Family Past Assignment

You are invited to write a research paper on how the Industrial Revolution influenced the life of an ancestor.
 
Given the paucity (i.e., scarcity) of personal documents available from the early 1800s, you are not likely to find out a lot of direct information about your ancestor. Therefore, your assignment is mainly to draw inferences based on your research about what life was likely to have been like for your ancestor during this time. This means you will be making educated speculations.

This is a cause-effect paper. You are to examine the effects of the Industrial Revolution on various aspects of your ancestor’s lifestyle. Then, you should try to understand the relationships between specific changes in industrial society and the likely effects on your ancestor’s lifestyle.

Your paper should focus on the short-term effects of industrialization on your ancestor’s life. Then in your conclusion, you can speculate about the long-term consequences of the Industrial Revolution for your family line.

Your audience for this paper is academic LDS. It should be the kind of paper that could be presented at a family history symposium at BYU. Thus at times it may be appropriate to use first-person—after all you are talking about one of your ancestors—but you should be careful to keep a formal voice and tone.

One of the purposes of this assignment is to help you develop research skills and know how to integrate sources into a coherent argument. (Argument does not mean contention; it means you take a position and convince your readers that it is reasonable.) Thus, you are required to use the four-part evidence analysis pattern from class for body paragraphs:

1)      Claim
2)      Background for evidence
3)      Evidence
4)      Commentary on evidence

You also will be required to use appropriate MLA citation for sources (inline citations and Works Cited).

You are required to include at least one of each of the following types of sources. Please note that inclusion of some of these sources will require you to follow MLA guidelines for including figures within a paper.

Required Sources
 
Pedigree Chart

A pedigree chart showing the relationship of the ancestor to you. You can draw inferences from the pedigree chart. For example, if the pedigree line extends into the past beyond your ancestor, you can examine where previous ancestors lived and how the Industrial Revolution may have influenced the family line.

Primary Source Text Document

A primary source document that describes what working conditions and/or living conditions were likely to have been like for your ancestor(s). This does not have to be a source that is specifically about your ancestor, but it should be about the country or the region and the approximate time period from which your ancestor comes.

Secondary Source Text Document

A modern scholar’s exploration of how the Industrial Revolution impacted families from the part of the world from which your ancestor comes.  You may use an electronic source, but make sure to evaluate the source for its academic reliability.

Map

Include a map that provides insight into the effect of the Industrial Revolution on your family. You might consider using one of the following:

·         A map that shows the location of natural resources such as coal relative to your ancestor’s place of residence.

·         A map that shows the location of factories or industrial centers relative to your ancestor’s place of residence.

·         A pair of maps that show (before and after) how the Industrial Revolution changed the region from which your ancestor comes. For example, how did it change population distribution, city size, agriculture, trade, etc.

Bonus: Vital Record

An actual census record, christening or birth record, marriage record, death record, etc. that lists your ancestor by name. See if you can locate any clues about the life of your ancestor from this record. For example, sometimes census records will show who else was living in the same household or what the ancestor’s occupation was.

Bonus: An Interview

An interview of someone in your family who is familiar with your family history.

Suggested Prewriting Steps

Step 1: Locate at least one ancestor who was likely to have lived during the Industrial Revolution.

·         Find out when the Industrial Revolution reached the part of the world from which your ancestors come.

·         Hint: If you have a family line of English ancestry, it would be easiest to use that line for this project. In Britain you will be looking approximately from 1750 to 1850.

·         Hint: See if you can find an ancestor who lived in or around a city or coal mining area.

·         At this stage, some tools that are likely to be helpful to you are FamilyTree, Wikipedia, and google.

 

Step 2: Identify research questions you need to answer.

·         Break down the central question into subquestions.

·         Brainstorm with classmates and parents.

·         Decide which questions are relevant.

·         Decide which questions are essential.

 

Step 3: Find resources that are likely to be helpful to you.

 

·         See what your family already knows. Does your family have any genealogy books?

·         Use family history research centers and consultants.

·         Evaluate Internet sources for accuracy.

Step 4: Keep research note cards for every source you look at.

·         Include the full MLA citation. It is easier to just write it down correctly when you first find a source.

·         Write down key ideas, quotations, page numbers.

·         Note which research questions this information will help you answer.

 

Step 5: Create an outline.

·         What organizational pattern will make sense, given what you have learned from your research?

·         What are the subtopics you might include?

·         How many paragraphs do you think you will need for each subtopic?

·         What sequence makes sense?

·         Write a thesis statement.

·         What is your conclusion (long-term effect on your family line)?

·         What additional research do you need to conduct to fill in the holes in your outline?

 

Prewriting is Due Wednesday, March 5.

Update Feb. 28

Commonplace Books

We finished reflecting on the meaning of our Free Market classroom experience. Students were invited to write a list of behaviors, attitudes, beliefs that are part of a student's role when the student is learning for their own long-term self-interest.

Students were also taught how to do illustrated word webs with etymologies. We practiced on the following words from "The Wealth of Nations":

• propensity
• capital
• employ
• domestic

Students are encouraged to use the online etymology dictionary to learn vocabulary.

We spent time in the computer lab working on the Family Past assignment.

Homework:
Family Past prewriting is due on Wednesday! Make sure you have all your research questions, research notecards, MLA Works Cited references, and outlining done by then. You should have everything read to begin writing the actual paper at that point.

Update Feb. 27

Writing Portfolio
Bellwrite #19: What would indicate that an Internet source is reliable? What would indicate it is unreliable?
We practiced evaluating the reliability of the following Internet sources:
http://webs.bcp.org/sites/vcleary/ModernWorldHistoryTextbook/IndustrialRevolution/IRbegins.html#IRstarts
http://answers.yahoo.com/question/index?qid=20090119122854AABAckR
http://www.bbc.co.uk/history/0/20979973

We used a handout on CARS (see separate post) to support our evaluations. Then students practiced writing an MLA citation for one of the sources.

Students received notecards and envelopes for creating research folders (optional but recommended).

Core
Bellwrite #20: What does it mean to have good manners? Is etiquette important?

In light of this bellwrite, we discussed the extent to which our culture is formal or casual (in preparation for our Pride and Prejudice dinner).

We finished our experiment with a free market classroom. Students finished studying their overview of the Industrial Revolution and "The Wealth of Nations." They then self-evaluated with a quiz on both topics.

Homework:
Attend the Pride and Prejudice dinner. Enjoy!

"Wealth of Nations" Four-R'ing Questions

Instructions: These questions are a resource to enhance your learning. You decide how to use them, which ones to answer, according to what is in your long-term self-interest. Please submit some type of record of your learning by which I can evaluate your understanding and application of Adam Smith’s “The Wealth of Nations.”

1. What does the example of pin making demonstrate?
2. In what three ways does division of labor make work more efficient?
3. What human propensity is responsible for the division of labor?
4. Do you agree with Smith’s assessment of man that man is almost constantly in need of help from his brethren? Why?
5. According to Smith, why does bargaining work?
6. According to Smith, why do men specialize in a particular trade/profession?
7. According to Smith, for what two reasons do men naturally choose the employment which is most advantageous to society?
8. How does Smith define a nation’s wealth? (hint: How does he define the annual revenue of a society?)
9. Why do you think Smith would argue that “By pursuing his own interest[man] frequently promotes that of the society more effectually than when he really intends to promote it”? Can you think of examples where the government’s intentions to promote the nation’s welfare has actually hurt it?
10. Why does Smith’s theory necessarily require a limited government?
11. Are Smith’s ideas about self-interest leading people to support domestic instead of foreign industry outdated?
12. Which of Smith’s ideas do you think are most true?
13. What weaknesses can you identify in Smith’s ideas?
14. Why might it be argued that “The Wealth of Nations” was as or more important to world history than the Declaration of Independence?
15. How do Smith’s ideas relate to FACE principle #6: How the Seed of Local Self-Government Is Planted— “Christian self-government begins with salvation and education in God’s Law and Love, and flows in governing oneself, one’s home, church, and community. Even in the family group or the classroom, individuals must take responsibility or blame, in order to discover and correct errors. ‘Liberty is an individual responsibility’ (Samuel Adams).”
16. How does Smith’s theory of economics apply to your every-day life?

Update Feb. 26

Bellwrite: What have you learned/observed so far from being left to decide how to learn according to your own long-term self-interest?

 

Musical numbers and games
Students received a set of resource questions for their study of "The Wealth of Nations." (see separate post). They were given time to "four-R" the document and produce a record of their understanding. While students worked on this, I met with them individually to give them the option of reading an additional book on their own that we will not get to this year as a class (Cry, the Beloved Country). I asked them to evaluate whether or not it was in their own long-term best interest to do so.

 We spent some time in the school computer lab working on the Family Past assignment.

Homework:

• Complete the Industrial Revolution quick overview assignment by Friday. (see below)
• Continue work on the Family Past assignment.

Industrial Revolution Quick Overview

Based on your own long-term self-interest, select from the following methods to learn about the Industrial Revolution:

1. Study Chapter 19 from World History and Cultures textbook.
2. Watch an appropriate documentary online.
3. Read the Wikipedia article “Industrial Revolution.”

No matter how you choose to learn, please make sure that you are familiar with the following:

1. What was the Industrial Revolution? When did it occur?
2. Where did the I.R. begin? Why there?
3. What inventions or technologies made the I.R. possible?
4. How did the I.R. affect the following:
• Agriculture
• Transportation
• Communication
• Women’s rights
• Education
• Standard of living—short and long-term
• Working conditions

Update Feb. 25

Writing Portfolio
We learned about MLA formatting of Works Cited entries for Internet sources. We also learned about the function of in-line citations. In order to avoid plagiarism, which is passing off the ideas of someone else as your own (not just copying words), students should carefully use MLA citation of sources. They should also use the four-part evidence analysis model for writing:

1) claim
2) background for evidence
3) evidence (quotations, paraphrase, summary, statistics, images, interviews)
4) commentary on evidence

Core
Bellwrite #17: For a research project, is it better for a teacher to just tell you what you final objective is or to also tell you the steps for getting there? Why?

We discussed the bellwrite question and then considered how Adam Smith would have responded. In the spirit of Adam Smith, students were invited to decide how they wanted to review the homework reading prior to a quiz:

Continuing in the spirit of Adam Smith, students were invited to decide how to grade their own quizzes, keeping their best long-term self interest in mind.  Students were given excerpts from "The Wealth of Nations" and invited to decide how they wanted to learn it. They had some time in class, homework time tonight, and the first 20 minutes of class tomorrow to learn it. They can use any resources they desire, including the teacher, but they are free to determine how best to learn it.

Interestingly, in class some students spontaneously used division of labor to accomplish this learning goal.  The teacher took the role of government according to Smith, to protect against fraud and against individuals who are thinking only of their own short-term interest. Tomorrow, we will reflect on the strengths and weaknesses of a free market system based on this experience.

Homework:

• Understand the excerpts from "The Wealth of Nations."
• Continue working on the Family Past assignment.

Update Feb. 24

Bellwrite: What have you learned thus far from our simulation game? (about colonialism, industrialization, economics, human nature, etc.)

Students turned in their Family Present assignments and took a final reading check for Pride and Prejudice. They also turned in their two word webs from last week.

We continued and finished our simulation game. Students learned about mercantilism, tariffs, the role of colonies towards an industrial mother country, and balance of trade.  Students turned in a reflection on what they had learned from the experience.

Homework:

• Continue working on the Family Past assignment.
• Read, annotate, and understand the handout on Adam Smith.

Pride and Prejudice Dinner

You Are Cordially Invited to

A Pride and Prejudice Dinner

Thursday, Feb. 27

6:00-8:00 PM

White Willow Reception Center

342 N 500 W, Provo, UT 84601
(801) 375-9793

Transportation

Students are responsible for their own transportation to and from the event. Please consider carpooling.

 

Dress

Please wear one of the following:

     1. Semiformal attire (dresses for ladies; suit coats and ties for gentlemen

     2. Formal attire (modest “Prom” style dresses; tuxes)

     3. Period attire (early 1800s gowns; knee britches, top hats, riding jackets)

 Donation

To help offset some of the cost for this event, please consider making a $10 donation. Checks should be made payable to Jody Nielson.

 Entertainment

Please consider signing up to assist with our entertainment for the evening. We will need some students to play a musical number following dinner. We also will need some students to bring card games (Please, no face cards.).

 

Update Feb. 21

Students wrote in their commonplace books.

Some students read the scenes they had written for their short stories. All students turned in their scenes. Next week, students will select one of the scenes to develop into a full short story.

We played a game that simulates economic activities related to industrialization and colonialism.

Homework:

• Family Present is due on Monday.
• Students should work on their Family Past assignment.

Update Feb. 20

Whereas many students were on a field trip today, we spent class working on existing assignments: Family Present, Family Past, and Family Future (short stories).

Update Feb. 19

Bellwrite: Please select a passage from your recent reading in Pride and Prejudice to respond to.

Students created another word-web for a vocabulary word from their reading.

I introduced the Family Past assignment (see separate post) and we spent some time in the computer lab starting our research.

As we work on study skills, I noted that on our recent Napoleon quiz most students performed well on the factual questions, but struggled with the longer response that required them to synthesize their knowledge.  To help develop this skill, we talked about including a section in students' notes where they can deal with the "big ideas" from a class lecture, a place where students work to see how all the details come together. One way to do this is by writing two-column notes, with one column for detailed "facts" and the other column for big ideas. Another way is to have a section at the end of your notes where you write a paragraph summary of the topic. Effective students typically take time the same day of a lecture to review their notes and write some type of synthesis.  Studies indicate that when students do this within a short time of taking notes that their retention and understanding increases.

To practice this skill, I shared a mini-lecture on the history of Earth's demographics.

Homework:

• Finish reading Pride and Prejudice by Friday.
• Family Present assignment is due Monday.
• Two "new direction" scenes for the short stories are due Friday.

Update Feb. 18

Writing Portfolio
We worked on brainstorming ways to fictionalize our real-life scenes. This means changing some aspect of the story to move from non-fiction into fiction.  Some ways to do this might include the following:
1) Tell the story from a different point of view.
2) Give the main character a personality or character flaw.
3) Change the setting: time or place.
4) Introduce a new and crucial character.
5) Raise the stakes for the internal conflict.
6) Intensify the external conflict.

When you fictionalize, don't just change superficial details of the story. If you make a change, let it shape the characters and the conflict.  For example, if your original real-life scene was set at EFY, don't just change it from EFY-Provo to EFY-Arizona. That wouldn't really affect the story in a significant way. Instead you might change the setting to a rehab center. That would intensify the internal/interpersonal problems the characters must work through.

Core
We continued to work on short story writing. We played with writing our characters into different scenes. The challenge is to make the scene plausible given what you already know about your characters and the problem they face.

Students created a word-web for a vocabulary word from their reading in Pride and Prejudice. A word-web includes the following:
1) word
2) part of speech
3) definition
4) sentence from Pride and Prejudice where you encountered the word
5) synonym and antonym

We finished our reader's theater on working conditions in British factories during the Industrial Revolution. Students worked in pairs to write paragraph responses to these two questions:
1) What were working conditions like during the Industrial Revolution?
2) How might the Industrial Revolution have affected family life?

Homework:

• Read through page 347 in Pride and Prejudice.
• Family Present assignment will be due on Monday.
• By Friday, change the real-life scene by introducing a fictional element. Write a new fictional scene at the lowest levels of the pyramid of abstraction.  Then do this process all over again. You should have two new scenes, each taking your real-life scene in a unique direction.

Update Feb. 12

Bellwrite: Reflect on the significance of Mr. Collins' letter on pp.281-282.

I finished lecturing on Napoleon. Students should study from their notes in preparation for a quiz tomorrow.

We watched some more of the film of Pride and Prejudice and discussed how it compared with the novel.

Then students worked on either their reading or their real life scene while I held individual conferences.

Homework:

• Read Pride and Prejudice through page 305.
• Real life scene due tomorrow.
• Bring a modern novel you like to read tomorrow.

Update Feb. 11

Writing Portfolio
Bellwrite # 12: Brainstorm as list of different ways dating could go wrong. Consider all the different moments in a date--from the moment you are considering asking someone out or wondering if someone will ask you out to the moment that you close the door and go inside your house after the date. Also brainstorm all the possible variations on dating which you can--different places people might be on a date, different kinds of people that might date, etc.

For our Family Future assignment, students will be writing a short story related to dating. A short story is characters stuck in a situation trying to work their way out of a problem. The author's job is to add complications for the characters and to raise the stakes (emotionally).

We will be using a method that helps students move from their personal experience to fiction. Students will begin by writing a scene from their real lives when they were dealing with a problem of significance.  Later, we will fictionalize this moment and extend it to create a story.

Core
Students took their "test" of teaching 5th grade students about the French and American Revolutions.

I lectured on Napoleon and students practiced taking effective notes.

Homework:

• By Thursday, finish writing your real-life scene.
• On Thursday, bring to class a modern novel you like to read.
• By tomorrow read to page 285 of Pride and Prejudice.

Update Feb. 10

No bellwrite.

Students had a reading check. They reported on their reading (up to page 267), their vocabulary, and their Family Present assignment progress. Students worked on their Family Present assignment, which will be due shortly after we finish reading Pride and Prejudice.

For the French Revolution, students are having a non-traditional test. Tomorrow, they will be working in pairs to teach 5th grade students about similarities and differences between the French and American Revolutions.

Homework:

• Finish your preparations for the "test" tomorrow.

Update Feb. 6

Yesterday we read Chapter 10 from the unabridged Les Miserables. As we read, we tried to infer what Hugo believed about the French Revolution.

Today we had a reading day. Students read from Pride and Prejudice as well as from French Revolution Topic 7.

Homework:
French Revolution Topic 7 due Monday. Answer all questions.
Read through Pride and Prejudice page 267 by tomorrow (Friday).

Update Feb. 4

Writing Portfolio
We workshopped letters to the editor.

Core
Bellwrite: How does Robespierre define "justice"? How did Hugo define "justice" in Les Miserables?  How would you define it?

We finished discussing Robespierre. Then we read together from Pride and Prejudice.

Homework:

• Final draft of letter to the editor due Wednesday, Feb. 5. Please attach the previous draft and your completed checklist.
• In a complete paragraph, answer the following question. Which of Robespierre's half-truths is most dangerous?

Update Feb. 3

We wrote in our Commonplace books to record our most important learning from last week.

Next, students passed off their First Vision memorization.

We continued our discussion of Robespierre's speech regarding the Reign of Terror (French Revolution Topic 5).

Students worked on their Family Present projects (AKA: the faces of pride assignment).

Homework:

• Write two more paragraphs for the Family Present assignment (You should have at least 4 paragraphs by tomorrow.).
• Finish reading Robespierre's speech.
• Continue to work on your letter to the editor draft. Final drafts will be due on Wednesday. When you submit your final draft, you must attach your revision checklist to show that you have revised for each item on the list.