The Industrial Era: 1800-1969

Our thematic unit, the industrial era, is a four-week project incorporating the three content areas of English, Science, and World History.ÝÝ We chose to study this time period because of its importance in laying down the foundation for the modern world.Ý By shaping every aspect of our modern day behaviors, the industrial era illustrates why and how society functions today. These effects are evident not only in terms of historical context, but also within subjects such as literature and science. We have broken the industrial ea into four main parts including science advances, technological evolution, contribution to wars, and its ultimate impact of societyís organization.Ý Our group objectives are to take these four aspects of the era and help students clearly visualize their relationship to this theme through modern day associations of popular culture. With out the innovations and milestones established during this era, students would not have the resources and lifestyles they enjoy today.

During the next four weeks, six classes encompassing the three subject areas will collaborate in teaching the Industrial Era.Ý Each Class will coincide with the week's topic of science, technology, war, and social reformation, by presenting an interdisciplinary view of these aspects of the Industrial Era.Ý At the end of the four weeks we will have a culminating activity by bringing the six classes together to present their findings through an assembly line activity that will culminate by creating what is the modern world.ÝÝ

The demographics of our students are a tenth grade urban high school setting.Ý Our classes include a Modern World History class, an Integrated Science class, and an American Literature class.ÝÝ The ethnic makeup of the classes are diverse being 85% Latino, African-American, and Asian, and 15% Anglo and/or Other.

Language Arts

The purpose of this Language Arts unit is to examine the effects that the Industrial Era had on the literature of the early 20^th Century.Ý The unit will revolve around the novel ìBrave New Worldî by Aldus Huxley.Ý Written in the 1930s, Brave New World offers a frightening look at a dystrophic future.Ý It features all the elements we will discuss in this unit: Science, Technology, Society, and even elements of War.

The final project will be a five page paper examining the many the layers of Brave New World.

Week 1: Science
Monday	Tuesday	Wednesday	Thursday	Friday
Topic: Introduction to Industrial Era	Topic: Darwin to Eugenics	Topic: The Universe: Are We Alone?	Topic: Psychology	Topic: Dark Side - "Scientific" Review
Objective: Introduce the novel ìBrave New Worldî as a dystrophic vision of the future of the Industrial world.	Objective: Develop relationship of knowledge: Darwin > cloning > BNW > eugenics BNW chapter review/discussion BNW activity groups in class project	Objective: Mentally explore the vastness of space through the use of manipulatives and multimedia elements.	Objective: Identify ways in which Psychology is used to influence people on a mass scale.	Objective: Discuss Utilitarianism & scientific progress. Intertextuality, literary techniques & devices Text and Film Metropolis, F. Lang & BNW BNW activity groups in class project Conceive and Model "Ideal Society",
Literacy: Writing, summarizing, listening, speaking, reading.	Literacy: compare/contrast expository critique, reading comprehension + systematic vocabulary development, style & voice building journal, compose business letter	Literacy: communicating and working as a group to do the solar system project; designing an alien and posing a question; speaking, listening; writing; or drawing interpretation of radio play	Literacy: Critical analysis of the Examiner, in addition to writing prompt.	Literacy: reading comprehension + systematic vocabulary development, literary conventions, grammatical/syntax expository development, personal journal style and voice building
Week 2: Technology
Topic: The World Begins to Move	Topic: Progress	Topic: Ford and Mass Production	Topic: Metaphor	Topic: Dark Side - "Technology" in Review _______
Objective: Students will understand how the technological world was built using excerpts from Thomas Bellsí ìOut of This Furnaceî. The unit writing project is also introduced	Objective: Discuss the natural flow of progress and note how it was interupted in the "Brave New World".	OBJECTIVE:Ý To introduce the effects and radical changes that advances in technology had on people during the Industrial Era	Objective: Students are introduced to the concept of Metaphor through the novel and other sources.	Objective: Exam + critical examination: Fordist, mass production & propaganda "Vocabulary Exchange" competition BNW comprehensive assessment BNW activity groups in class project Text and Film Metropolis, F. Lang & BNW
Literacy: Reading and brainstorming ideas for term paper.	Literacy: Compare & Contrast 1930s technology with that in Brave New World	LITERACY ASPECT:Ý Writing and reading.Ý Communicating effectively in group discussion.Ý Understanding, interpreting, decoding images and text.ÝÝ	Literacy: Identify writen metaphors in the novel "Brave New World" and in pop culture resources.	Literacy: reading comprehension + systematic vocabulary development, literary conventions, grammatical/syntax expository development, personal journal style and voice building
Week 3: War
Topic: Civil War ñ First Industrial War	Topic: Technology Wins	Topic: H.G. Wells, ìWar of the Worldsî	Topic: Poetry of the Soldiers	Topic: The Lost Generation
Objective: War as Cultural Conflict - Civil War background.Ý BNW activity groups presentation +BNW chapter review/discussion Buffalo Soldiers presentation + activity	Objective: Compare and contrast the Boxer Rebellion with John the Savage's rebellion.	Objective: BNW chapter review/discussion, "Doomsday" - H.G. Wells radio play, Library + Research Skills Development	Objective: Compare the mournful music and raps of today with the poems of soldiers in WWI.	Objective: Examine the aftermath of WWI and its effect on individuals and society.
Literacy: reading comprehension + systematic vocabulary development, literary conventions, expository critique development, personal journal style and voice building	Literacy: Students should find quotes to support their thesis.	Literacy: expository critique, reading comprehension + systematic vocabulary development, style & voice building journal	LITERACY ASPECT:Ý Reading, communicating, media, internet	LITERACY ASPECT:Ý reading media, writing, communicating
Week 4: Society
Topic: End of the Victorian Age	Topic: Growth of Urban Landscape	Topic: The Diseffected	Topic: Pop Culture	Topic: Culminating Activity
Objective: Changes in society after the death of Queen Victoria	OBJECTIVE:Ý To explore the impact of urbanizaion and industrialization on society and the issues that became part of the public debate during that time.Ý	Objective: BNW chapter review/discussion, Library + Research Skills Development Lenin, Garvey:Ý Impossible to Detach	Objective: Discuss the rise of popular culture in the Industrial era with the advent of radio and motion pictures.	Objective: The Assembly Line
Literacy: Peer review of term papers		Literacy: reading comprehension + systematic vocabulary development, literary conventions, expository critique development, personal journal style and voice building	Literacy: Last Chance to work on paper.	Literacy: Reading, Writing.

Lesson Plans

Week 1, Thursday: Psychology

Johnathan Wright

Basic Information

Summary:
Huxley writes in the Forward to the 1945 edition that the theme of Brave New World "is the advancement of science as it affects human individuals." Look at the work of modern Psychology (Freud, Pavlov) and locate areas in the text where it influences society.

Time Frame:
ïDO NOW: 5 minutes
ïDiscussion: 5 minutes
ïPsychology Lecture: 20 minutes
ïGroup Work: 20 Minutes

Standards:

CA- California K-12 Academic Content Standards
	ï Subject : English Language Arts
		ï Grade : Grades Nine and Ten
			ï Area : Writing
				ï Sub-Strand 1.0: Writing Strategies Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates studentsí awareness of the audience and purpose. Students progress through the stages of the writing process as needed.
					ï Concept : Organization and Focus
						Standard 1.2: Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the passive voice.
			ï Area : Listening and Speaking
				ï Sub-Strand 1.0: Listening and Speaking Strategies Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose.
					ï Concept : Comprehension
						Standard 1.1: Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.

Understandings:
ï"Brave New World" is an alagory for the ways in which the individual in an Industialized society can be controlled.
ïPsychology can be a powerful tool for good, or a terrible weapon for control, depending upon how it is used.

Essential Questions:
ïHow are we influenced in our lives?
ïCan we change the way we think and feel, or are the outside influences of our lives too strong?
ïHow can you be an individual when society has such a strong impact on your life?

Knowledge and Skills:
ïUnderstand the basic tools of the Psychologist (Id, Ego, Superego & Pavlovian Response).
ïUnderstand the vast influence of business, media, and political organizations.

Performance Tasks and Assessment

Performance Task:
Group Work: Using that days copy of the "Examiner" (free newspaper) find one example of a way in which the paper is being used by someone to influence the student personally.

Performance Prompt:
"DO NOW" Writing: What influences you? Your family? Your friends? Your culture?

Other assessment evidence:

Learning Experiences and Resources

Sequence of Activities:
ï"DO NOW"
ïClassroom discussion of influences, looking for teachable moments to direct the conversation towards psychology.
ïBernard Marx, protagonist, works for the Psychology Bureau. Begin with a short lecture on modern Psychology.
Start with Freud's Id, Ego and Super Ego (handout), and touch on his Atheism and the lack of God in the book. Then move to Pavlov and his conditioned response.
Tie these concepts into the first chapter's description of Sleep Teaching.
ïBring these concepts to their life by referring back to "Influences" and seeing how they are "controlled".

Resources:
 One copy of the San Francisco Examiner for each student.

Week 2, Tuesday: Progress

Johnathan Wright

Summary:
Discuss the natural flow of progress and note how it was interupted in the "Brave New World".

Time Frame:
DO NOW: 5 minutes
New York Fair documents: 15 minutes
Group Presentations: 10 minutes
Review Brainstorm homework and discuss writing project: 20 minutes

Standards:

CA- California K-12 Academic Content Standards
	ï Subject : English Language Arts
		ï Grade : Grades Nine and Ten
			ï Area : Reading
				ï Sub-Strand 2.0: Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. The selections in Recom-mended Literature, Grades Nine Through Twelve (1990) illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contempo-rary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress toward this goal.
					ï Concept : Comprehension and Analysis of Grade-Level-Appropriate Text
						Standard 2.5: Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.

Understandings:
The "Utopic" society of Brave New World was in fact at a technological dead end -- a stagnated culture that lacked the dynamic forces of the world we live in.

Essential Questions:
How did the use of technology differ between the "Brave New World" and the world of the New York Fair?

Performance Tasks and Assessment

Performance Task:
Building on the previous day's lecture on technology, students will first write about their thoughts on Technology, then break into groups and examine the "state of the art" in the 1930s using hand outs of newspapers and encyclopedias -- specifically those dealing with the New York World's Fair. They will then compare the technological promise presented there with what was found in the book. The groups will present lists of the ways in which the Brave New World had stopped progressing technologically.

Performance Prompt:
What forms of technology are used in "Brave New World"?

Other assessment evidence:
Nobody leaves class without 5 solid term paper ideas from brainstorm session.

Week 2, Thursday: Metaphor

Johnathan Wright

Summary:
"Brave New World" presents a metaphor for science run rampant. The concepts of Metaphor, Irony and Satire are vital to understanding both the novel and modern liturature. Students are introduced to these concepts through the novel and other sources.

Time Frame:
ïDO NOW: 5 minutes
ïMetaphor Review: 10 minutes
ïStudents search for metaphors in pop culture: 20 minutes
ïBrave New World as Metaphor: 10 minutes
ïWriting project Introduction: 10 minutes

Understandings:
Sometimes a story can have one overriding concept. That concept can be a metaphor for something that exists in our culture.

Performance Task:
Identify writen metaphors in the novel "Brave New World" and in pop culture resources.

Performance Prompt:
Have you ever compared yourself to something else to explain how you feel? Or have you ever heard someone else do this? For example: "I'm like a bomb ready to explode."

Sequence of Activities:
ïDO NOW introduces a specific kind of Metaphor.
ïClassroom discussion reviewing various kinds of Metaphors: Verbal, Visual, etc.
ïUse the Onion newspaper parody of the Titanic: "Worlds largest metaphor sinks" to introduce greater levels of irony.
ïGive students examples from pop culture, such as lyrics found at the Original Hip-Hop Lyrics Archive, and have them identify Metaphorical elements.
ïIntroduce the idea that entire songs can be metaphors -- music to represent acts of sex or violence.
ïExpand this to "Brave New World" by illustrating how the book is a metaphor for the Industrialized Era.
ïHomework: Develop one brainstorm idea into thesis.

Resources:

• Materials and resources:
  The Original Hip Hop Lyrics Archive: http://www.ohhla.com/

Week 3, Tuesday: Technology Wins

Johnathan Wright

Summary:
"Brave New World" presents two societies: one highly advanced but out of touch with its soul, the other savage but emotional. Violence has always ensued when cultures with different levels of technology clash. Compare and contrast the Boxer Rebellion with John the Savage's rebellion.

Time Frame:
ïChapter 15 Review: 5 minutes
ïThe Boxer Rebellion Multimedia Extravaganza: 20 Minutes
ïParallels between reality and Huxley's World: 10 Minutes
ïLocating Book Quotes: 20 Minutes

Understandings:
There are many examples of individuals running afoul of a technologically advanced civilization. Huxley is paralleling the tragedy of John with the real life tragedies that occur in our world all the time.

Performance Task:
Students should find quotes to support their thesis.

Other assessment evidence:
Students don't leave without three quotes.

Sequence of Activities:
ïReview Chapter 15, dealing with John's attempts to free the Epsilons from Soma dependance.
ïIntroduce the concept of the Boxer Rebellion -- the Chinese battle for independance from foreign powers in 1900. Use the films of Jet Li and the music of Wu Tang Clan.
ïImportant difference: Rebellion and Revolution.
ïParallel the Opium Wars with John's Soma rebellion.
ïLast half of class used for quote finding in Brave New World.

Resources:

• Materials and resources:
  CD: "36 Chambers of the Wu Tang"
  Video: "Once Upon a Time in China"

Week 4, Thursday: Pop Culture

Johnathan Wright

Summary:
Discuss the rise of popular culture in the Industrial era with the advent of radio and motion pictures. Last chance for class work on paper.

Time Frame:
ïCommunications mini lecture: 10 Minutes
ïClassroom discussion: 10 minutes
ïWork on paper: 35 minutes

Performance Task:
Students should complete work on paper.

Sequence of Activities:
ïBegin with a mini lecture on Marconi, Edison, and the Patent Film wars.
ïDiscuss what our society would be like without the mass communications we possess.
ïSpend the remainder of the period on final touches to papers.

Miquel Penn

Day 2:

Darwin to Eugenics

Objective:

Summarize Darwin's "Origin of Species", relate to chapter 1 reading, vocabulary exchange*, literary terms: SATIRE & IRONY, chapter 2 introduction, 1st BNW activity group project.

Materials:

Journals, Goodie Mob "Cell Therapy" song lyrics, A. Huxley, BRAVE NEW WORLD, computer w/ internet access.

Notes:

www.allthelyrics.com/lyrics/goodie_mob/ soul_food/cell_therapy/

Steps:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Anticipatory Set

1. Journal topic: "A time you were w/ a group and still felt unsafe?"

Ý

2. Vocabulary Exchange

3. Lecture:Ý Darwin (cursory) > cloning > BNW* > eugenics

4. Read & Listen: Goodie Mob "Cell Therapy", relate and discuss.

5. Chapter 1 "Utilitarianism", review/discuss,

6. Introduction Chapter 2 "Free Will vs. Propaganda"

7. 1st BNW activity group in class project [4 students per for duration] ÝÝ "Community" > assigned (ex. Alphas, Deltas, etc) ÝÝ "Identity" > associated (ex. Alphas = top 10% of class 2003)ÝÝ ÝÝ "Stability" > advocate - prepare letter to new governor "what group ÝÝÝ needs" (ex. top 10% tax bracket needs tax relief, here's why.)

Follow-Up Activity:

Read BNW chapter 2, write 250 - 500 words compare/contrast BNW & "Cell therapy

Literacy Aspect:

compare/contrast expository critique, reading comprehension + systematic

vocabulary development, style & voice building journal, compose business letter

Response/Notations:

* vocabulary exchange - on going list and in-class competition

* BNW - BRAVE NEW WORLD

Miquel Penn

Day 10:

Dark Side - "Scientific" Review

Objective:

Lecture: Fordist, mass production & propaganda, Vocabulary Exchange competition BNW comprehensive review,Ý BNW activity groups in class project - Midway mapping, Text and Film Metropolis, F. Lang & BNW

Materials:

www.graffiti.org/

Notes:

Leave time for mid-way mapping presentation

Steps:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Anticipatory Set

1. Journal "How did you feel either wanting and not getting or getting then not wanted?"

2. Vocabulary Exchange competitions

3. Chapter 9 "Civilized/Uncivilized" review/discuss

4. BNW activity group mid-novel mapping project chapters 1-9*

5. Film Metropolis, F. Lang

6. Introduction chapter 10

Follow-Up Activity:

250 - 500 words compare/contrast BNW and Metropolis

Literacy Aspect:

reading comprehension + systematic vocabulary development,Ý literary conventions, intertextuality, grammatical/syntax expository development, personal journal style  and voice building

Response/Notations:

* using the text/image model of Graffiti Art each mapped point should reflect this aesthetic.

Miquel Penn

Day 11:

Civil War: First Industrial War

Objective:

War as Cultural Conflict - Civil War, BNW activity group presentation  BNW chapter review/discussion, Buffalo Soldiers presentation + activity

Materials:

www.buffalosoldier.net/ CathayWilliamsFemaleBuffaloSoldierWithDocuments.htm

Notes:

none

Steps:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Anticipatory Set

1. Journal "Most embarrassed but you did create it?"

2. Background/lecture: War as Cultural Conflict - Civil War

3. "Find a way" BNW activity group - character monologues "my place isÖ"

4. Vocabulary Exchange

5. BNW activity group - character monologues presentations

6. Buffalo Soldiers - History/Slide presentation\

7. Introduction to Poetry:Ý Rhyme, meter and metaphor

8. Poem "Cathay Williams Female Buffalo Soldier" read/discuss

Follow-Up Activity:

Individually compose cowboyÝ poem about your group monologue character

Literacy Aspect:

reading comprehension + systematic vocabulary development, literary conventions, expository critique development, personal journal style and voice building 

Response/Notations:

Miquel Penn

Day 13:

H.G. Wells:Ý War of the Worlds

Objective:

BNW chapter review/discussion, "Doomsday" - H.G. Wells radio play Library + Research Skills Development

Materials:

www.hiphop-directory.com

Notes:

Students use www.hiphop-directory.comÝ for hip-hop lyric search

Steps:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Anticipatory Set

1. Journal write a dialogue with two or more characters "Disappointed"

2. Vocabulary Exchange

3. Journal 300 - 700 word summary of chapter 12 from one characters

ÝÝÝ point of view

4. Literary term:Ý Point of view - 1st, limited 3rd, all knowing 3rd

5. Lecture/Slides:Ý "Doomsday Technologies"

6. Play H.G. Wells audio play

7. Trip to library

Follow-Up Activity:

internet search: favorite hip hop song lyrics, one other H. G. Wells artifact 300 - 700 word dialogue "H. G. Wells and me"

Literacy Aspect:

expository critique, reading comprehension + systematic vocabulary development, style & voice building journal library + research skills development

Response/Notations:

Miquel Penn

Day 18:

The Disaffected

Objective:

BNW chapter review/discussion, Library + Research Skills  Development,Ý Lenin, Garvey:Ý Impossible to Detach 

Materials:

www.daveyd.com/ishiphoprelevant.html

Notes:

Literary terms:Ý Falling Action and Climax

Steps:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Anticipatory Set

1. Meet in library read hip-hop material at

ÝÝÝ www.daveyd.com/ishiphoprelevant.htm

2. Respond to material in journal "I agree/disagree and why"

3. Last BNW Vocabulary Exchange upload and email

4. BNW Chapter 17 - 18 review/discuss

5. Vocabulary Exchange culminating review

6. Literary Terms

7. Lecture - Lenin, Garvey:Ý Impossible to Detach

Follow-Up Activity:

Vocabulary Exchange competition

Literacy Aspect:

reading comprehension + systematic vocabulary development, literary conventions, expository critique development, personal journal style and voice building

Response/Notations:

TITLE OF LESSON PLAN:Ý Medicine Fights Disease

Date:Ý Monday, Week 1 - ScienceÝ Class:Ý English Literature

Name:ÝÝ Laurie NollÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students:Ý 24

OBJECTIVE: (Introduction of thematic unit.)Ý The genre of the horror story will be the lens through which to examine the social, political and moral issues that the impact of advances in science, technology and war had on society during the Industrial Era.Ý Through various readings, films and a radio play, the students will examine issues of good and evil, order and chaos, tyranny and victimization, and fears of change and the unknown.Ý The scientist as mad despot or scientist as hero, technology as progress or enslaver, war as patriotic duty protecting society or as hell on earth, are some of the themes posed in the horror genre.Ý The themes reflect public discourse surrounding the interpretation of new knowledge, social changes that challenge the old beliefs, and the political turmoil of events like WWI.Ý At times, the horror story is real life.Ý

ÝÝÝÝÝÝÝÝÝÝÝ Brave New World is the basis for framing a vision of the utopian sociey where disease, crime and war have been irradicated but at the price of individuality, personal freedom and human values held high in contemporary society.

Medicine Fights Disease

ÝÝÝÝÝÝÝÝÝÝÝ Journal:Ý Describe a time when you or someone you know was very sick.Ý Do you remember how you felt and what thoughts went through your mind?Ý Were you afraid you might not get better?Ý Do you know anyone who died from an incurable disease?Ý Describe what that was like for you and for the person who died.

ÝÝÝÝÝÝÝÝÝÝÝ Volunteers read from their journals.Ý Brief discussion of cancer, aids, ebola, etc.

ÝÝÝÝÝÝÝÝÝÝÝ Historical background:Ý Robert Koch discovered germ theory in 1882 which lead to cures for anthrax, syphillus, typhoid, tuberculosis and small pox.Ý He became the head of the German InstituteÝ for Infectious Diseases and got the Nobel Prize for Medicine.Ý In 1928, Fleming discovers that mold will kill bacteria and invents penecillin which cures infections that once caused people to die or to undergo amputations.Ý Death from a terrible disease is a horror story in which the monster is an unseen, microscopic germ from which you can't escape.Ý During the middle ages, one third of Europe, about 20 million people died of the plague.

ÝÝÝÝÝÝÝÝÝÝÝ Students arrange desks in a circle and take turns reading exerpts fromÝ Barbara Tuchman's "The Black Death".Ý Pause frequently for students to discuss the effects on people:Ý fear of contagion, abandonment of infected loved ones, passing death carts, mass graves, bodies piled in doorways, the belief that the world is ending because God is punishing mankind for its sins.Ý Not knowing what caused the disease gave it a sinister and supernatural quality.Ý Afterwards, since so many people had died and entire villages were wiped out, there were not enough people to harvest crops or plant new ones.Ý It took a long time for society to recover and fear of the plague lingers to the present day.

ÝÝÝÝÝÝÝÝÝÝÝ If time permits, students should summarize what they have read and discussed.Ý Finish as homework.

ÝÝÝÝÝÝÝÝÝÝÝ Students will demonstrate learning by:Ý comparing the horrors of the plague to their own experience with illness and death; by practicing summarizing and describing in writing; by weighing the effects of illness on people and society; by recognizing the role that medicine plays in their livesÝÝÝÝÝÝ

MATERIALS: Journal and copies of experts from "The Black Death".

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Brave New World with daily/weekly reading expectations.

ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Experience with illness, death, medicine (cures and immunization).

2.Ý Personal emotional responses to illness, suffering and death.

3.Ý Knowledge of infectious diseases in the world today and their devastating effects on people and society.

4.Ý Need to find cures and prevent catastrophic illnesses.Ý

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

LITERACY ASPECT:Ý Writing, summarizing, listening, speaking, reading.

REFLECTION/RESPONSE:Ý (How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

ÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝ Notes for following lesson

TITLE OF LESSON PLAN:Ý The Universe.Ý Are We Alone?

Date:Ý Wed., Week 1 - ScienceÝÝÝÝÝ Period/Class Title:Ý English Literature

Name:Ý Laurie NollÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students:Ý 24

OBJECTIVE:Ý To illustrate the vastness of space by having the students place balls of various sizes representing the solar system in the classroom. They would measure the relative distances of the planets to the sun.Ý Then estimate the distance to the next galaxy as acturately as possible and fix it to a landmark in the city that they all know.Ý They divide into groups of four and imagine an alien visiting our solar system from another galaxy.Ý What does it look like?Ý Is it friend or foe?Ý How did it get here and why has it come?Ý Each group proposes a question they would ask about life on the alien's planet and describes their alien to the class.

ÝÝÝÝÝÝÝÝÝÝÝ Historical Background:Ý Time line on the overhead.Ý

1840 - first photograph of the moon

1845 - discovered shape of spiral galaxies outside Milky Way

1846 - Nepturne discovered; Biela's comet split into two heads, reappeared in 1852

1859 -Ý modern physics and atomic theory is born (microwaves, radio waves, Xrays, etc.)

1883 - Mt. Krakatoa explodes and drastically effects the Earth's climate for a yearÝ

1894 - "canals" seen on Mars

1908 - comet hits Siberia and the explosion flattens trees for 30 miles from the center, the blast ÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝ knocks people down 100 miles away

1916 - Einstein's Theory of Relativity

1930 - Pluto is discovered

1932 first radio noise emanating from the center of the Milky Way is heard.

ÝÝÝÝÝÝÝÝÝÝÝ H.G. Wells wrote a novel in 1898 about the invasion of Earth by Martians partly in response to the discovery of canals on Mars and speculation that life existed there.Ý In 1938, when radio was the only entertainment in the home besides reading, Orson Wells did a radio play of War of the Worlds that caused panic throughout the country.Ý The class listens to the radio play and discusses the story.Ý

Homework:Ý Draw a picture or a comic strip illustrating a character or scene from the play.Ý Or, write a brief story about an alien encounter. ÝÝÝÝÝÝ ÝÝ

MATERIALS:Ý ÝÝÝÝÝÝÝÝÝÝ Various sized balls for sun and planets and 30' measuring tape.

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ (Relative distances of planets to the sun figured out if kids can't)

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ War of the Worlds radio play and Timeline

ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Pop cultural knowledge of aliens from movies, books, video games, comics, etc.

2.Ý creativity and imagination

3.Ý knowledge of solar system

.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

LITERACY ASPECT:Ý communicating and working as a group to do the solar system project; designing an alien and posing a question; speaking, listening; writing; or drawing interpretation of radio play

REFLECTION/RESPONSE:Ý (How did the lesson go?)

TITLE OF LESSON PLAN:Ý Ford and Mass Production

Date:Ý Wed., Week 2 TechnologyÝÝ Period/Class Title:Ý English Literature

Name: Laurie NollÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students:Ý 24

OBJECTIVE:Ý To introduce the effects and radical changes that advances in technology had on people during the Industrial Era.Ý The wonders of transportation and cheap consumer goods created new nightmares for the working people who kept the machinery going.ÝÝ

ÝÝÝÝÝÝÝÝÝÝÝ Journal:Ý Have you ever had a job or were responsible for household chores?Ý Describe what the job was and how you felt about performing the tasks involved.Ý Were you proud of a job well done and of meeting any challenges, or was getting paid the important part?Ý What did you learn about the working world?Ý Or, discuss school as a job.Ý Why?Ý Volunteers read journal entries and class discusses their future in the workplace.

ÝÝÝÝÝÝÝÝÝÝÝ Historical Background:Ý Timeline on overhead with dates of various inventions:Ý steam powered generator, sewing machine, refrigerator train car and the first Model T off the assemlyline.Ý WIth advances in technology came changes in the way people worked in the industrial era.Ý Before advances in transportation and manufacturing, most people lived and worked on farms and in villages where they grew their own food, built their own houses, made their own clothes and rarely travelled more than 5 miles from home.Ý When the steam engine was invented, it created a revolution in transportation and manufacturing.Ý Goods could be created cheaply in a factory and shipped by train, so cities began to grow around the factories and rail heads.Ý People from the country moved to the cities to work in factories, especially when automation in farming caused jobs to be eliminated.Ý Fuel to run the generators for manufacturing and shipping gave rise to a greater need for coal mining and oil drilling industries.ÝÝ Captains of industry created monopolies on the supply of fuel and in transportation, so they became extremely wealthy while the workers toiled for long hours in extremely unhealthy and dangerous conditions.Ý People began to see that cheaper, mass produced goods came at a high price in terms of the human condition.

ÝÝÝÝÝÝÝÝÝÝÝ Show clips from Metropolis (opening sequence of the city of the future and underground factory montage) and Modern Times (assembly line, factory sequence.)

ÝÝÝÝÝÝÝÝÝÝÝ Students arrange desks in a circle to discuss the films and Brave New World -- the worship of Ford as a god, human beings produced on an assemblyline and a decadent, consumer society.Ý While the discussion is taking place, one student will begin a line for a rap and the piece of paper will circulate around the room with each student adding a line.Ý The assemblyline rap will be read when it has gone full circle.

ÝÝÝÝÝÝÝÝÝÝÝ Students will demonstrate learning by:Ý writing an assemlyline rap; by describing and interpreting images in the films; by relating the films to imagery in Brave New World's assembyline sociey; they will practice writing and compare their work experiences to those of other students by sharing their journal entries.

ÝÝÝÝÝÝÝÝÝÝÝ Hand out description of culminating project due at end of the month.Ý Each student will create an "artifact" from the industrial era illustrating, representing or symbolizing an aspect of the theme.Ý Collage, poem/rap, sculpture, letter, zoetrope, model, etc.Ý Artifact will be added to timeline created with other classes.

ÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝ

MATERIALS:Ý Timeline.Ý DVDs with film clips.

ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Experience with working, performing tasks and schoolÝ

2.Ý Relationship between work, money, consumer goods and servicesÝ

3.Ý Money as a factor in creating the capitalist hierarchy of workers, managers, owners

4.Ý Personal thoughts, dreams about the future as working adults and gaining status in sociey.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

LITERACY ASPECT:Ý Writing and reading.Ý Communicating effectively in group discussion.Ý Understanding, interpreting, decoding images and text.ÝÝ

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

ÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝ Notes for following lesson

TITLE OF LESSON PLAN:ÝÝ Poetry of the Soldiers -- Voices Silenced

Date:Ý Thursday, Week 3 - WarÝÝÝÝÝÝ Period/Class Title:Ý English Literature

Name:ÝÝ Laurie NollÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students:ÝÝ 24

OBJECTIVE:Ý The assigned homework from the day before was to bring in raps, or music done by contemporary people who have diedÝ (e.g. Tupac, Biggie Small, Jam Master J from Run DMC, etc.).Ý The class will select a few songs to play which seem the most relevant to themes discussed in class.Ý The teacher will read aloud a few poems written by soldiers who died in World War I as the students follow on their copies.Ý One of the poems is patriotic and two describe life in the trenches and the horrors of war.Ý The students break into groups of four to discuss the poems.Ý Each group decides whether they think that WWI was necessary and for the greater good, or it was a useless slaughter of innocent young men for political gain.Ý The students go to the internet and find another piece of writing, poem or picture which supports the group¹s viewpoint.Ý Each group shares their evidence and conclusions with the class and ties it to the rappers whose voices are silent, too.

Internet site:Ý http://www.FirstWorldWar.com

Students will demonstrate learning by:Ý identifying contemporary themes in rap and comparing those themes to the poetry of WWI soldiers;Ý by chosing, restating and illustrating a viewpoint through an example; by relating comparing contemporary and historical issues..Ý

MATERIALS:Ý CD player, computers or lab time, copies of poems:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Rupert BrookeÝÝÝÝÝÝÝÝÝÝ Œ1914¹

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Wilfred OwenÝÝÝÝÝÝÝÝÝÝÝÝ ŒDulce and Decorum Est¹

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Isaac RosenbergÝÝÝÝÝÝ ŒBreak of Day in the Trenches¹

ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Knowledge of popular culture and music

2.Ý Knowlege about war from school, news, movies, etc.

3.Ý Personal beliefs, morality/conscience

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

LITERACY ASPECT:Ý Reading, communicating, media, internet

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

TITLE OF LESSON PLAN : The Lost Generation

Date: Friday (week 3 - War)ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title:Ý English Literature

Name: Laurie NollÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students:Ý 24

OBJECTIVE:Ý The students will examine the aftermath of WWI by viewing movies and paintings which reflect the anguish of ravaged countries struggling to rebuild.Ý Industrial production had slowed to a minimum and many people were jobless and hungry which provoked calls for a revolution that would create a new society instead of resurrecting the old, corrupt ways.Ý German horror films produced after the war were interpreted as embodying the insanity of omnipotent tyrants and the sinister nature of power.Ý Social problems and the disillusionment of the people were illustrated by the artists of the time.Ý Modern technology was assaulted and the world portrayed as materialistic and decadent.Ý The class will see film clips of ³Nosferatu² , ³The Cabinet of Dr. Caligari² and ³The Forgotten Man² sequence from ³Goldiggers of 1932².Ý They will break into small groups and look at copies of ³Copper Plate ... Piping Man², ³Twittering Machine², ³The Dream² and ³Germany, A Winter¹s Tale².Ý The students will choose a painting and a movie and work together together to write an interpretation of what they see in the painting and the movie.Ý Then each group will report to the class, and the whole class will compare their descriptions to BNW.

Students will demonstrate learning by examining and interpreting what they see; by expressing themselves; by associating and comparing the visual images with the imagery in the text.Ý

LITERACY ASPECT:Ý reading media, writing, communicating

TITLE OF LESSON PLAN:Ý Growth of the Urban Landscape

Date:Ý Tuesday, Week 4 - SocietyÝ Period/Class Title:Ý English Literature

Name: Laurie NollÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students:Ý 24

OBJECTIVE:Ý To explore the impact of urbanizaion and industrialization on society and the issues that became part of the public debate during that time.Ý The living conditions in crowded tenements without running water, toilet facilities or sanitation were very unhealthy and life expectancy was short.Ý Infectious diseases were common and doctors were unaffordable.Ý People worked long hours in factories six days a week under hazardous, brutal conditions for very little pay.Ý There were no laws protecting workers from being exploited by the factory owners or for creating safe working and living environments.Ý As the captains of industry got richer, people began to protest and demand improvements for a safer workplace, more pay and urban reforms.

Journal:Ý Have you ever had to do something as a child that was too much for you?Ý That you were struggling in a situation you weren¹t old enough to handle? Volunteers read from journal.

ÝÝÝÝÝÝÝÝÝÝÝ The students will take the role of journalists in the early 1900s and write an article for a newspaper citing the deplorable condtions of child labor in factories, mills, coal mines and fields.Ý Their research for the article will be through the photographs and quotations of child laborers found at the internest site:Ý The History Place, Child Labor in America 1908-1912, http://www.historyplace.com/index.htm.Ý They will choose two or three photographs with quotations to be the subjects of their interview and take notes regarding the ³who, what, where, how and why² for the article.Ý The students will be encouraged to pose imaginary questions and get imaginary answers from their subjects as well.Ý Students can choose to take the role of concerned citizen instead, and to write a letter to their congressman or to the editorial page of the newspaper.Ý The students will work in small groups at a computer and help each other frame questions or discuss the photographs, but each will write an individual article or letter.Ý For ideas about the issue of child labor, they can search the website:Ý International Labor Organization, A Day in the Life of a Child Laborer, and the link to SCREAM, Stop Child Labor Through Education, the Arts and the Media.Ý The article will be rewritten for homework.

ÝÝÝÝÝÝÝÝÝÝÝ Learning will be demonstrated by:Ý applying internet skills; discovering and deducing information about a child laborer¹s life from the photographs and quotes; describing and interpreting photographs, expressing an opinion or viewpoint; writing an article.ÝÝÝÝÝÝÝ

ÝÝÝÝÝ

MATERIALS:Ý Computers or lab time

ANITICIPATORY SET (Draw on students prior/background knowledge)

1. job experience in the workplace, home or school

2. familiarity with newspaper articles, internet, photography

3. personal life struggles

4. knowledge of issue of child labor

5.Ý moral viewpoint

FOLLOW-UP ACTIVITY: Ý(Extension Activity)

ÝÝÝÝÝÝÝÝÝÝÝ Class discussion comparing life of a child laborer with children in Brave New World.

LITERACY ASPECT:Ý reading, notetaking, writing, internet, visual

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝImprovement?)Ý

ÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝ Notes for following lesson

Social Studies

Modern World History/Social Studies Objectives

The main objective for our two tenth grade social studies classes is to develop an understanding of how the Industrial Revolution has changed the world we live in.Ý During this month long unit on the Industrial Era, students will be studying some major themes that run through the era and continue to shape todayís global society.Ý The students will be expected to build on an understanding of current world issues as they relate to different historical, geographic, political, economic, and cultural contexts.Ý In this special interdisciplinary unit combining projects from four other classes on campus, students will also examine scientific and literacy aspects of the Industrial Era.

By creating posters, maps, and timelines that they will fill in and create as time goes on the students will develop skills that will help them compare and contrast social vs. historical perspectives and U.S. vs. different worldviews, and apply them critically to understanding todayís society. Many of the lesson plansÝ will also contain elements of hip hop and/or popular culture as a way to engage students and help them connect the material to their lives.

ÝAt the end of our unit each of the six classes will culminate and build an assembly line, putting together all the pieces created in class to make a complete picture of todayís modern world.Ý Since there are two social studies classes participating, projects willÝ be divided so that one class will make the timeline, the other class will make an oversized map showing the spread of industrialized world. Both will make posters related to topics discussed in class. In the end we hope to have illustrated the advances and trends of the Industrial Revolution that affect the ways in which we work, live, go to school,Ý and even participate in pop culture.

Sub-theme	Monday Day 1	Tuesday Day 2	Wednesday Day 3	Thursday Day 4	Friday Day 5
Scientific Advances	Objective: Students will begin an intro to the Industrial Revolution (IR) Topic: An overview of the IR -took place over course of 200+ years -changed the way we live and work Introduce sub-themes: Science, Technology, War, Society Explain idea of culminating project Literacy: Webbed brainstorm activity using terms: ìIndustry,î ìRevolution.î Relate these terms to other historical events with which they are familiar Use of Cornell Notes during lecture to be included in Journal	Objective: Students will be able to explain why IR began in Great Britain Topic: A look at life in rural England before IR -many live in rural areas -agriculture was major employment -man & animal power Literacy: Have students Write out a schedule of their day and compare it to a typical day before IR. Students will reflect on these differences by writing a short essay, poem, or song. Lesson plan: JenÝ	Objective: Students will analyze early changes in science that affected urban areas Topic: Population Growth, Urban Migration, Growth of Cities, Disease Literacy: Cornell Notes to be included in Journal Lesson plan: Genevieve	Objective: Students will observe science promoting changes in technology Topic: New Manufacturing Technology: Textile Industry is 1^st to Industrialize: Textiles made in a Factory Setting Literacy: Cornell Notes to be included in Journal Lesson plan: Jen	Objective: Continue Thursdayís lesson Topic: Continued Lesson plan and Review of unit material covered to date Literacy: Begin class with a quick write Begin charting Time Line to be included in Journal Continued lesson plan: Jen

Sub-theme	Monday Day 6	Tuesday Day 7	Wednesday Day 8	Thursday Day 9	Friday Day 10
Technology	Objective: Students will identify important inventors &inventions Topic: A closer examination of 3 crucial inventions: Spinning Jenny, Flying Shuttle, Steam Engine, ÝAnd concept of division of labor Literacy: Have students take Cornell Note while viewing Video presentation about inventions	Objective: Let students independently explore and investigate the life of one inventor Topic: Have students gather 3 articles from Trackstar websites on their particular inventor Literacy: Students will have to distinguish between quality of articles found, and determine which they choose to be the most reliable	Objective:Ý Analyze Womenís Roles in Industrial Revolution Topic: Students will do a Guided Web search using TrackStar to explore the lives of women miners and seamstresses Literacy: Students will be able to show and improve upon their computer literacy.Ý The students will expand upon their academic literacy by reading the texts provided, which will be varied in degree of difficulty and by type of text. Lesson plan: Jen	Objective: Study the evolution of work and labor through technology Topic: Work place environments during early industrialization through division of labor and child labor Literacy: Lesson plan: Genevieve	Objective: Students will differentiate between early and 2^nd waves of industrialization Topic: The New Industries: Electricity, Railroads, BigBusiness Chemical & Steel Industries= Education changes to meet demand for skilled labor Literacy: Free write in Journal about what is ìindustrial about our education system

Sub Theme	Monday Day 11	Tuesday Day 12	Wednesday Day 13	Thursday Day 14	Friday Day 15
Contribution to War	Objective: Students will explore revolts taking place separate industrializing countries such as France, Germany, Italy Topic: Revolution spreads and builds a foundation for total war Literacy: Groups read and analyze individual revolutions and compare and contrast in class discussion	Objective: Students research the ideology of imperialism and the spread of hegemonic power Topic: Different industrialize countries seek to control natural resources and trading partners among colonialized countries Literacy: Quick write on quote of the day (written on board). Take Cornell notes during lecture	Objective: Students will examine the concept of ìTotal Warî: Topic: Tensions between industrialized nations contribute to the ìGreat Warî Literacy: Quick write on lyrics by Hip Hop group the Coup, and dissect main pointsÝ Update maps	Objective: Students will further investigate how industrialization has changed the tools of warfare Topic: Technological advances in warfare: subs, machine guns, bombs and tanks Literacy: As a review of lecture students will brain storm the evolution of warfare during 20^th Century to present	Objective: Students will follow the development of Trade Unions Topic: Workers win right to strike in 1870 -Match Stick Strike 1888 -Dock workers Strike 1889 =Trade Unions form Literacy: Create Protest Posters -Students may vote on what sort of hip hop music to listen to while they work Lesson Plan: Jen

Sub Theme	Monday Day 16	Tuesday Day 17	Wednesday Day 18	Thursday Day 19	Friday Day 20
Society	Objective: Students will categorize the general response to the IR Topic: The emergence of capitalism as a dominant economic pattern, and responses to in such as Utopianism, Social Democracy, Socialism, and Communism Literacy: Tree worksheet (with ìbranchesî to help students separate and categorize the different and related ideas)	Objective: Students will assess the factors necessary for continued Industrial Growth Topic: The need for markets, cheap labor, and continued development of technology ìThe Creation of the Department Storeî Literacy: Read ìThe Creation of the Department Storeî in groups of 4 Take Cornell Notes	Objective: Student will associate the IR with Contemporary Industrial Practices Topic: Where are products made today? What industries are the most lucrative? The Issue of Geographic Division of Labor Case studies: American Technology Industry, the Mexican Textile Industry Literacy: Read an article on the closure of the last Levi Strauss factories in America as they head for new locations factory locations in Mexico Lesson plan: Jen	Objective: Culminating ÝActivity Topic: Students will prepare their maps, posters, ìcultural artifactî (anything they able to bring from home that relates to what we have been doing in class) Lesson plan: Genevieve	Culminating Activity

How Has The Industrial Revolution Affected My Life?

Date:Ý Day 2- TuesdayÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Jennifer HunterÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: approximately 36

Ý

OBJECTIVE: ÝStudents will gain a sense of what life was like before and at the very beginning of the Industrial Revolution by examining life in an agricultural society.

MATERIALS: Primary source text that documents a typical day in a rural setting inÝÝÝÝ

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ the late 1700ís

NOTES: Homework assignment at end of lesson plan

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SETÝ (Draw on students prior/background knowledge)

1. The teacher will ask one student share briefly what their daily schedule was from the previous day.Ý The teacher will draw a zigzag time line on the chalkboard to demonstrate the course of this studentís day.

2. The teacher will point out that the studentís day would have been extremely different had he or she lived in the late 1700ís. The division of labor, and the workday, as we know it, did not yet exist, and people had to work hard to juggle a variety of tasks, such as maintaining a farm (caring for crops and animals), and a maintaining a self-sustaining household (which involved making all their own food, cloths, etc.). On the overhead the teacher will display a primary source text (from a diary or journal kept during that time) to show what made up a typical day during the late 1700ís.

3. Introduce the changes in Agricultural Science and technology that allowed the Industrial Revolution to take place: crop rotation, new crops, new farm tools, and enclosure laws.Ý Explain how these developments created a context in which more food was produced, and thus population grew substantially.Ý A surplus in food, increased the population, creating a surplus in workers, meaning that now there was a segment of the population that could work outside of agriculture.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

At the end of the period, have students return to the idea of their classmateís daily schedule timeline that is drawn on the black board.Ý They may work in groups to brainstorm, but need to individually write down their own schedule from the previous day as a zigzag timeline into their Journal Notebooks.Ý With each task listed (for example, ìate breakfastî) the students need to list what needed to occur for the task to be possible.Ý In other words, the student most likely did not walk out to their barn and collect eggs and milk so that they could make scrambled eggs for breakfast. Their food was provided for them in some other way, and it was because of the changes during the Industrial Revolution that changed the way we do this (see attached example of zigzag timeline).Ý After making the zigzag timeline the students will need to write a short paragraph summary on the how they think their day might have been different if they had lived before the Industrial Revolution.

LITERACY ASPECT:Ý The class will do a group read of the primary source text.Ý They will also take Cornell Notes in their Journal Notebooks.ÝÝ

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý Needs Improvement?

For my hip hop component, I simply mention Hip Hop in my example of a Schedule.Ý I think bringing in popular culture, even if it is just mentioned, is a good way of broadening the subject of conversation and making topics that interest the students acceptable topics for them to bring to class and include in their own contributions.

My Daily Schedule and how it affected by the Industrial Revolution

Work after school job- protected by labor laws that maximum number of hours a minor can work per week

Hip Hop music- multimillion

dollar industry

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝ

Culminating Activity

At the end of our special four-week unit on the Industrial Era, each of the six classes will join for a culminating activity.Ý The concept is an Industrial Era assembly line in which all students add elements to create a final product ñ a Fact Sheet of the Industrial Era listing important people and events of the time.

We will create an environment that mimics sweatshop conditions: dark, hot, with people in close quarters.  Teachers from all classes will act as ìforemenî urging their ìemployeesî to work faster.

The ìproductî will be fact sheets specific to each class, covering elements of the thematic unit (Science, Technology, etc).Ý Each fact sheet asks one question ñ for example ìName famous inventors of the Industrial Eraî or ìWhat were the effects of war on society during the Industrial Era?îÝ The student fills in one answer and passes the sheet on to the next.  That student must produce a different answer than the students before.Ý Any delay or back up in the assembly line will bring pressure from the foreman.

The last table will hold a time line and map of the industrial era, posters, and collages created by students of the various classes during the preceding four weeks, in addition to the ìproductî of the culminating exercise.Ý This table will create a holistic and comprehensive view of the elements that made the Industrial Era.Ý A general discussion of the previous four weeks will ensue.

New Manufacturing Technology

ÝÝÝÝÝ Date:Ý Day 4- 5 of UnitÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Jennifer HunterÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: approximately 36

OBJECTIVE: ÝStudents will review the new material presented since the beginning of the unit.ÝÝ The teacher will introduce the concept and importance of a ìFactory Work Placeî (particularly within the context of a textile factory). The students will summarize their knowledge on their Industrial Age Time Lines.

MATERIALS:Ý Journal Notebooks, Industrial Age Time Line Worksheet, something to write with

NOTES: ÝÝThis lesson will require two class periods.Ý The Industrial Timeline is attached below.

STEPS:

ÝANITICIPATORY SET (Draw on students prior/background knowledge)

Day 4

1. Review with the students the progression of the Industrial Revolution that took place in the last three classes. Ask what life was like prior to the Industrial Revolution; how agriculture had progressed in the years leading up to the IR; what were the different reasons that people migrated to urban areas, etc.

2. Introduce the ìEarly Factory Setting.îÝ Give example of the Textiles, the first craft to adopt the factory as its workplace.Ý Why textiles? Point out the inventions of the spinning jenny, flying shuttle, steam engine, allowed for sewing to be done within a context of division of labor. Steam engines replaced human or animal power, so the craft of sewing moved out of the home and cottage industries an into the larger factory setting.

3. Review new vocabulary: division of labor, cottage industry, textiles

ÝÝÝÝÝ

ÝÝÝÝÝÝÝ Day 5

1. Have students begin the class with a quick write that incorporates the three vocabulary words listed above: division of labor, cottage industry, textiles. Students may choose to do their quick writes in the form of an essay, poetry, hip hop songwriting, or by drawing a political cartoon.Ý

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

Have the students complete the first three entries on their Industrial Age Work Sheet.Ý Each entry should be entered into one box on the worksheet, and should include 5 important points about each event (enter in bullet point format).Ý The first four boxes will be entitled ìBefore the Industrial Revolution,îÝ ìAdvances in Agriculture,î ìUrban Population Growth and Migration,î and ìTextile Factories.îÝ Have students connect the box to the approximate date on the time line.Ý Timelines will be pasted in Journal Notebook, and the remaining boxes will be completed as we cover the information during class.

LITERACY ASPECT: ÝHave students take Cornell Notes in their Journal Notebooks.Ý They will also do a quick write on Friday-Day 5. This will be done at the very beginning of class, and Iíve given the students a choice in what sort of writing format they want to use.

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

This lesson will take place on Day 4 and 5 of the Unit Calendar.Ý Although there will be new information provided during the first day, the second day will be set aside for review and for beginning the timeline. The timeline will have to be updated as the Unit goes on by the students. Again, it is difficult to gauge if two days is the right amount of time, or whether it is too much or too little. Gauging how much time to spend on each activity is has been challenging.

Women of the Early Industrial Revolution

Date: Day 8 of UnitÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Jennifer HunterÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 36 students

OBJECTIVE: ÝStudents will discover how women contributed to the Industrial Revolution. They will become aware of what types of jobs women worked, and the harsh working conditions during this era.

ÝÝÝÝÝ MATERIALS: ÝÝComputers with internet access, Journal Notebooks,ÝÝ

Ý

NOTES: This lesson will need to take place in a computer lab. Students will need toÝÝÝ

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ visitÝÝÝÝÝÝ trackstar.hprtec.ogÝÝÝ

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝ They will need to type in 175237 as their track ID.

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý On a piece of paper have students list the some common occupations of theÝÝ

ÝÝÝÝ industrial era.Ý Ask the students if they think that both men and womenÝÝ

Ý ÝÝÝparticipated equally in these types of jobs. View track 3 on trackstar to gain anÝÝÝ

ÝÝÝÝ overview of the distribution of women and men in one particular factory.

2. Talk a little bit about womenís role in the industrial revolution.

ÝÝÝÝ a. textile mills in England andÝ b. later in the U.S.

3. Have students log onto Trackstar and follow the directions.Ý Point out that they will need to read the questions in the top window display.Ý This part has beenÝ written by me and it includes activities and data collection that I want them to do. Also, students will need to navigate from track to track by using the left-hand side window that lists the tracks.Ý

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

Follow up activities are listed on Trackstar.Ý I expect this activity to take the entire class.Ý

LITERACY ASPECT: ÝÝComputer literacy will be improved upon by using Trackstar. Literacy in terms of reading and writing are taken into account with the types of texts included and the written responses that students will be required to do in their Journal Notebooks.

REFLECTION/RESPONSE:Ý (How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)

I am just learning to use Trackstar. I think it is a good way of keeping the students ìon trackî in the computer lab,Ý by focusing their attention particular tasks that they need to complete. Iíve seen students be set loose on the internet and asked to find an article on a particular topic, and this can be useful, but sometimes it is too open-end and doesnít make good use of time. This activity is a little more guided.Ý

Workers Organize Unions

Date: Day 15 of UnitÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Jennifer HunterÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: approximately 36

OBJECTIVE:Ý

MATERIALS: For lecture: Journal Notebooks and something to write with. The teacher will need an overhead projector.ÝÝ

For Poster Activity: poster board, colored markers, colored pencils, glue, scissors, tape, old Times and Newsweek magazines (to be collected by teacher), relevant images found on internet (to be found by students on internet- to be accessed at home, after school in the library or after school in classroom).

A radio with a CD and/or tape player will be needed for the music component of the lesson.

NOTES: ÝHalf the class time will be devoted to a mini-lecture and over head reading exercise. The second half of the class should be dedicated to getting the students started on their posters.

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1. Review with the students the harsh working and living environment that existed during the Industrial Revolution: Poor pay, monotonous work, unsafe working conditions, discriminatory working and paying practices, the use of child labor, long work hours, 6-7 day week, etc.

2. Introduce to students the concept of a trade union. List what unions are for, who they serve, what they are effective in doing.Ý Point out which contemporary types of jobs are usually protected by a union, i.e. teachers, factory workers, truck drivers, police and fire department employees, nurses and doctors, hotel and restaurant workers, etc.

3. Do a group read of the Match Stick Strikes of 1888 using the overhead projector. Have students fill in the blanks (literacy activity)

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

Ý

During the second half of the class have students work on creating protest posters. They should choose the type of industry that they want to work in and the theme to protest (example: a miner protesting against unsafe working conditions, a seamstress protesting against long hours and discriminatory pay, a textile factory worker protesting against poor pay, a teacher protesting against child labor, etc.Ý Their poster should contain a slogan related to their theme and 5 supporting statements that back up their complaint (the students should look through their Journal Notebooks and text book to find supporting evidence). If the students do not finish everything during this class, I will provide them with more time later in the unit to finish up (this may be how we use the first day of the Culminating Activity).

LITERACY ASPECT: ÝThe overhead group read, Cornell notes, and poster will all lend to improving writing and reading in terms of literacy.

Additionally the students should improve their music literacy, by being exposed to the different types of music that will be brought in by their classmates. I intend to be absorbing all the new information that I can from this part of the lesson.

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

ÝÝÝÝÝÝÝÝÝÝÝ ÝThis lesson has a lot packed into a short amount of time. I would not expect that they finish everything.Ý Depending on how the class is reacting on this particular day, I would probably adjust the length of my lecture accordingly.Ý I think the poster is a really important component. Iím more interested in content that they are able to include,Ý but if the students are really into it, and are willing to put in the time to create great posters, I would devote the first day of the Culminating Activity to the completion of these posters.

Industrialism Today

Date:Ý 18^th DayÝ of UnitÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Jennifer HunterÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 36

OBJECTIVE: Students will draw conclusions about where contemporary Industrialism is headed, in terms of what industries currently exist in the U.S. and abroad. Particular attention is given to trends seen in the U.S. and Mexico.Ý

MATERIALS: ÝJournal Notebooks, San Francisco Chronicle article: ìWalmart A Good-fit for Leviís?

NOTES:Ý The above article is very long.Ý It will be put on an overhead transparency and projected so that the students can read along.Ý I will be doing a lot of summarizing, but also having the students read through the most important parts.

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1. Have students take a look at the clothing tags on their sweaters or shirts or sneakers.Ý Where are these products being made? Probably not in the U.S.A., but in China, Mexico, India, or elsewhere in the developing world.

2. What is the current distribution of Industrial production?Ý What industries are the most lucrative, where are they located, and who are the workers?

3. TwoÝ brief case studies, including data in terms of the number of jobs, the total production output and revenues, key features and locationsÝ (shown on overhead projector):ÝÝ Industry in America: The new industry of computer technology

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝIndustry in Mexico:Ý How the textile industry has evolved

4. Point out that there has been a lot of activism around this subject industry moving

ÝÝÝÝÝ from the U.S. to Developing nations because it is cheaper manufacture in suchÝÝ

ÝÝÝÝÝ places (for a variety of reasons). Point out that resistance has come from trade

ÝÝÝÝÝ unions that are concerned about losing manufacturing jobs for the people theyÝÝ

ÝÝÝÝÝÝÝÝÝÝÝ represent, as well as from human rights groups who are concerned about theÝ

ÝÝÝÝÝÝÝ ÝÝÝÝexploitation of workers in the Developing world who take on these newÝ

ÝÝÝÝÝÝÝÝÝÝÝ manufacturing jobs.Ý Bring in music from Hip Hop artists Michael Francti and

ÝÝÝÝÝÝÝÝÝÝÝ Manu Chao to play for class. Ask students if they have noticed any other artists

ÝÝÝÝÝÝÝÝÝÝÝ who use their song lyrics toÝ comment on these issues.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

Have students read an article about the closing of the last Levi Straus factory in the U.S.A., located in San Francisco.Ý For homework: a three paragraph reflective essay on your reaction to this article. Why do you think Levi Straus moved its production facility?

LITERACY ASPECT: ÝStudents should take Cornell Notes during the lecture portion of the class.

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

ÝI wanted to find a more accessible article on the subject of Leviís closing down

Ýits factories in the U.S. (and moving its production abroad), but was unable to find

one. I think that this particular article might be too advanced for them to read on their

own, so I think that doing a group read on the overhead is more appropriate.Ý

Again, I donít know if we will have time to cover all of this material in one class

Ýperiod. Iím hoping that we will, but would not be too surprised if it would take more

time.

Wal-Mart good fit for Levi's

Jeansmaker's sales boost bottom line

Jenny Strasburg, Chronicle Staff Writer

Wednesday, October 1, 2003

©2003 San Francisco Chronicle | Feedback

URL: sfgate.com/article.cgi?file=/chronicle/archive/2003/10/01/BUGB921QL91.DTL

Levi Strauss & Co. said Tuesday that its new relationship with Wal- Mart Stores Inc. is off to a healthy start -- enough so that the jeans maker's new Signature brand being sold there boosted Levi's overall third- quarter sales in line with expectations.

Meanwhile, the San Francisco denim giant's better-known Levi's and Dockers brands gave up U.S. sales during the quarter ended Aug. 24. Despite that drag on progress, total sales for the period climbed 6.3 percent, to $1. 08 billion from $1.02 billion during the year-ago quarter, carried by Signature's summertime entry into 3,000 Wal-Mart stores, the company said. It did not break out sales by brand.

Levi's profit nearly doubled during the quarter, to $26.7 million from $13.7 million last year, helped by currency fluctuations and decreased marketing and incentive-compensation costs.

On the flip side of the Signature-led growth, Levi's still faces several obstacles on its way to a hoped-for turnaround following six years of declining sales.

In addition to its $2.37 billion in debt as of late August, Levi's -- which is privately held but carries publicly traded debt -- has left some investors unconvinced that it can produce the cash necessary for plant closures and layoffs amid increasing retail-price pressures and general consumer anxiety.

"They're talking a good game, but things are still going the wrong way," said Steven Persky with Dalton Investments LLC in Los Angeles, who in the past has shorted Levi's bonds. "I'm kind of the show-me persuasion. I am distressed at the amount of debt the company has put on this year."

Levi's ended 2002 with about $1.85 billion in debt. The company has predicted a year-end 2003 debt load of about $2.1 billion. Getting there will require trimming at least $200 million from current levels.

On Tuesday, Chief Executive Officer Philip Marineau said that recent layoff announcements -- targeting nearly 2,000 workers at Levi's remaining North American plants plus 650 U.S. and European office workers -- will help the company manufacture clothes faster and cheaper.

Levi's has lagged competitors on both counts. Its near-complete move to contract manufacturing, away from sewing and finishing clothes in its own plants, has been criticized by U.S. labor advocates but is seen by investors as a crucial profit-saving move.

The company has placed expansion hopes in the Signature line of $21-to- $25 denim. But while the brand has hoisted top-line sales, it's also further squeezing the company's tight gross margins, executives said.

"We've taken wholesale price reductions over the past 12 months on Levi's and Dockers to improve our retailers' gross margins," Marineau said.

Some of the core retailers that carry Levi's and Dockers -- J.C. Penney, Mervyn's and Macy's among them -- have scaled back orders out of concern that Levi's Wal-Mart presence will erode brand cachet in their stores, Marineau said.

"They're worried about cannibalization, from the Levi's brand in particular," he told investors. However, he said that Levi's own research suggests that the Signature rollout actually boosted the volume of Levi's sold -- potentially a portion at discounted prices -- in department stores located near Wal-Mart stores.

Marineau said the reason is that Signature is raising overall awareness of Levi Strauss clothing.

"It's the natural question that everybody asks: Won't this (negatively) affect Levi's and Dockers? We keep saying no,'' Marineau said in an interview. But investors and major ratings agencies that have attached junk-bond status to Levi's debt are awaiting improved Levi's and Dockers sales.

"We're going to have to track that fairly carefully -- not only where Wal-Mart sales go (but also) how successfully the company is in going back to its core retailers" to show that Signature isn't cannibalizing their sales, said Jayne Ross, who tracks Levi's for ratings agency Standard & Poor's. "I think that's going to take several quarters to see" how retailers respond, she said.

On Tuesday, Levi said it completed a new $1.15 billion financing arrangement it had earlier said was necessary to pay for restructuring costs.

------------------------------------------------------------------------

E-mail Jenny Strasburg at jstrasburg@sfchronicle.com.

Lesson #1

Population Growth/ Urban Migration

And Public Health

Date: Day 4ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Genevieve BrantleyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 36

OBJECTIVE:

To show how early changes in society contributed to the Industrial Revolution by means of growth of population in European countries, a subsequent move from rural to urban areas, and advances in science, and then to identify the effect of this urban migration/living on public health and disease.

MATERIALS:

Teacher Needs: Maps to illustrate population migration and density.Ý Slide projector to show picture examples of unsanitary conditions in cities and health conditions of people.Ý And overhead projector to create an outline of lecture highlights for students to copy and follow along.

Students Need:Ý Pen and paper to take notes.Ý

NOTES:

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Students will free write for the first five minutes of class brainstorming the question ìHow do culture and class affect health and well-being,î put on the board related to the topic of the day.Ý

2.Ý A 30-minute lecture will be given highlighting the rapid growth in population causing humans to have a strong desire for change, a desire for economic improvement, and better social status thus migrating to more urban areas.Ý The lecture will also include issues of public health, diet and nutrition, housing and sanitation, and living standards that were direct results of urban explosion.ÝÝ

3.After the lecture students will break up into groups and engage in a ten-minute discussion relating the question of the day to the topic of the day.

4.Ý Class will be wrapped up with a quick over view of themes and a homework assignment is given.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

For homework students will be asked to identify and list 5 current health issues as they relate to urban living and poor communities by researching some public health websites such as the Center for Disease Control (CDC).Ý They will also have to create a journal in which they log their daily eating habits, living conditions, and medical treatment for the week and compare/contrast them to the habits and trends of the industrial era.Ý A one page summery about these comparisons will be due in a week.

LITERACY ASPECT:

Students will free write on daily question.Ý They will have to take notes during class lecture.Ý They will have to write in journal and do some research on the Internet.Ý And have a one page typed summery to turn in. Ý

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

I believe that the lesson was pretty successful.Ý I think that it will be valuable for the students to create a journal and compare their resources to those during the industrial era.Ý I need to improve on relating this particular topic to popular culture and/or Hip Hop.Ý It was easier in this assignment to simply have the students relate the topic to themselves and current issues, rather than to popular culture, but I think that they will be able to see its relevance.Ý

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Ý

Lesson #2

Work, Labor, and Technology

Date: Day 9ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Genevieve BrantleyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 36

OBJECTIVE:

Examine the evolution and specialization of work, labor, and child labor through the use of new technology.

MATERIALS:

Teacher needs:Ý different types of music players, such as an 8 -track, tape player, CD player, and MP3.Ý Plus an overhead projector to make an outline of the days lecture.Ý

Studentís need: to bring in an appropriate choice of music to be played.Ý It should be a variety of tapes, CDís, and digital music. Pen and paper for note taking.

NOTES:Ý

The previous day I will have asked the students to bring some(clean) music.

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý For the first 5 minutes of class the teacher will play examples of music on the different recorders in order to hear and identify differences in quality and evolution of simplicity when accessing their music.Ý A short discussion will follow relating the students' prior knowledge on how music is produced and distributed in todayís time.

2.Ý A 30-minute lecture will follow on the dayís topic about how the work force changed during the industrial era.Ý We will look at the move from specialization of trades such as detailed ironwork and clothing makers to a more synchronized factory setting of producing large volumes of product.Ý This is a result of the evolution of machinery and industrialism.Ý We will also explore the role of child labor during this era as it pertains to the conditions of the time.

3.Ý For the last 15 minutes or so the students will then engage in an experiential learning activity in which they are divided up into groups and each given a role as either the boss or the worker.Ý A task will have be completed by the workers and overseen by the boss.Ý If that task is done well and on time, then the workers will be allowed to leave 5 min early.Ý If not, and the boss has failed to motivate its workers, then they will have to stay 5 min over the class period and work overtime as way of punishment.Ý

4.Ý Before they leave a homework assignment will be passed out with the instructions already on it.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

For homework, the students will be asked to come up with a list of technological advances in modern day music production, as well as describe a change in the conditions of the work force today.Ý Students should come up with ideas ranging from the invention of the record player to digital music.Ý They should also recognize that it doe not take the elaborate set up of a million dollar recording studio to make beats, and that now a days you simply need the right kind of keyboard and a computer and all this can be done in your bedroom.Ý A one page hand written summery will be turned in the following day.Ý

LITERACY ASPECT:

Students will have had to read the chapter on work and labor in their history books.Ý They will need to do web research looking for the latest technologies, and then write a one page summery on the compare and contrast of the industrial era work force and the modern day production of hip hop music.Ý

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

I think that kids will mostly enjoy getting to hear their music in class, but also gain an inside look to the inner workings of production.Ý I mayÝ be able to develop this lesson more by including a video on modern day music production because some of them may not be familiar with the process.

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ÝÝÝÝÝÝÝÝ

Lesson #3

International Imperialism and War

Date: Day 13ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Genevieve BrantleyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 36

OBJECTIVE:

Students will discover how Imperialism contributed to the cause of the Great War.Ý Students will then model their findings as evidence in territorial wars of gangsters in modern urban combat.

MATERIALS:

Teacher needs:Ý TV monitor to watch a film, overhead projector to write lecture outline.

Studentís need: pen and paper to take notes

NOTES:

Inform class the day before on content of class and possibly send note home to parents explaining that they will be watching a somewhat graphic video of gangster warfare.Ý

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Students will brainstorm for 5 min on the word Imperialism, both in a historical and modern day context.Ý

2.Ý Teacher will give a brief 5-8 min introduction into Imperialism during the I.R and its connection to war, detailing some of the struggles countries went through to maintain control of their own natural resources and/or take control of others, thus leading to conflict.

3.Ý The students will watch a 15 min documentary on the era.

4.Ý Teacher will then give another 5 min introduction to the next video on gangster warfare and prompt the students on things to look for during the video.

5.Ý Students will watch a 15 min documentary on this topic.Ý

6. A quick discussion will ensue with any time remaining and a homework assignment will be given.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

Students will be asked to find lyrics from one of three Hip Hop artistsí; The Coup, Public Enemy, or the Roots, that contain lyrics pertaining to the discontent of imperialism or some other related topic from the days lesson.Ý They will have to type a one page response comparing the ideologies represented in the lyrics and the issues relating to imperialism and/or war.

LITERACY ASPECT:

Students will be brainstorming terms and analyzing lyrics and then writing on relating subjects.

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

There was a lot more I wanted to include in this lesson plan, however thinking realistically, I just was not able to cover it all.Ý I wanted to use a book entitled Monster: The Autobiography of an L.A. Gang Member byÝ Sanyika Shakur a.k.a Monster Kody Scott because of his experience as a former LA Crip.Ý ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ However I believe that more time would have been needed to truly analyze the depth of this topic.Ý

Lesson #4

The New Post Industrial Society-

BIG BUSINESS

Date: Day 16ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Genevieve BrantleyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 36

OBJECTIVE:

Students will analyze and categorize the effects of industrialization on social organization, specifically through the emergence of capitalism, socialism, and communism.Ý They will then draw upon parallels as to how Hip Hop has become yet another part of the economic infrastructure through marketing and corporations, therefore shaping popular culture.Ý

MATERIALS:

Teacher needs:Ý Overhead projector for note taking.Ý Handouts for students

Studentís need:Ý pen and paper for note taking

NOTES:

The day before have the students read the chapter related to the days topic so that they are better prepared for what is going to be discussed.

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Students will spend ten min brainstorming three major terms; capitalism, socialism, communism and write down what they think these terms mean.

2.Teacher gives a 30- min lecture on the main concepts of how societies became organized in their post -industrial countries.Ý Students will gain an understanding of the evolution of how companies and businesses were put together and subsequently shaped the social norms of societies of that time.Ý

3.Ý The students will then break into groups and complete a tree branch worksheet that helps to organize the elements of the three major social structures being discussed.Ý This should last about 10-15 min.

4.Ý For the remaining time the class will come together and discuss their findings.Ý A homework assignment will be given out.Ý

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

As a follow up activity, the students will be asked to free write a two- page typed essay on how Hip Hop and popular culture have become big business.Ý They will be asked to do some research over the Internet to try and find out how many and what types of large- scale businesses represent Hip Hop music.Ý They will need to see a connection between these businesses and in what capacity they affect popular culture.Ý Are they mostly owned and operated by one man or company?Ý Do they distribute only one kind of music or product or do they try to cover a wide variety of genres to gain more control of the market?Ý How much revenue are these companies pulling and is the wealth equally distributed?Ý This assignment will be due at the end of the week.

LITERACY ASPECT:

Students will have to read the corresponding chapter.Ý They will have to brainstorm terms related to the topic.Ý They will have to conduct research online.Ý And they will have to write a more formal type of essay.Ý

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

This is one of my more favorite lessons.Ý I think that the students will get a real kick out of leaning about how these companies that represent what they think is cool are really run. I would like to find more time to develop this lesson into maybe a week or half a week project so that the students become even more engaged about understanding how business works, but in a manner that they are really able to identify with.Ý To make it more successful I may have students bring in products that they relate to popular culture and then we would do research to find out who owns the company, where it was produced, and to what types of communities those companies are marketing their product to.Ý ÝÝÝ

Lesson #5

Class Culminating Activity

Date: Day 19ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Modern World History

Name: Genevieve BrantleyÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of students: 36

OBJECTIVE:

Students will begin to prepare for the group culmination tomorrow by finishing the large map showing the spread of the industrialized world, completing posters that depict imaging relating to the themes of the week, and binding the different essays they have written into one portfolio.

MATERIALS:

Teacher needs:Ý art supplies that are being used to make maps and posters.Ý Plenty of resources to cut out pictures and such that will go on posters.Ý Folders for students to organize their work in.Ý

Studentís needs:Ý Anything they wish to bring from home that they feel will ad to the collages and/or the assembly line activity for tomorrow.

NOTES:

Make clear to students that this is not just a day to play around and have fun.Ý While the activity is designed to engage students in a positive way, there is still a lesson involved that if they donít participate in, their grade will be affected.

STEPS:

ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ ANITICIPATORY SET (Draw on students prior/background knowledge)

1.Ý Before the activity begins, students will have to reflect on the quote ìLive simply, so that others can simply liveî and free-write for 10 min on how they believe it relates to lessons of the Industrial Era they have learned over the past four weeks.Ý

2.Ý Free time to complete projects.

3.Ý If students are well behaved and motivated they will be allowed to listen to some clean versions of Hip Hop music that related to topics discussed during the month.

FOLLOW-UP ACTIVITY:Ý (Extension Activity)

The last homework assignment for this project will be to write up a two page typed summery of the major themes that they identified most with over the past month.Ý There are little restrictions for this assignment as long as they relate one theme from the Industrial Era to a theme presented about Hip Hop and/or popular culture.Ý This essay will be included in the journal of essays they have previously written.Ý

LITERACY ASPECT:

Aside from the essay they have to write and the reflection of the quote, I believe that the creation of the posters, maps, and collages represents how much understanding and comprehension they have in regards to the themes taught throughout this month.Ý

REFLECTION/RESPONSE: Ý(How did the lesson go?Ý Successful?Ý NeedsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Improvement?)Ý

Aside from a really noisy classroom, this activity went well and I believe that the students are finally able to see the bigger picture of our modern world being painted through their creativity and will be well prepared for tomorrows culminating activity.ÝÝÝÝÝÝÝÝÝÝ

Ý

Science

The 10^th grade Integrated Science class, the second year of a two-year sequence satisfying the high school graduation requirements, incorporates the four main science subject areas studied in high school: Physics, Chemistry, Earth Science and Biology.Ý During the Industrial Era Thematic Unit, the students will have the opportunity to engage in scientific discoveries in an inter-disciplinary fashion, by recognizing the real-world applications of science together with social studies and English.Ý The culminating activity of an Assembly Line will bring the students together to demonstrate the connections theyíve made over the course of the Unit.

Each week of the Industrial Era Unit is broken down into a sub-theme: Science Advances, Technological Evolution, Contribution to War and Impact on Society.Ý In the Integrated Science class the first day of each week will focus on introducing the weekís sub-theme, its connection to the Industrial Era, and its significance to the subject of science.Ý Throughout the rest of the week, the class will participate in hands-on, creative activities designed to engage them in the theme, initiate critical thinking and build connections between the disciplines.Ý During the first week, Science Advances, the class will focus on the 1953 discovery of DNA by Cricke and Watson, and its implications to the study of Mendelian genetics, the inheritance of traits and mutations.Ý Astronomy, and space exploration technology will be studied during the second week, emphasizing the many advances in space exploration during the Industrial Era, including Sputnik and Explorer in the late 50ís, the discovery of Neptune in 1846, and the invention of the first rocket in 1926.ÝÝ During the third week, the class will discuss the Industrial Eraís Contribution to War, highlighting the relationship between the earthís resources and the war machine. The electric light bulb, television, motion pictures, and radio etc., were scientific innovations of the Industrial Era, and have incredibly impacted modern society. The final weekís discussion will center around the link existing between society, scientific advances and the Industrial Era.ÝÝ Throughout the Industrial Era Thematic Unit, the integrated science students will be creating a portfolio, journal or collage that establishes a common thread between the four sub-themes, which will be presented during the Assembly Line Culminating Activity.Ý This project will be the final assessment of the Unit.

Monday Week 1	Tuesday	Wednesday	Thursday	Friday
Topic: Introduction to Industrial Era Thematic Unit, Scientific Advances sub-theme, Genetics and DNA Objective: Ss will recognize the Industrial Era as a breakthrough period in scientific advances. Ss will examine the relationship between the discovery of DNA and simple Mendelian genetics. Literacy Aspect: Ss will investigate scientific advances during the Industrial Era on the Internet, and report their discoveries in a one- page write up. Ss will read chapter on DNA and genetics in their text for	Topic: Genetics Objective:Ý Ss will review principles of Mendelian genetics, DNA and mutations Literacy Aspect: Ss will watch and take notes on video: Patterns of Inheritance: Understanding Genetics.	Topic: DNA Objective: Ss will develop visual/spatial relationship to the structure of the DNA molecule. Literacy Aspect: Ss will build models of the DNA molecule, using materials provided by the teacher and reading instructional materials.	Topic: Inheritance of Traits Objective: Ss will apply the principles that rule the inheritance of traits. Literacy Aspect: Ss will interpret elementary genetics problems using a basic Punnett square and data about parental genotypes to conclude possible genotype(s) of offspring, possible phenotype(s) of offspring, and figure ratios to forecast characteristics of offspring. Ss will look up the website on genetics and popular culture, http://www.genetics-and-society.org/analysis/popular.html, find one interesting element of the website and complete a one-paragraph	Topic: Mutations and Introduction to Culminating Activity Objective: Ss will describe the effects of mutation and form correct predictions about chances of survival. Ss will select project for presentation at Assembly Line Culminating Activity. Literacy Aspect: Using information on the fruit fly, Ss will assess whether a mutation is positive, neutral or negative in relation to the survival of that species. Ss will work on plan for Culminating Activity Project for homework to be turned in
Monday Week 2	Tuesday	Wednesday	Thursday	Friday
Topic: Introduction to the Technological Evolution sub-theme, space exploration and astronomy, specifically Neptune Objective: Ss will perceive the Industrial Era as a key time period of advances in space exploration and technology.Ý Ss will investigate Neptune, the eight planet. Literacy Aspect: Ss will investigate technological evolution during the Industrial Era on the Internet, and report their discoveries in a one- page write up. Ss will read chapter on Neptune for homework. Ss will research attributes of the planet to produce a brochure advertising it, for homework due Friday, and for inclusion in Culminating Activity Project.	Topic: The Solar System Objective: Ss will conclude the size relationship between the Sun and the planets. Literacy Aspect: Ss will use pieces of string, data on the sizes of the planets and Sun, and the metric system to calculate the relative sizes of the Sun and the planets.	Topic: Rationale for and ethics of space exploration Objective: Ss will cite reasons why countries fund space exploration programs.Ý Ss will summarize the ethical considerations related to space exploration programs. Literacy Aspect: Ss will participate in a ìCarousel Graffitiî group activity, answering questions on separate sheets of paper posted around the room pertaining to the rationale for and ethical considerations of space exploration.	Topic: Rockets Objective: Ss will illustrate the complexity and creativity involved in building rockets and other space exploration crafts. Literacy Aspect: Ss will design their own rocket using art supplies, magazines, and other materials such as toilet paper rolls, etc.	Topic: Neptune Objective: Ss will compile data on Neptune collected as homework throughout the week. Ss will organize information to create a brochure. Literacy Aspect: Ss will construct an advertising brochure on Neptune using characteristics discovered in their weeklong homework assignment.
Monday Week 3	Tuesday	Wednesday	Thursday	Friday
Topic: Introduction to the sub-theme the Industrial Eraís Contribution to War and its relationship to the use of the earthís natural resources Objective: Ss will define natural resource. Ss will examine the role of natural resources in the wars of the 20^th Century. Literacy Aspect: Ss will investigate the element of natural resources in the wars of the 20^th Century on the Internet and complete a one-page write-up. Ss will diagram the earthís renewable and non-renewable resources on a world map for homework.	Topic: What is a resource? Objective: Ss will identify the resources important in their own daily lives. Literacy Aspect: Ss will create a collage representing the role of resources in their own lives for inclusion in the Assembly Line Culminating Activity.	Topic: Oil Resources Objective: Ss will ascertain the importance of oil and petroleum products to society. Literacy Aspect: Ss will read excerpt from Isaac Asimovís April 25, 1977 Time magazine article, ìThe Nightmare Life Without Fuel.î Ss will develop a list of commonly used petroleum products.Ý Ss will write their own story on what life would be like without fuel for homework.	Topic: Alternative Energy Objective: Ss will discover the different energy alternatives available for public and private use.Ý Ss will critique the capability of each alternative. Literacy Aspect: Ss will debate different alternative energy sources in groups from information provided by the teacher.	Topic: Alternatives in Action Objective: Ss will recognize the real-world availability of alternative energy.Ý Ss will consider the implications of ìmaking a differenceî in society by standing up for your beliefs.Ý Ss will see people living their lives in a sustainable way. Literacy Aspect: Ss will participate in a tour of the ìBio-bus.î Ss will recognize the elements needed to convert a diesel car/bus to run on recycled vegetable oil. Ss will write a thank you note to the guest speakers.
Monday Week 4	Tuesday	Wednesday	Thursday	Friday
Topic: Introduction to Science, Society and the Industrial Era Objective: Ss will identify the key scientific inventions of the Industrial Era. Ss will express the relevance of the inventions of the Industrial Era to their own lives. Literacy Aspect: Ss will research the scientific inventions that occurred during the Industrial Era on the Internet.Ý Ss will create a poem, rap or story on the relationship between their lives and the scientific inventions of the Industrial Era.	Topic: Impact on Todayís Society Objective: Ss will cite the similarities and differences between the scientific inventions that are important to their own lives and those that have impacted society as a whole. Literacy Aspect: Ss will brainstorm in groups on the degree of impact on society of certain inventions discovered during Mondayís assignment. Ss will present their findings to the class in a 5-minute speech, describing the similarities and differences to the impact on their own lives.	Topic: Impact on Future Society Objective: Ss will analyze the implications of societyís consumption of resources, use of technology and present moral ethics on future generations. Literacy Aspect: Ss will participate in a class discussion and debate on the implications of societyís consumption of resources, use of technology and present moral ethics on future generations. Ss will write a letter to one of their government officials citing their position on our current state of affairs and implications to future generations for homework.	Topic: Bringing It All Together Objective: Ss will analyze the common thread between the four sub-themes of the Industrial Era Thematic Unit. Literacy Aspect: Ss will produce a one-page write-up on the common thread that exists between the four sub-themes.Ý Ss will include in their write-up an explanation of their project for the Assembly Line Culminating Activity.	Topic: Assembly Line Culminating Activity Objective: Ss will demonstrate the relationship between the four sub-themes and the overall theme, the Industrial Era. Literacy Aspect: Ss will participate in Assembly Line Culminating Activity.Ý Ss will present finished project from the Thematic Unit.

Lesson Plan #1: Inheritance of Traits

Date: Day FourÝÝÝÝÝ ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝPeriod/Class Title: Integrated Science

Name: Jennifer BrennanÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of Students: 25

OBJECTIVE: Ss will apply the principles that rule the inheritance of traits.

MATERIALS: Handout from text on Mendelian genetics, worksheet with blank Punnett square for students to fill in, set up with area on handout to compute ratios, and pencils.

NOTES: Important for Ss to participate in brainstorm activity- it will help with difficult concepts later in the lesson.

STEPS: 50-Minute Class

ANTICIPATORY SET: Ss will brainstorm information relevant to Mendelian genetics and the inheritance of traits, reviewing notes from video: Patterns of Inheritance:

Understanding Genetics, and chapter on genetics that they read for homework on Monday. Ss will define the following terms on the blackboard as part of the brainstorm exercise: Mendelian genetics, inheritance of traits, recessive traits, dominant traits, genotype, phenotype, dihybrid cross, principle of independent assortment, alleles, gametes, and ratio. (15 minutes)

1. Ss will read handout on Mendelian genetics, which discusses Mendelís experiments with mating pea plants. (10 minutes)

2. Ss will hypothesize the outcome of the experiment by computing ratios of possible genotypes and phenotypes of mating a dominant pea with a recessive pea.Ý Ss will use the Punnett square to calculate the actual outcome. (25 Minutes)

FOLLOW-UP ACTIVITY:Ý Ss will take the worksheets home to complete for next class meeting if they donít finish. Ss will look up the website on genetics and popular culture, http://www.genetics-and-society.org/analysis/popular.html, find one interesting element of the website and complete a one-paragraph write-up.

ASSESSMENT: Ss will turn in worksheets the following day for a grade, based on the completion of the ratios and Punnett square.Ý Partial credit will be assigned for complete assignment, full credit for correct answers and complete assignment.

LITERACY ASPECT: Ss will interpret elementary genetics problems using a basic Punnett square and data about parental genotypes to conclude possible genotype(s) of offspring, possible phenotype(s) of offspring, and figure ratios to forecast characteristics of offspring. Ss will look up the website on genetics and popular culture, http://www.genetics-and-society.org/analysis/popular.html, find one interesting element of the website and complete a one-paragraph write-up.

REFLECTION/RESPONSE: Lesson may be difficult for some Ss to grasp.Ý Punnett square will be an active and engaging way for Ss to investigate the topic of inheritance of traits and genetics.

LINK TO POPULAR CULTURE: http://www.genetics-and-society.org/analysis/popular.html

Lesson Plan #2: The Solar System

Date: Day SevenÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Integrated Science

Name: Jennifer BrennanÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of Students: 25

OBJECTIVE: Ss will conclude the size relationship between the Sun and the planets.

MATERIALS: Handout containing information on planet and Sun size relationships, pencils, metric conversion chart, tape measures, string and scissors.

NOTES: Weather could be a factor since this is an outside activity. Gym or cafeteria might work if adverse weather conditions do occur. Safety discussion (scissors) might be appropriate for classes with behavioral issues.

STEPS: 50-Minute Class

ANTICIPATORY SET: Ss will go out to school field with materials needed for the lesson. Teacher will ask Ss to name their favorite movie about space travel. Teacher will ask Ss to try and guess how far away a soccer ball sized Sun would be if the Earth were less than 1/4 cm. (24 m.) (3 Minutes)

1. Teacher will inform Ss that they will be constructing the planets and Sun out of pieces of string.Ý Ss will be given a metric conversion chart, with the instructions that they will have to make some conversions from cm to m in this lesson (Review from earlier in the year). Ss will be given string to make the planets and Sun, and will share scissors to cut the string. (3 Minutes)

2. Ss will be given a handout containing the following information on the circumference of the planets and Sun, with this note at the top: If you use the metric system and let Earthís piece of string=10 cm, do the multiplication and you get a Sun of 11 meters!

Earth~24,900 miles (10 cm)

Sun~2,718,700 miles (about 110 x Earthís circumference)

Mercury~9500 miles (0.38 x Earth)

Venus~23,600 miles (0.95 x Earth)

Mars~13,250 miles (0.53 x Earth)

Jupiter~287,950 miles (11.27 x Earth)

Saturn~235,150 miles (9.44 x Earth)

Uranus~99,700 miles (4.10 x Earth)

Neptune~96,550 miles (3.88 x Earth)

Pluto~4,500 miles (0.18 x Earth)

3. Ss will calculate the sizes of the planets and Sun using the handouts and metric conversion chart (NO Calculators!). (20 Minutes)

4. Ss will make pieces the length they calculated to represent the planets and Sun, using the string, scissors, and tape measure. Ss will ties the ends of the string together to form the circumference. (15 Minutes)

5. Ss will hold the different planets and the Sun up to compare the sizes and the finished products of the lesson. (9 Minutes)

FOLLOW-UP ACTIVITY: Teacher will ask Ss to start thinking about what it would be like to visit another planet or solar system for Day Eight Lesson: Rational for and ethics of space exploration.Ý Teacher will ask Ss to visit the website on Space in Film, http://www.centennialofflight.gov/essay/Social/space_film/SH6.htm to assist them in the following dayís lesson. Continuing follow-up occurs on Day Nine Lesson: Neptune.

ASSESSMENT: Ss will turn in handout with calculations. Partial credit will be assigned for complete assignment, full credit for correct answers and complete assignment.

LITERACY ASPECT: Ss will use pieces of string, data on the sizes of the planets and Sun, and the metric system to calculate the relative sizes of the Sun and the planets.

REFLECTION/RESPONSE: Ss will have the opportunity to see the size differences of the planets in relationship to each other and the Sun in a hands-on activity that is fun and outside! Ss will get a chance to practice their metric conversion skills in a relatively simple exercise.

LINK TO POPULAR CULTURE: http://www.centennialofflight.gov/essay/Social/space_film/SH6.htm

Lesson Plan #3: Oil Resources

Date: Day ThirteenÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Integrated Science

Name: Jennifer BrennanÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of Students: 25

OBJECTIVE: Ss will ascertain the importance of oil and petroleum products to society.

MATERIALS: Copies of excerpt from Isaac Asimovís April 25, 1977 Time magazine article, ìThe Nightmare Life Without Fuel,î and access to the Internet.

NOTES: Remind students of the schoolís Acceptable Use Policy regarding the Internet.

STEPS: 50-Minute Class

ANTICIPATORY SET: Teacher will read the following quote to Ss to set the tone for the lesson, ìThis we know. The earth does not belong to man; man belongs to the earth. This we know. All things are connected like the blood which unites one family. All things are connected. Whatever befalls the earth, befalls the sons of the earth. Man did not weave the web of life; he is merely a strand in it. Whatever he does to the web, he does to himself.î ñChief Seattle (2 Minutes)

1. Ss will read the article excerpt independently. (3 Minutes)

2. Teacher will give three websites to visit while on Step 3: www.adidas.com, www.porsche.com, andÝ www.circuitcity.com. Ss will decide which products on these websites are made of petroleum.

3. Ss will gather in groups of 2-3 to surf the Internet to compile a list of commonly used oil and petroleum products. (Teacher has a satisfactory list, as well) (20 Minutes)

4. Ss will discuss their findings as a class, emphasizing the importance of each product to their own daily lives. (20 Minutes)

5. Teacher will introduce homework assignment. Ss will create their own story on what life would be like without fuel. (5 Minutes)

FOLLOW-UP ACTIVITY: Homework Assignment: Ss will create their own story on what life would be like without fuel due on Day Fourteen.Ý Day Fourteen Lesson: Alternative Energy and Day Fifteen Lesson: Alternatives in Action will follow-up this lesson by considering ways to make oil les of a necessity in our lives.Ý

LITERACY ASPECT: Ss will read excerpt from Isaac Asimovís April 25, 1977 Time magazine article, ìThe Nightmare Life Without Fuel.î Ss will develop a list of commonly used petroleum products using the Internet.Ý Ss will write their own story on what life would be like without fuel.

REFLECTION/RESPONSE: Lesson really spurs thinking on real-world applications for the study of science and its relationship to the Ssí lives.Ý Lots of ìthinking outside the box!î

LINK TO POPULAR CULTURE: www.adidas.com, www.porsche.com, and www.circuitcity.com

Lesson Plan #4: Alternatives in Action

Date: Day FifteenÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Integrated Science

Name: Jennifer BrennanÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of Students: 25

OBJECTIVE: Ss will recognize the real-world availability of alternative energy.Ý Ss will consider the implications of ìmaking a differenceî in society by standing up for your beliefs.Ý Ss will see people living their lives in a sustainable way.

MATERIALS: Notes from previous dayís lesson on Alternative Energy, one diesel bus that runs on recycled vegetable oil, four eco-groovy speakers (Melissa, Trevitt, Steve and Johnny) to meet with the Ss and show them around the bus.

NOTES: Remind class about the importance of respect for others, especially to guest speakers, etc.

STEPS: 50-Minute Class

ANTICIPATORY SET: Ss will access the ìWe the Planetî website in order to get a preliminary understanding of what the Bio-bus has been doing, who theyíve been working with, and where theyíve been. (5 Minutes)

1. Ss will meet the Bio-bus members, Melissa, Trevitt, Steve and Johnny, and the members will give a brief introduction to the vision of the Bio-bus and its members.Ý (5 Minutes)

2. Ss will be given a tour of the bus, including an explanation of the conversion process. (25 Minutes)

3. Ss will participate in a question and answer period with the members of the Bio-bus.Ý (15 Minutes)

FOLLOW-UP ACTIVITY: Ss will write thank you notes to the members of the Bio-bus, informing them of something new they (the Ss) learned, one way they (the Ss) can live in a more sustainable way, and what they (the Ss) thought was the most interesting aspect of the tour.

LITERACY ASPECT: Ss will participate in a tour of the ìBio-bus.î Ss will recognize the elements needed to convert a diesel car to run on recycled vegetable oil by taking notes during the tour. Ss will write a thank you note to the guest speakers.

REFLECTION/RESPONSE: Awesome for the Ss to see average people really ìwalking the walk!î

LINK TO POPULAR CULTURE:Ý http://www.wetheplanet.org

Lesson Plan #5: Introduction to Society, Science and the Industrial Era

Date: Day SixteenÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ Period/Class Title: Integrated Science

Name: Jennifer BrennanÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ # of Students: 25

OBJECTIVE: Ss will identify the key scientific inventions of the Industrial Era. Ss will express the relevance of the inventions of the Industrial Era to their own lives.

MATERIALS: Access to the Internet.

NOTES: Remind students about introduction to the Hip Hop Circuit website (earlier in the semester) for help or ideas on todayís lesson.

STEPS: 50-Minute Class

ANTICIPATORY SET: Ss will gather in groups of three and decide on the top ten most important inventions of all time- Ss will decide if the list considers what is most important to society or to themselves. (5 Minutes)

1. Ss will research the scientific inventions that occurred during the Industrial Era on the Internet. (Teacher has a good list) (15 Minutes)

2. Ss will discuss the top ten lists from the anticipatory set and the results of the Internet research.Ý (10 Minutes)

3. Ss will create a poem, rap or story on the relationship between their lives and the scientific inventions of the Industrial Era. (20 minutes)

FOLLOW-UP ACTIVITY: Ss will complete their story, rap, or poem for homework to be turned in the following day. The four subsequent lessons are all follow-up activities to this lesson, including the culminating activity.

LITERACY ASPECT: Ss will research the scientific inventions that occurred during the Industrial Era on the Internet.Ý Ss will create a poem, rap or story on the relationship between their lives and the scientific inventions of the Industrial Era.

REFLECTION/RESPONSE: Another example of a lesson that brings real-world associations for the Ss. Good creative activity as well.

LINK TO POPULAR CULTURE: http://online.sfsu.edu/~jcooks/hiphopcircuit/frontup.html

Culminating Activity

At the end of our special four-week unit on the Industrial Era, each of the six classes will join for a culminating activity.Ý The concept is an Industrial Era assembly line in which all students add elements to create a final product ñ a Fact Sheet of the Industrial Era listing important people and events of the time.

We will create an environment that mimics sweat shop conditions: dark, hot, with people in close quarters.  Teachers from all classes will act as ìforemenî urging their ìemployeesî to work faster.

The ìproductî will be fact sheets specific to each class,Ý covering elements of the thematic unit (Science, Technology, etc).Ý Each fact sheet asks one question ñ for example ìName famous inventors of the Industrial EraîÝ or ìWhat were the effects of war on society during the Industrial Era?îÝ The student fills in one answer and passes the sheet on to the next.  That student must produce a different answer than the students before.Ý Any delay or back up in the assembly line will bring preasure from the forman.

The last table will hold a time line and map of the industrial era, posters, and collages created by students of the various classes during the preceding four weeks, in addition to the ìproductî of the culminating exercise.ÝÝ This table will create a holistic and comprehensive view of the elements that made the Industrial Era.Ý A general discussion of the previous four weeks will ensue.