Presentation on theme: "Tuesday 2/4/14 RAP AGREE / DISAGREE The industrial revolution has had more positive effects on society than negative. TODAY Turn in editorial Read 396,"— Presentation transcript:
Tuesday 2/4/14 RAP AGREE / DISAGREE The industrial revolution has had more positive effects on society than negative. TODAY Turn in editorial Read 396, as a class PPT notes on new ideas about government and society. ( ) –Groups—read and create illustration on each term from Ch. 13.1
Read 396, as a class PPT notes on new ideas about government and society. ( ) –Groups—read and create illustration on each term from Ch. 13.1
Illustrated Vocabulary IN your groups of four create an illustration of your term from Ch (Make it in bold colors so everyone can see it.) NO WORDS!!!! 1.Please hang on the board when you are finished. 2.Read Ch “New Ideas” and take notes on the terms-adding people and ideas relating to the term. Understand different economic systems in the World by creating illustrations and discussing meaning of the term.
Terms to know: Industrialization- move from agricultural society to a machine powered work done in factories which led to new ideas in government and society. (factories, roads, etc) Capitalist Ideas –Laissez-faire – policy allowing business to operate without government interference. 1700s-France- “let them alone” Fewer taxes and regulations would enable workers and farmers to do more, along with a growing economy. Adam Smith – wrote The Wealth of Nations; natural forces of supply and demand operate without government interference.— Capitalism – free market system; an economic system based on the private ownership of the means of production and distribution of goods, characterized by a free competitive market Evangelicals – –1800s social improvement; abolish slavery; government needed to get involved; laws limiting working hours form women; laws regulating child workers Utilitarian – society should work for the greatest happiness for the greatest number of citizens. –John Stuart Mill —government should distribute national wealth more justly by taxing income; individual freedom. Equal rights for women!! Democracy - free and equal representation of people; form of government where the citizens hold power.
Socialism –Belief that the means of production --capital, land, raw materials, and factories– should be owned and controlled by society either directly or through government. Early socialism– Robert Owen believed competition caused society’s problems. –Karl Marx – German philosopher, argued that Europe had moved through four stages of economic life – primitive, slave, feudal, and capitalist. Believed Capitalism was only a temporary phase – and eventually would lead to Communism. Communism – radical form of Socialism – shunned democratic values. Dictatorship – a dictator’s power or authority, absolute authority Fascism - any movement, ideology, or attitude that favors dictatorial government, centralized control of private enterprise, repression of all opposition, and extreme nationalism
Proletariat: makers of the goods, the working class. Bourgeoisie: middle class
Guess the Illustration 1.Number your paper from Guess which term from Ch and industrialization (Ch. 12) goes with which illustration.
Economic Policies Ch. 13.1
Aristocracy You have two cows Your lord takes some of the milk for living off their land
Socialism You have two cows The government takes them and puts them in a barn with everyone else’s cows You have to take care of all the cows The government then makes sure all gets milk
Fascism You have two cows The government directs you to take care of them And then you sell the milk to the public and profit as long as you produce what dictator demands
Communism You have two cows Your neighbors help you take care of them, and the government gives you just what you need. No private property! Government controls all aspects of life! Supposedly, for good of the nation.
Dictatorship You have two cows The government takes both
Representative Democracy You have two cows Your neighbors pick someone to tell you who gets the milk
Capitalism You have two cows You sell one and buy a bull
Which system do you think is the best? Explain Aristocracy Socialism Fascism Communism Dictatorship Representative democracy Capitalism
Wednesday 2/5/14 RAP If you could change anything in present day society to create a utopian society, what would it (they) be? Today: 1.Cow comparison of the governments and economic policies. 2.Rock, paper, scissors 3.Ch review questions 4.Ch PPT notes 5.Review Ch. 12 and 13 QUESTIONS –SWBAT describe government beliefs of the 1800s by creating a political cartoon on one belief. –SWBAT describe why people moved from one country to another and obstacles they faced by reading and answering questions.
ROCK, PAPER, SCISSORS Preview: We are going to play a game to help you understand the theory of Karl Marx- (communism), socialism, and Capitalism You are going to have an opportunity to compete for more tokens. –Two opponents face off –Rock, paper, scissors –Winner takes all
Debrief: 1.How did you feel at the start of the game? 2.How did you feel when you ran out of tokens and had to quit the game? 3.What tactics could you have used to get back into the game? Why didn’t you try those tactics? 4.Do you think this game was fair? Why or why not? 5.Now that the game is over, what action could the teacher take, if any, to make the game fair?
Communist theory of Carl Marx Capitalism Private ownership of industry Freedom of competition Results in unequal economic classes Class Struggle Upper class and working class struggle over wealth Workers Revolt Working class carries out plan to overtake upper class. Socialism Government ownership of industry Goal is to bring economic equality Aims for a classless society Communism Goal of classless society achieved No government needed
Discussion Based on the activity, what are some of the advantages of a Marxist, classless society? Disadvantages? What do you think peasants in Russia (or workers in England) might have thought about Marx’s ideas? Explain. Are there any organizations or governments in the world today that adhere to Marx’s ideas?
Understanding concepts What is each of these– capitalist or socialist? 1.Your public high school 1.Socialist 2.A child’s lemonade stand. 1.Capitalist 3.A soup kitchen 1.Socialist 4.A government that provides health care for all citizens. 1.Socialist 5.Local fire department 1.Socialist 6.Dow Jones industrial average increased 15 points 1.Capitalist 7.You sell a candy bar for 25 cents more than what you bought it for 1.Capitalist 8.Yosemite National Park 1.Socialist 9.Ben and Jerry’s Ice Cream Company 1.Capitalist
1.Create a political cartoon supporting one aspect from chapter 13.1 or the previous slides Example: Page 400 Brainstorm Will work on it on Friday
Political Cartoon Create a political cartoon on one economic policy, form of government, or belief of the 1800s—from Ch or the PPT with a partner. –Be creative –Make sure you have a point---take a stance –Be colorful –Do your best
Essentials of a Good Editorial Cartoon: Good editorial Cartoons express the cartoonist’s opinion on a topic and provoke readers to think and clarify their own opinions. Thinking skills are much more important than drawing skills in creating a good cartoon. A good cartoon is always simple and limited. It never tries to tell everything the cartoonist knows about a topic. Drawing should be uncluttered. Heavy, cleaner lines are better for the newspaper than many light lines. Any words used (captions, dialogue balloons or words that are part of the drawing itself) should be large, clear and easily recognized. Don’t be too much of a perfectionist. If your cartoon is clever and gets across your opinion, you’ve done a good job! Cartoonist Use These “Tools” to Communicate: Symbols: Symbols are simple pictures that are commonly understood by people in our society to stand for ideas or groups. For example, a donkey is the symbol for the Democratic Party. Uncle Sam or an eagle symbolizes America and a dove symbolizes peace. Caricatures: Caricatures are drawings of people that exaggerate certain features to make the cartoon picture of the famous person quickly and easily recognizable. Caricatures also serve sometimes to poke fun at the person they picture. Stereotypes: Stereotypes are styles of picturing a person or a group of people that call to the reader’s mind commonly held ideas or prejudices about the type of person pictured. Stereotypes often found in editorial cartoons include the lazy, rich Congressman; the old fashioned, bespectacled teacher; the sneaky, fast-talking lawyer; the rumpled, disorganized scientist and many others. Analogies: Analogies are comparisons. In simplest terms, they tell us that this thing is like that other thing, at least in one respect. They often use symbols and compare a current situation to a well know historic event, story, book, movie, fairy tale or nursery rhyme. Create an Editorial Cartoon
CATEGORY5432 Subject MatterStudent clearly shows understanding of political concept. Student mostly shows understanding of political concept. Student shows some understanding of political concept. Student shows no understanding of political concept. Way Topic is Conveyed and elements present Student's point of view is clearly conveyed and all elements found. Student's point of view is mostly well conveyed and all elements found. Student's point of view is marginally conveyed and less than two elements present. Student's point of view is poorly conveyed and missing elements of the cartoon. Work EthicWorked consistently with partner Worked hard but did not share all aspects of the lesson Did not stay on task throughout lesson. Did not finish political cartoon and was not on task. Visual Presentation of Political Cartoon Text and graphics are clearly legible. Text and graphics are mostly legible. Text and graphics are somewhat legible. Text and graphics are not legible.
If time permits: 1.Ch Cultural Revolution: Popular Culture PPT notes -- 2.Ch Cultural Revolution: Revolution in the Arts PPT notes 3.Review Ch. 12 and 13 QUESTIONS
TITLE: Ch Popular Culture 1.Many immigrants were lured to the U.S. between 1870 and 1900 for many reasons, such as -search of a better life—advertisements by steam ships, lure of jobs, land, less population, etc. 2.Some Europeans emigrate from their homelands because they wanted –Higher paying jobs –Better working conditions –Escape discrimination and persecution by oppressive governments 3.The U.S. and many European countries solved the problems with urbanization by - Installing closed sewer lines; improving garbage collection; adding police and fire protection; building parks; libraries; amusement parks; etc. 4.Society benefitted from public education by… --More people being able to read and write; creating national unity; needing scientific training; complex society demanded a well educated populace.
Ch. 13.4: Explain the difference between romanticism, realism, symbolism, impressionism-Claude Monet, and postimpressionism—Vincent van Gogh. Romanticism -emphasize human emotion—nature over mechanization and ugliness of industrialization; admired mythical figures. (late 1700s) Music: Beethoven, Tchaikovsky; Chopin Literature: Sir Walter Scott Painting: Delacroix (Lady Liberty)
Realism – life in a realistic manner. (mid 1800s) –Literature: Charles Dickens; Leo Tolstoy (War and Peace) Impressionism – sought to capture the momentary impression a subject made on the senses. (1870s) –Paintings: Claude Monet Post Impression –(late1880s) moved away from impressionism to capture chaos and complexity. –Paintings: Van Gogh-intense emotional statements.
Closure 1.Ch. 13.4: Why do you think some artists turned to realism during the mid-1800s? (What was happening in society-1800s)
Rest of the Class You will be having a test on Ch. 12 and 13—please answer the questions for the REVIEW! Do it by yourself….just check with your neighbor if you need to. Test first thing Friday.