Evaluate,+analyze+and+create

=__**Evaluate, Analyze & Create:**__ =

Evaluate: Students will evaluate the documentaries on child labor in China and India. They will obtain their own statistics through these videos. Analyze: They will analyze their own statistics and results based on the facts given in the videos to compare and contrast the two leading countries in child labor by using excel graphs and charts. Create: The class will be divided into two teams; Team China and Team India, in which they will create a podcast based on their results. Each group will post their podcasts on the class wikispace.
 * Math: **

CHINA: media type="youtube" key="qUkjOqefwmk" height="344" width="425"

INDIA: media type="youtube" key="xVuScVCF1Ws" height="344" width="425"

media type="youtube" key="S0H9HQbD0a4" height="344" width="425"
 * Science: **
 * Evaluate**: Students will evaluate two articles one for [|environment] and one for [|health], as well as videos on how unsafe work conditions affect the human body and how pollution affects environment.
 * Health & Pollution**

Health @ Work media type="youtube" key="JN1lU-6F_Q0" height="344" width="425"


 * Analyze:** They will analyze how certain harmful conditions are acquired while working in unsafe work places as well as how pollution affects the water, ozone and plants.
 * Create:** Based on the information gathered through the videos and articles the kids will be separated into two groups. One group will be working as [|OSHA], writing regulations for safe working conditions at the workplace, and the other group will work as [|EPA] writing regulations against air and water pollution which stems from factories. The OSHA group will be asked to come up with 3 diseases or potential health related accidents that can occur on a job site. With these 3 diseases or accidents students will be asked to start a blog against the unsafe working conditions and ways of improving health at work. The EPA group of student will be to identify 3 health issues that can be acquired through pollution due to factory smoke, oil spills and acid rain. Students will then explain how each affects the environment and then potentially the humans. Like the OSHA group, the EPA group will be asked to write a Blog on the class wiki about preventing and fighting pollution.

**Social Studies:** //Students will choose to answer either red series or green series of questions// Evaluate: Students will do their own independent research on the Triangle Shirtwaist Fire and determine what dangerous factors contributed to this atrocity. **Analyze:** ** Students will use a worksheet found ** [|**here**] ** to organize the ideas from the videos. ** Analyze: Students will complete document based questions from attached  file. **Create:** ** Students will use ideas expressed in the video to look at todays world through a more critical lens. They will come up with specific ideas for creating change in specific places or areas of business where abusive practices are occurring today. Create: Students will create a collabarative online newspaper through a wikispace site. The newspaper will contain stories about child labor abuses, embeded images, and links to other stories & sources.
 * Evaluate : Students will watch videos pertaining to the lesson . **

media type="youtube" key="tT7tIE5qTLQ" height="344" width="425"**

**English:** Students will analyze various literary works and make connections between what they read and the struggles they'll learn about the working class throughout the content areas. Students will also create creative, persuasive written pieces as well as poetry to demonstrate their understanding of the struggles they learn about and what how they would make positive changes. Furthermore, students will tap resources such as youtube, google, wikis, podcasts, etc. in order to research and create a way of telling their own story through available technology.

Students will analyze excerpts from Upton Sinclair's //The Jungle//. 1. . . . And then there was the condemned meat industry, with its endless horrors. The people of Chicago saw the government inspectors in Packingtown, and they all took that to mean that they were protected from diseased meat; they did not understand that these hundred and sixty-three inspectors had been appointed at the request of the packers, and that they were paid by the United States government to certify that all the diseased meat was kept in the state. They had no authority beyond that; for the inspection of meat to be sold in the city and state the whole force in Packingtown consisted of three henchmen of the local political machine!

2. And then there was "potted game" and "potted grouse," "potted ham," and "deviled ham"—devyled, as the men called it. "De-vyled" ham was made out of the waste ends of smoked beef that were too small to be sliced by the machines; and also tripe, dyed with chemicals so that it would not show white, and trimmings of hams and corned beef, and potatoes, skins and all, and finally the hard cartilaginous gullets of beef, after the tongues had been cut out. All this ingenious mixture was ground up and flavored with spices to make it taste like something. Anybody who could invent a new imitation had been sure of a fortune from old Durham, said Jurgis's informant, but it was hard to think of anything new in a place where so many sharp wits had been at work for so long; where men welcomed tuberculosis in the cattle they were feeding, because it made them fatten more quickly; and where they bought up all the old rancid butter left over in the grocery stores of a continent, and "oxidized" it by a forced-air process, to take away the odor, rechurned it with skim milk, and sold it in bricks in the cities!

3. There were the men in the pickle rooms, for instance, where old Antanas had gotten his death; scarce a one of these that had not some spot of horror on his person. Let a man so much as scrape his finger pushing a truck in the pickle rooms, and he might have a sore that would put him out of the world; all the joints of his fingers might be eaten by the acid, one by one. Of the butchers and floorsmen, the beef boners and trimmers, and all those who used knives, you could scarcely find a person who had the use of his thumb; time and time again the base of it had been slashed, till it was a mere lump of flesh against which the man pressed the knife to hold it. The hands of these men would be criss-crossed with cuts, until you could no longer pretend to count them or to trace them. They would have no nails,—they had worn them off pulling hides; their knuckles were swollen so that their fingers spread out like a fan. There were men who worked in the cooking rooms, in the midst of steam and sickening odors, by artificial light; in these rooms the germs of tuberculosis might live for two years, but the supply was renewed every hour. There were the beef luggers, who carried two-hundred-pound quarters into the refrigerator cars, a fearful kind of work, that began at four o'clock in the morning, and that wore out the most powerful men in a few years. There were those who worked in the chilling rooms, and whose special disease was rheumatism; the time limit that a man could work in the chilling rooms was said to be five years. There were the wool pluckers, whose hands went to pieces even sooner than the hands of the pickle men; for the pelts of the sheep had to be painted with acid to loosen the wool, and then the pluckers had to pull out this wool with their bare hands, till the acid had eaten their fingers off. There were those who made the tins for the canned meat, and their hands, too, were a maze of cuts, and each cut represented a chance for blood poisoning. Some worked at the stamping machines, and it was very seldom that one could work long there at the pace that was set, and not give out and forget himself, and have a part of his hand chopped off. There were the "hoisters," as they were called, whose task it was to press the lever which lifted the dead cattle off the floor. They ran along upon a rafter, peering down through the damp and the steam, and as old Durham's architects had not built the killing room for the convenience of the hoisters, at every few feet they would have to stoop under a beam, say four feet above the one they ran on, which got them into the habit of stooping, so that in a few years they would be walking like chimpanzees. Worst of any, however, were the fertilizer men, and those who served in the cooking rooms. These people could not be shown to the visitor—for the odor of a fertilizer man would scare away any ordinary visitor at a hundred yards, and as for the other men, who worked in tank rooms full of steam, and in some of which there were open vats near the level of the floor, their peculiar trouble was that they fell into the vats; and when they were fished out, there was never enough of them left to be worth exhibiting—sometimes they would be overlooked for days, till all but the bones of them had gone out to the world as Durham's Pure Leaf Lard!

4. There was never the least attention paid to what was cut up for sausage; there would come all the way back from Europe old sausage that had been rejected, and that was mouldy and white—it would be dosed with borax and glycerine, and dumped into the hoppers, and made over again for home consumption. There would be meat that had tumbled out on the floor, in the dirt and sawdust, where the workers had tramped and spit uncounted billions of consumption germs. There would be meat stored in great piles in rooms; and the water from leaky roofs would drip over it, and thousands of rats would race about on it. It was too dark in these storage places to see well, but a man could run his hand over these piles of meat and sweep off handfuls of the dried dung of rats. These rats were nuisances, and the packers would put poisoned bread out for them, they would die, and then rats, bread, and meat would go into the hoppers together. This is no fairy story and no joke; the meat would be shovelled into carts, and the man who did the shoveling would not trouble to lift out a rat even when he saw one—there were things that went into the sausage in comparison with which a poisoned rat was a tidbit. There was no place for the men to wash their hands before they ate their dinner, and so they made a practice of washing them in the water that was to be ladled into the sausage. There were the butt-ends of smoked meat, and the scraps of corned beef, and all the odds and ends of the waste of the plants, that would be dumped into old barrels in the cellar and left there. Under the system of rigid economy which the packers enforced, there were some jobs that it only paid to do once in a long time, and among these was the cleaning out of the waste barrels. Every spring they did it; and in the barrels would be dirt and rust and old nails and stale water—and cart load after cart load of it would be taken up and dumped into the hoppers with fresh meat, and sent out to the public's breakfast. Some of it they would make into "smoked" sausage—but as the smoking took time, and was therefore expensive, they would call upon their chemistry department, and preserve it with borax and color it with gelatine to make it brown. All of their sausage came out of the same bowl, but when they came to wrap it they would stamp some of it "special," and for this they would charge two cents more a pound.

-What do you find most surprising in Upton Sinclair's account of the meatpacking industry around the turn of the century? Why? -What do you think was Sinclair's purpose for writing //The Jungle//? -How do you think readers first reacted to //The Jungle//?
 * Questions for students to consider and answer while reading:

Analyze: 1. Students will analyze information about the Meat Inspection Act and the Pure Food and Drug Act using: -A [|visual timeline]of historical events. -[|Pure Food and Drug Act] (including informational links on page) -[|Meat Inspection Act of 1906]

2. Students will analyze the following political cartoon and record their initial reactions to it. They will make connections between the cartoon and unfair treatment of children in factories.

Create: Students will work in groups to create policy statements and action plans to improve the working conditions of the progressive era using information from the websites. They will also use examples from the excerpts to demonstrate the need for change. Students will use PowerPoint to display their policy statements, action plans, and images in a presentation. This presentation will lead to the final project of the newscast. Their powerpoint can be utilized in their screencasting and help as a visual aid in their work, as well as serve in guiding their newscast on key points and issues.

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