Advanced American Studies – 10th Grade Summer Reading 2010 – Uprising by Margaret Peterson Haddix



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Advanced American Studies – 10th Grade

Summer Reading 2010 – Uprising by Margaret Peterson Haddix
Ladies and Gentlemen:
Welcome to American Studies! During this summer, you are assigned to read Uprising by Margaret Peterson Haddix. This book will delve into the time of industrialization in the United States. Industrialization will be the first topic we discuss as a class, as well as the first major unit of study during the 2010-2011 school year. While this book is historical fiction, it does an excellent job of examining the time period, as well as the many struggles and triumphs noticed during industrialization. In this packet, I will provide you with some background info related to the basics of industrialization, some info about the book, Uprising, and your assignment associated with the book, as well as the expectation that I have for you when you return to Triad in August. I highly encourage all of you to read the book since it will be a focus of many major grades in my class, as well as central to our discussions for the first weeks of the year. While the book is a little long, it is an easy read with large print and a clear focus. I hope all of you enjoy it. Lastly, I hope you have a great summer, and I look forward to seeing you in August.
Regards,

Mr. Johnson

Triad High School

10th Grade American Studies

School Phone: (937) 826-3771 ext. 2019 (feel free to call and leave questions!)

School Email: johnsonp@triad.k12.oh.us (feel free to email with questions!)


I will answer your questions as soon as I possibly can during the summer. The school will be closed during most of July, but I can at least check my email.

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Background of Industrialization in the US
The industrial growth that began in the United States in the early 1800's continued steadily up to and through the Civil War. After the Civil War, however, American industry changed dramatically. Machines replaced hand labor as the main means of manufacturing, increasing the production capacity of industry tremendously. A new nationwide network of railroads distributed goods far and wide. Inventors developed new products the public wanted, and businesses made the products in large quantities. Investors and bankers supplied the huge amounts of money that business leaders needed to expand their operations. Many big businesses grew up as a result of these and other developments. They included coal mining, petroleum, and railroad companies; and manufacturers and sellers of such products as steel, industrial machinery, automobiles, and clothing. 

The industrial growth had major effects on American life. The new business activity centered in cities. As a result, people moved to cities in record numbers, and the cities grew by leaps and bounds. Many Americans amassed huge fortunes from the business boom, but others lived in extreme poverty.

The use of machines in manufacturing spread throughout American industry after the Civil War. With machines, workers could produce goods many times faster than they could by hand. The new large manufacturing firms hired hundreds, or even thousands, of workers. Each worker was assigned a specific job in the production process. This system of organizing laborers, called the division of labor, also sped up production.

More than 25 million immigrants entered the United States between 1870 and 1916. Immigration plus natural growth caused the U.S. population to more than double during the same period, rising from about 40 million to about 100 million. Population growth helped the economic boom in two ways. It increased the number of consumers, and thus enlarged the market for products. It also provided the additional workers needed for the jobs created by the new business activity. 

In the late 1800's, the American railroad system became a nationwide transportation network. The distance of all railroad lines in operation in the United States soared from about 9,000 miles in 1850 to almost 200,000 miles in 1900. A high point in railroad development came in 1869, when workers laid tracks that joined the Central Pacific and Union Pacific railroads near Ogden, Utah. This event marked the completion of the world's first transcontinental railroad system. The system linked the United States by rail from coast to coast. Advances in communication provided a boost for the economy. Railroads replaced such mail-delivery systems as the stagecoach. In 1876, Alexander Graham Bell invented the telephone. These developments, along with the telegraph, provided the quick communication that is vital to the smooth operation of big business. 

The government did little to regulate business during the late 1800's and early 1900’s. Unrestricted, business executives in the United States wiped out competition and gained complete control of their industries. They formed monopolies, which are businesses with complete control of an industry. Some business owners in the same industry merged (united to form a single company) in order to reduce or eliminate competition. Other business leaders formed trusts. A trust was a monopoly in which a group of managers controlled rival businesses without formal ownership of the businesses. Businesses often took advantage of labor by using child labor, unsanitary and unsafe working conditions, long hours, no benefits, inconsistent pay, and poor treatment of workers.


Due to the rise of big business leaders that destroyed competition, as well as often overworking and underpaying labor, individuals worked to rise up to challenge business. The United States noticed labor joining unions to fight for rights and noticed striking when demands were not met by the business leaders. Ultimately, this clash would lead to government involvement.
So...let’s review…
Industrialization is the growth of industry, which allows for mass productions of goods…think Honda being an industry.
Positive: Industrialization in the United States relates to the rise of cities (urbanization), increased immigration, improved transportation (trains, etc.), improved communication (telephones, etc.), and mass production of goods.
Negative: Industrialization in the United States led to the rise of big business that often abused labor. This led into a large gap between the rich and poor. Many cities were in horrible conditions due to lack of sanitation and the large number living in poverty. Big business leaders had complete control over workers and industry.
Results: Due to industrialization, workers attempted to get recognition and rights through labor unions, striking, and ultimately government regulation of business.


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Uprising Assignment
Here is a little info from the book jacket of Uprising:

“Bella, newly arrived in New York from Italy, gets a job at the Triangle Shirtwaist Factory. There, along with hundreds of other immigrants, she works long hours at a grueling job under terrible conditions. Yetta, a coworker from Russia, has been crusading for a union, and when factory conditions worsen, she helps workers rise up in a strike. Wealthy Jane learns of the plight of the workers and becomes involved with their cause.

Bella and Yetta are at work -- and Jane is visiting the factory -- on March 25, 1911, when a spark ignites some cloth and the building is engulfed in fire, leading to one of the worst workplace disasters ever.

Margaret Peterson Haddix draws on extensive historical research to bring the tragedy of the Triangle Shirtwaist fire to tangible life through her thrilling story of Bella, Yetta, and Jane.”



Summer Reading Assignment:

-Write a 2 page typed (12 point font, 1 inch margins, double spaced, Times New Roman or Arial Narrow) character analysis for each of the three main characters – Bella, Yetta, and Jane (so in total, it will be 6 pages!). While I encourage 2 pages for each character feel free to write more; however, 2 pages is the minimum. In the analysis, you will need to explain the background history of the character, the main occurrences of the character during the story, the role of the character in the fight for workers rights, what happens to the character at the end, and in what ways the character was positively or negatively impacted by industrialization. I expect these to be well thought out, as well as a detailed analysis of each character. Each of the character analysis will be worth 20 points, so in all this will be a 60 point project grade for the first nine weeks.



Summer Reading Character Analysis Grading Rubric




Excellent

Good

Average

Below Avg

Character Analysis
/15

Analysis properly examines character and fully explains all necessary components related to the character as outlined in the assignment.

Analysis examines character and explains components of the character, but not in complete detail.

Analysis partially examines character and explains some components of the character as outlined in the assignment.

Analysis is poor and incomplete.

Spelling and Grammar
/5

No spelling or grammar problems.

Few spelling or grammar problems.

Multiple spelling and grammar problems.

Numerous spelling and grammar problems.

Grade: ___________/20 points for each character…20pts x 3 = 60 points total



-Answer the following questions either through a typed explanation or handwritten. Keep in mind the answers to these questions need to be thought out and detailed. Each question will be worth 10 points, thus, in total it will be a 50 point Homework grade.

1. What challenges did Bella face moving to America? Why did she leave for America? How was she treated in the United States by others? What challenges did she face in the United States? What surprised her of living in a city?

2. Why are the workers at the Triangle Shirtwaist factory on strike? What demands do they want met? What problems do they have with the business leaders? How are the workers on strike treated by the police?

3. How do Jane and Bella meet? Why does Jane move away from her home? What does she hope to gain by moving away from her house? What struggles does Jane have as she enters life away from her home? What job does Jane find when she did leave her father’s home?

4. How could the company have protected its workers from the fire? Why didn’t they work harder to protect the workers? Do you think the company is responsible for the death of the workers, if so why or why not?

5. I would suggest when finishing the final chapter to go back and read the first, it ties the book together. Also, read the ‘Author’s Notes’ at the end of the book because they provide much necessary detail as to the division between fact and fiction, as well as other interesting details about the Triangle Shirtwaist tragedy. After reading the Author’s Notes, answer these questions: How did things change after the fire? While the Triangle Shirtwaist fire led to many improvements, do we still notice problems similar to this in the world today? If so, what kinds of problems and where?

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Expectations for your return to Triad on Thursday, August 19th
1 – Read the book, Uprising.

2 – Completed the six page (minimum) character analysis of the main characters (2 pages for each character) – Due Monday, August 23th. Worth 20 points for each character…total 60 points – Project Grade

3 – Completed the 5 questions related to the reading of the book – Due Monday, August 23th. Worth 50 points – Homework/Classwork Grade.

4 – Prepared to take a 55 question multiple choice and essay test about the book, Uprising. This test will be during the 2nd or 3rd week of the school year. Worth 75 points – Test Grade



5 – Prepared for discussion of the book. Possible Participation points related to discussion.


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