Psychology: Crash Course Vid & Child Brain Development Infographic

Watch the video below, and answer the questions in the Google Form below it.  After, take a look at the InfoGraphic below, to see the amazing development that takes place in the first few years of life.

Explore more infographics like this one on the web's largest information design community - Graphs.net.

World History: Industrial Revolution Study Guide Terms Dump

Directions: All this weekend type up your terms as a comment to this blog post, and copy and paste the terms you feel will help you for the test on Tuesday!!

Be prepared!!! ~ Uncle Scar, The Lion King .... poor misguided Uncle Scar :-/

Psychology: Nature vs. Nurture

Directions: Read the two articles below and respond to the questions as a comment to this blog post.  Please remember to include your name in the body of the comment.

Post as ANONYMOUS!! This will allow you to post your comment correctly

BONUS ASSIGNMENT -- NY TIMES ARTICLE ON BOGATA TWINS SEPARATED AT BIRTH
****Extra Credit - One Page (single spaced) typed summary of the story and how it impacts your view on Nature vs. Nurture Debate


Background on Debate of Nature vs. Nurture
Nature vs. Nurture Article 

Questions: 5-7 sentences each
1. Describe the argument for Nature being the driving force for development.
2. Describe the argument for Nuture.
3. After reading the second link, have you altered your original opinion? Explain why or why not.

Remember your homework!! Due on Monday!! Jot down notes from your discussion with an adult...we'll verbalize what you learned from them!!

Psychology: Words & Phrases Per Decade

World History: Industrialization Outside of England

Directions: Analyzing the Secondary Sources below, identify how Industrialization in the following countries developed in the 18th and 19th centuries (1700s-1800s). Make a copy of the "Industrialization Outside England" Document and type up notes on how each country developed their Industrial economies.  After, search for pictures (2 for each country!) using Google Image search for images that demonstrate their developments. Annotate each picture with a 1-2 sentence description of what is happening in the picture and how it relates to the history from the websites.

INDUSTRIALIZATION OUTSIDE ENGLAND -- Make a copy of the document to type directly on it

EVEN
Industrialization in Belgium
Industrialization in Germany

ODD
Industrialization in America
Industrialization in Japan

Psychology: Schizophrenia

Directions: Read the below website (all modules - Definition, Symptoms, Causes, Treatments) to grasp the specifics of what the disorder is. Make a copy of the document in your Google Drive in order to type out notes to keep track of the different aspects of the disorder.  After, conduct research and find 2 different people who have lived or are living with Schizophrenia describing what their life is like living with the disorder. WHEN FINISHED WITH YOUR RESEARCH, PRINT IT OUT!!

Schizophrenia Information - Psychology Today
Schizophrenia Research Document -- Remember to make a copy of it so you can type directly into it and print it out when you are finished

Post Research Activity and Assessment: You will group up with 4 other people (groups of 5) and you will brainstorm a video production where you will create a 3 minute video designed to raise awareness on Schizophrenia and what you have found about the disorder. Below are parameters to help you stay focused and concise with your video:

• Focus: Raising awareness on an oft-misunderstood disorder
• Target Audience: Teenagers and early Adults (16-22)
• Requirements: 3 min in length; all members are involved in the planning and filming phase; video can be filmed on a phone and uploaded to YouTube (use the Landscape view for filming)
• Information: Incorporate your information from the research and the lives of those that live/lived with the disorder; what you provide as information must be accurate, succinct, and must be designed to inform the consumer of the video what you have learned
• Due Date: Video must be completed and uploaded to YouTube and emailed to me by Sunday (11:59pm at the latest)

World History: APPARTS & Argumentation

Directions: Use the APPARTS system to seek to understand the two Primary Sources below. Write down your ideas in your notebooks for this. After you are done, click the link to respond to a writing prompt related to the Sources.

In responding to the writing prompt, write a strong topic/thesis sentence answering the question clearly using three reasons to support your argument that come from the three sources (the one from last class and the two today).

Writing Prompt Link
Type in Room #: 1MR418S0



Source 1: 

Source 2: Luddite’s, a group of working class Englishmen against the rapid changes of industrialization and the deterioration of English society as a result, smash industrial machinery in an attempt to sabotage the daily profits of factory owners

Source 3: In 1832 Michael Sadler secured a parliamentary investigation of conditions in the textile factories and he sat as chairman on the committee. The evidence printed here is taken from the large body published in the committee's report and is representative rather than exceptional. It will be observed that the questions are frequently leading; this reflects Sadler's knowledge of the sort of information that the committee were to hear and his purpose of bringing it out. This report stands out as one of three great reports on the life of the industrial class — the two others being that of the Ashley Commission on the mines and 's report on sanitary problems. The immediate effect of the investigation and the report was the passage of the Act of 1833 limiting hours of employment for women and children in textile work. Below is sample testimony provided by workers in the factory system the detailed conditions:

Elizabeth Bentley, called in; and Examined.

What age are you? — Twenty-three.

Where do you live? — At Leeds.

What time did you begin to work at a factory? — When I was six years old.

At whose factory did you work? — Mr. Busk's.

What kind of mill is it? — Flax-mill.

What was your business in that mill? — I was a little doffer.

What were your hours of labour in that mill? — From 5 in the morning till 9 at night, when they were thronged.

For how long a time together have you worked that excessive length of time? — For about half a year.

What were your usual hours when you were not so thronged? — From 6 in the morning till 7 at night.

What time was allowed for your meals? — Forty minutes at noon.

Had you any time to get your breakfast or drinking? — No, we got it as we could.

And when your work was bad, you had hardly any time to eat it at all? — No; we were obliged to leave it or take it home, and when we did not take it, the overlooker took it, and gave it to his pigs.

Do you consider doffing a laborious employment? — Yes.

Explain what it is you had to do? — When the frames are full, they have to stop the frames, and take the flyers off, and take the full bobbins off, and carry them to the roller; and then put empty ones on, and set the frame going again.

Does that keep you constantly on your feet? — Yes, there are so many frames, and they run so quick.

Your labour is very excessive? — Yes; you have not time for any thing.

Suppose you flagged a little, or were too late, what would they do? — Strap us.

Are they in the habit of strapping those who are last in doffing? — Yes.

Constantly? — Yes.

Girls as well as boys? — Yes.

Have you ever been strapped? — Yes.

Severely? — Yes.

Could you eat your food well in that factory? — No, indeed I had not much to eat, and the little I had I could not eat it, my appetite was so poor, and being covered with dust; and it was no use to take it home, I could not eat it, and the overlooker took it, and gave it to the pigs.

You are speaking of the breakfast? — Yes.

How far had you to go for dinner? — We could not go home to dinner.

Where did you dine? — In the mill.

Did you live far from the mill? — Yes, two miles.

Had you a clock? — No, we had not.

Supposing you had not been in time enough in the morning at these mills, what would have been the consequence? — We should have been quartered.

What do you mean by that? — If we were a quarter of an hour too late, they would take off half an hour; we only got a penny an hour, and they would take a halfpenny more.

The fine was much more considerable than the loss of time? — Yes.

Were you also beaten for being too late? — No, I was never beaten myself, I have seen the boys beaten for being too late.

Were you generally there in time? — Yes; my mother had been up at 4 o'clock in the morning, and at 2 o'clock in the morning; the colliers used to go to their work about 3 or 4 o'clock, and when she heard them stirring she has got up out of her warm bed, and gone out and asked them the time; and I have sometimes been at Hunslet Car at 2 o'clock in the morning, when it was streaming down with rain, and we have had to stay until the mill was opened.

World History: Images From the Industrial Revolution

Today you will view many images from the Industrial Revolution and make conclusions on how the Revolution affected different groups of people.

Use the document from class to fill in information as you look at each slide of the Google Presentation. If you have questions, do not hesitate to email me or work collaboratively with others.

Google Presentation: Images from the Industrial Revolution

Document From Class

When you finish, enjoy the two videos below on the Agricultural Revolution & Industrial Revolution by CrashCourse