Tuesday, December 8, 2015
WWI Project Instructions
Social Studies Unit 3 Project:
The Global Aftermath of World War I
Step 1: For Homework, Due Tuesday 12/15 (E Day)
a)
Visit the URL provided and read the article
about your topic
b)
Using the Internet, find another article about
your topic and read it. Be sure to have access to the URL for class or print it
out.
c)
Complete the Part I of the Research Graphic
Organizer for your topic and teaching point
d) Print
out at least 3 pictures that go with your teaching point to use on a poster
your group will make
Step 2: Complete in Class When Assigned
a) As a
group, create a 2nd teaching point and complete Part II of your
Research Graphic Organizer
b) As a
group, plan an 8-minute lesson about your topic that could be taught to 2-3
other students using the
Lesson Plan Graphic Organizer
c)
As a group, design and create a poster-board or
chart paper that can be used to aid in your lesson plan. (This is where the
pictures will go, as long as any notes you have for your classmates to copy.)
Step 3:
On either
Monday 12/21 or Tuesday 12/22 (depending on your class) your table will be
split in half. At any one time, half of
you will be learning from other tables and half of you will be teaching other students about your topic. Halfway
through the period, you will switch and alternate roles.
Tables A and H
Topic: WWI and the Middle East
Teaching Point: The division of the Ottoman Empire by
the British and French created many of the problems in the Modern Middle East.
Tables B and G
Topic: Russian Revolution
Teaching Point: The horrible effects World War I had
on Russia led to the Russian Revolution and the rise of communism
Tables C and F
Topic: WWI and Africa
Teaching Point: World War I had negative consequences
for daily life in Africa
Tables D and E
Topic: WWI and Asia
Teaching Point: After WWI, Japan became the most
powerful country in Asia, creating conflict with Korea, China, and other Asian
countries.
Thursday, November 19, 2015
Friday, November 13, 2015
Model Negative Argument
Model Negative Argument:
Explain Why the Status Quo is Good: Currently, the government has very little power to take care of their citizens. This may sound bad, but it actually forces people to learn how to fend for and take care of themselves. A government that is too powerful would have no reason to listen to people.
Explain How the Affirmative Argument Will Change the Status Quo: My opponents want to change that. They think that the government should be empowered to take care of people. If there is a government strong enough to protect the rights and well-being of citizens at all times, then that government will also be powerful enough to take away the rights and harm the well-being of citizens. This situation cannot be allowed.
Explain Why the Status Quo is Good: Currently, the government has very little power to take care of their citizens. This may sound bad, but it actually forces people to learn how to fend for and take care of themselves. A government that is too powerful would have no reason to listen to people.
Explain How the Affirmative Argument Will Change the Status Quo: My opponents want to change that. They think that the government should be empowered to take care of people. If there is a government strong enough to protect the rights and well-being of citizens at all times, then that government will also be powerful enough to take away the rights and harm the well-being of citizens. This situation cannot be allowed.
Explain Why Changing the Status Quo Will Lead to Bad Consequences: One example of my point is the history of political bosses
in the U.S. In the early 20th century, many immigrants came to the
U.S. and needed help. Political bosses were able to take advantage of the
situation. However, once the government became that powerful, it became more
corrupt. Politicians were getting rich off the public’s money and there was no
way to hold them accountable. In NYC, the Tweed Courthouse cost double the
amount of the purchase of Alaska. That money could have been used for better
purposes. A strong government isn’t necessary to protect the rights and
well-being of citizens. In fact, a strong government is a danger to our rights
and well-being.
Eugenics Documents
The “Science” Of Eugenics
The truth about the science of eugenics is that there is no
science to eugenics. What passed for scientific method in the eugenics movement
is almost laughable now; if it were not so disturbing. Eugenicists were trying
to explain complex human behaviors based on second hand accounts and in some
cases heresy.
Researchers were often unable to interview more than one or
two generations of a family, due to mortality. This meant that information
about previous generations had to come from the accounts of children,
grandchildren and friends. In some cases accounts were taken from neighbors and
acquaintances. These shoddy methods of gathering information are among just a
few of the factors that made the eugenics movement more of a witchhunt than a
science.
The research methods used in eugenics were based largely on
the work of Gregor Johann Mendel. Mendel was a 19th century priest and a
scholar. His scientific work centered on heredity traits in pea plants. Mendel
made many discoveries and set several benchmarks in the field. Peas, though,
are far less complex than human beings.
Eugenics research attempted to explain complex human
conditions such as schizophrenia and manic depression by blaming a single gene.
Researchers continually tried to fit the information gathered into Mendelian
templates. The theory was that if the "defective" gene could be
identified then it could be bred out of the bloodline. Though, instead of
breeding the "defective" genes out of the bloodline most eugenicists
preferred sterilization.
A lack of clearly defined terms was also a problem the movement
faced. Terms like "feeblemindedness," "defective" and
"degenerate" were among some of the broader terms. Researchers never
took the time to define what each of the terms meant and what characteristics
were associated with them. Instead the subjects, or, more appropriately,
victims, were diagnosed and labeled on an individual basis. Do to a clearly
defined terminology base, just about anyone who was disliked or fell out of
favor could be diagnosed as "feebleminded" or an "imbecile."
The technology that is available today for tracking genetic
movement far surpasses anything available to eugenicists in the early 20th
century. Instead of DNA tags and advanced gene tracking software they depended
almost solely of visibly observable features. Skull measurements, hunched
backs, poor hygiene and laziness were among the symptoms that were used to
classify "defective" people.
The US’ Surprising
Eugenics Programs Revealed
By Dr. Mercola
When most people
think of eugenics, the practice of "improving" the hereditary
qualities of a race by controlled, selective breeding, they think of Nazi
Germany and their attempts to exterminate certain ethnic groups. But not only
did the practice begin long before World War II, and end much later, it also
was not confined to Nazi Germany. In fact, eugenics was widely practiced in
many countries, including in the United States as recently as the 1980s.
According to the North Carolina Governor's Eugenics Compensation Task Force
Preliminary Report:
"The concept of eugenics was
created in the late 1800s by British scientist Sir Francis Galton. The mindset
at that time was to use genetic selection used in breeding thoroughbreds and
other animals to create a class of people who were free of inferior traits.
Indiana became the first state in the nation to pass a eugenics law in
1907."
Most U.S. States Had Sterilization Programs
In all, 33 states
operated sterilization
programs during the 20th century, at first targeting mostly people in mental
institutions. As the years went by, the definition of what was "unfit to
procreate" expanded to include not only the mentally ill but also
alcoholics, people on welfare, people deemed “feeble-minded,” people with
epilepsy, victims of rape, blind or deaf people, and criminals.
It's estimated that 65,000 Americans were sterilized under
such programs, most often without their consent or knowledge. This may sound
incredulous, but at the height of the sterilization program in North Carolina
even social workers could make recommendations for who would be good candidates
for sterilization, and those recommendations were almost always accepted…
It was not
uncommon for poor, often African American, women in rural areas to go to a
hospital to give birth and be unknowingly sterilized, often while being told
they were having their appendix removed. This happened even to children,
including those who had become pregnant by rape.
A Government-Approved "Solution" for Poverty
and Illegitimacy
The U.S. eugenics
practice was not a movement carried out in the back woods or by a few corrupted
individuals, it was a government-approved and in some cases suggested
procedure. As stated by the North Carolina Justice for Sterilization Victims
Foundation:
In the U.S.,
eugenics was carried out by individuals, nonprofit organizations and state
governments that felt that human reproduction should be controlled.
… In the late
1940s, the Department of Public Welfare began to promote increased
sterilization as one of several solutions to poverty and illegitimacy. In the
1950s, the N.C. Eugenics Board began to focus increasingly on the sterilization
of welfare recipients, which led to a dramatic rise of sterilizations for
African Americans and women that did not reside in state institutions. Prior to
the 1950s, many of the sterilization orders primarily impacted persons residing
in state institutions."
Chinese Exclusion Documents
DOCUMENT A: ANTI-CHINESE PLAY, 1879 (Modified)
What is the perspective of this
document on the Chinese Exclusion Act?
How do they try to convince
others of their perspective?
“THE CHINESE MUST GO.”
_____
ACT 1
SCENE – A kitchen; Sam gin is
washing dishes; Ah Coy is smoking his opium pipe
Ah
Coy: I telly you, white man big fools; eaty too muchee, drinky too muchee, and
talkee too muchee.
Sam
Gin: White man catchee plenty mone; Chinaman catchee little money
Ah
Coy: By and by white man catchee no money. Chinaman catchee heap money.
Chinaman workee cheap, plenty work.
White man fools. Keep whifee and children
– cost plenty money. Chinaman no wife, no children, slave plenty money. By and
by, no more white workingman in California, it’s all Chinaman.
Source:
The page above comes from a play called “The Chinese Must Go:” A Farce in Four
Acts by Henry Grimm, published in San Francisco, 1879. In just the first page,
you will be able to see many of the common stereotypes of Chinese immigrants in
the 19th century.
DOCUMENT B: POLITICAL CARTOON, 1871
What is the perspective of this
document on the Chinese Exclusion Act?
How do they try to convince
others of their perspective?
Source: The cartoon was drawn by Thomas Nast
for Harper’s Weekly, a Northern magazine. In this cartoon, we see Columbia, the
feminine symbol of the United States, protecting a Chinese man against a gang
of Irish and German thugs. At the bottom it says "Hands off-Gentlemen!
America means fair play for all men."
DOCUMENT C:
WORKINGMEN OF SAN FRANCISCO (MODIFIED)
What is the perspective of this
document on the Chinese Exclusion Act?
How do they try to convince
others of their perspective?
We have met here in San Francisco tonight to
raise our voice to you in warning of a great danger that seems to us imminent,
and threatens our almost utter destruction as a prosperous community.
Today, every avenue to labor, of every sort,
is crowded with Chinese slave labor worse than it was eight years ago. The
boot, shoe and cigar industries are almost entirely in their hands. In the
manufacture of men’s overalls and women’s and children’s underwear they run
over three thousand sewing machines night and day. They monopolize nearly all
the farming... This state of things brings about a terrible competition between
our own people, who must live as civilized Americans, and the Chinese, who live
like degraded slaves. We should all understand that this state of things cannot
be much longer endured.
Vocabulary
Imminent: about to happen
Source:
The document above is a speech to the workingmen of San Francisco on August 16,
1888.
DOCUMENT D:
AUTOBIOGRAPHY OF A CHINESE IMMIGRANT
(MODIFIED)
What is the perspective of this
document on the Chinese Exclusion Act?
How do they try to convince
others of their perspective?
The treatment of the Chinese in this country
is all wrong and mean. . .
There is no reason for the prejudice against
the Chinese. The cheap labor cry was always a falsehood…the trouble is that the
Chinese are such excellent and faithful workers that bosses will have no others
when they can get them. If you look at men working on the street you will find
a supervisor for every four or five of them. That watching is not necessary for
Chinese. They work as well when left to themselves as they do when some one is
looking at them.
More than half the Chinese in this country
would become citizens if allowed to do so, and would be patriotic Americans.
But how can they make this country their home as matters now are! They are not
allowed to bring wives here from China, and if they marry American women there
is a great outcry.
VOCABULARY:
Autobiography - a written account of the life of a person written
by that person.
Source: The passage above is from
Lee Chew, “The Biography of a Chinaman,” Independent, 15 (19 February 1903),
417–423.
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