Chapter 8
Objective:
Social and Economic reform in Britain - students have learned about political reforms in Britain in the early 1800s, in today's lesson, students will be able to list and evaluate the country's social and economic reforms, including the abolition movement and labor unions.
Rationale:
The social and economic changes that began in England had ripple effects all across the world when addressing traditional social and economic standards, students should understand the conditions which led to these movements' creation.
Evidence:
Being able to identify and explain the role of suffrage and labor unions within society will demonstrate an understanding of why these movements had such a lasting impact.
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Death Penalty - please list the types of crimes you feel would merit the death penalty, and how you would go about administering the death penalty, OR, provide an alternative to the death penalty if you do not believe in capital punishment.
What would your punishment be for Dylann Roof (the guy who shot and killed 9 people in a church in South Carolina) or Nicholas Cruz (the guy who shot-up Parkland H.S. in Florida)
Today's Agenda - Victorian Etiquette
Once you are finished work on Chapter 8 Section #3 Outline (due Wed Night, quiz Thursday)
Essential Question - Is Capital Punishment a deterrent?
Journal Entry - In the 1800's shoplifting, sheep-stealing and impersonating an army officer were punishable by death, is that ok?
The second part of your journal should be to answer the questions below...
What would your punishment be for Dylann Roof (the guy who shot and killed 9 people in a church in South Carolina) or Nicholas Cruz (the guy who shot-up Parkland H.S. in Florida)
We will discuss the death penalty when I return
Today's Agenda - Victorian Etiquette
During Queen Victoria's reign, society became incredibly stable. The leadership didn't change for 60 some years, and within that time the expectations of "how one acts in society, and knowing one's place in society" was cemented into the fabric of everyday life. This had both positive and negative effects. In today's activities, we will look at the social change that occurred within this time period. Thursday we will look at the political change.
Victorian Age Etiquette (Video) (normally I show this in class, please watch this with headphones OR watch it when you get home, its a short video about how people "behaved properly")
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Pro Con Chart of Etiquette - in this chart there are 10 social norms that were demanded of society. At your table, split-up the 10 norms and assign 2 to each person (with the remaining two to be done collectively when the first round of is finished).
Read each etiquette expectation, and think about how those expectations could be seen as a positive thing (what's good about expecting a person to behave this way) and also how these actions could be perceived negatively (what's wrong with expecting a person to behave like this)
Read each etiquette expectation, and think about how those expectations could be seen as a positive thing (what's good about expecting a person to behave this way) and also how these actions could be perceived negatively (what's wrong with expecting a person to behave like this)
* Your focus should be on what society feels about the "place" or "role" that certain people play, not about the specific acts of etiquette themselves. It's not about how the people are acting, it's about the reason why people are treated in this way, and how that reasoning affects society's expectation of what role that person would play moving forward.
*Each student will submit four responses to the etiquette assignment...the two they were assigned and the two collective answers their table answered.
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