ugliness of industrialization;
admired mythical figures. (late 1700s)
Music: Beethoven, Tchaikovsky; Chopin
Literature: Sir Walter Scott
Painting: Delacroix
(Lady Liberty)
• Realism – life in a realistic
manner. (mid 1800s)
– Literature: Charles Dickens; Leo
Tolstoy (War and Peace)
• Impressionism – sought to
capture the momentary
impression a subject made on
the senses. (1870s)
– Paintings: Claude Monet
• Post Impression –(late1880s)
moved away from
impressionism to capture
chaos and complexity.
– Paintings: Van Gogh-intense
emotional statements.
Closure
1. Ch. 13.4: Why do you think some artists
turned to realism during the mid-1800s?
(What was happening in society-1800s)
Rest of the Class
• You will be having a test on Ch. 12 and
13—please answer the questions for the
REVIEW!
• Do it by yourself….just check with your
neighbor if you need to.
• Test first thing Friday.