Monday, October 30, 2006

Mock Trial Update

Attention!!!!! We have made the following corrections to the case materials: Stipulation, ¶ 10 (p. 17 of case materials). The stipulation has been corrected to reflect that the textbook depicted in Exhibit 8 was the Defendant's, not the Plaintiff's. This mistake of identification was repeated in the Table of Contents and Exhibit List (p. 36 of case materials). These pages have been corrected as well to identify the textbook as the Defendant’s, not Plaintiff Jamie Anderson’s. *There are no changes to Exhibit 8 (book cover scan) itself, only to how it is described in the Table of Contents and Exhibit list.
Exhibit 7: We have posted a new Exhibit 7 (school transcript) to correct an omission that occurred when we made changes to that Exhibit earlier this week. The newest version places back into Exhibit 7 the correct depiction of Jamie's class rank for sophomore and junior years. The updated version has Jamie ranked "T1/223" and "T1/224." The version posted earlier this week on October 24 omitted the "T" (indicating a tie in the rankings).
Please make sure to place these corrected pages in your case materials and dispose of the older versions. Please view the updated Case Materials at . If you have any questions please let me know.

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
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.
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