WH, Ch. 22 Sections 2-4

World History, Chapter 22 Section 2 The World of Cities
Home Work Review
1. Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New
wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained
harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.
2. In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the
time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the
place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor
areas.
3. CloseWrite two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a
middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.
HWSection 2 Review#1-5Extra Credit#5-6
Chapter 22 Section 3 Changing Attitudes and Values
Vocabulary, p. 555Did You Know? p. 556Primary Source, p. 558Public Education, p. 559Geography and History, p. 560Comfort for the Poor, p. 561
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of
professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided
middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged
traditional beliefs.
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing
attitudes and values in society. There will be four groups:a) Write advice columns telling readers how to act, dress, and speak in middle-class society;b) Write editorials defending or opposing women’s efforts at social reform;c) Write articles about the many changes taking place in education;d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Chapter 22 Section 4 A New Culture
Biography, p. 562Realism in Art, p. 563Impressionism, p. 564Connections to Today, p. 565
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic
movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh
realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.Each group will assume responsibility for one art genre.Romantic literature, art, and/or musicRealistic literature or artWomen’s literatureImpressionismPost-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded
with an oral introduction.
3. CloseStudents should write responses:Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HWSection 4 Review#1, 3-5Extra Credit, #6-7