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Archive for the category “Embedded Readings for U.S. History”

21 Mar 2013

Embedded Reading in English: SS Common Core

Below is an Embedded Reading in English designed for middle school Social Studies classes.   The activities have not yet been designed, but we’ll add them when they are!!

evolution of grocery bag   (credit:  EngageNY.com)

Here are the base reading and final readings:  Click on the link above to read all of the versions.

Base reading:

Petroski, Henry. “The Evolution of the Grocery Bag.” American Scholar 72.4 (Autumn 2003). (2003)

The supermarket checkout would be even more frustrating were it not for the square-bottomed paper bag.  How paper bags are made is fascinating.  However, there is no such thing as a perfect object. The inventers of the world love to improve things, even bags.

Original version:

Petroski, Henry. “The Evolution of the Grocery Bag.” American Scholar 72.4 (Autumn 2003). (2003)

 

That much-reviled bottleneck known as the American supermarket checkout lane would be an even greater exercise in frustration were it not for several technological advances. The Universal Product Code and the decoding laser scanner, introduced in 1974, tally a shopper’s groceries far more quickly and accurately than the old method of inputting each purchase manually into a cash register. But beeping a large order past the scanner would have led only to a faster pileup of cans and boxes down the line, where the bagger works, had it not been for the introduction, more than a century earlier, of an even greater technological masterpiece: the square-bottomed paper bag.

 

The geometry of paper bags continues to hold a magical appeal for those of us who are fascinated by how ordinary things are designed and made. Originally, grocery bags were created on demand by storekeepers, who cut, folded, and pasted sheets of paper, making versatile containers into which purchases could be loaded for carrying home. The first paper bags manufactured commercially are said to have been made in Bristol, England, in the 1840s. In 1852, a “Machine for Making Bags of Paper” was patented in America by Francis Wolle, of Bethlehem, Pennsylvania. According to Wolle’s own description of the machine’s operation, “pieces of paper of suitable length are given out from a roll of the required width, cut off from the roll and otherwise suitably cut to the required shape, folded, their edges pasted and lapped, and formed into complete and perfect bags.” The “perfect bags” produced at the rate of eighteen hundred per hour by Wolle’s machine were, of course, not perfect, nor was his machine. The history of design has yet to see the development of a perfect object, though it has seen many satisfactory ones and many substantially improved ones. The concept of comparative improvement is embedded in the paradigm for invention, the better mousetrap. No one is ever likely to lay claim to a “best” mousetrap, for that would preclude the inventor himself from coming up with a still better mousetrap without suffering the embarrassment of having previously declared the search complete. As with the mousetrap, so with the bag.

 

Common Core Standards, Appendix B, pg. 98

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Creating from the Top Down, Embedded Readings for ELA/ELL, Embedded Readings for U.S. History, Examples of Embedded Reading in English | Leave a comment
30 Oct 2012
3 Comments

U.S. History and Embedded Reading

Here is a piece created for an 8th grade U.S. History class.  The original paragraph (last version) is from http://www.history.com/topics/slavery

It begins with a personalized vocabulary activity for key words that appear in the base reading.   Using these words prior to reading the base reading allows the teacher to see how well students can use this critical vocabulary and provide opportunities for additional preparation prior to the reading.

 

Name___________________  Period __________________

 Interesting words for your interesting opinion!! Read and answer, using the underlined word in a complete sentence in your answer.

 1.    production:  creation, the making of

 

In the 1960’s, some candy companies made money with the production and sale of  candy cigarettes. Do you think that the production of candy cigarettes was a good idea?

2.   was practiced: was done, was a common “practice”

 

The giving of money to children for lost teeth was practiced, and still is, by families in the United States. Was giving money for lost teeth practiced in your home?

3.   expansion:  growth or development

 

In some states in the U. S.  there has been an expansion of the school day and/or the school year.  Are you for or against the expansion of the school day/and or year here in New York State?

4.   an anti-technology movement:  action against a particular idea (technology)

 

People who are part of an anti-technology movement are often referred to as Luddites.  In your opinion, why would anyone be part of an anti–technology movement?

5.   The  anti-bullying movement :  action against a particular idea (bullying)

 

Many school districts are in supporting the anti-bullying movement.  What would make our anti-bullying movement  more effective here at our school?

6.   debate :  a discussion which address several ideas or opinions about a topic

 

Which of the following debates would you MOST like to watch or be a part of?

A debate about the driving age

A debate about year-round school

A debate about the right to ride a motorcycle without a helmet

A debate about the effects of violent video games

Why do you think that that debate would be interesting to watch or be apart of?

 

 7.    Influenced : changed or had an effect on

 

Many people say that television commercials have influenced young people.  How do you think that you have been influenced by television commercials?  (“I have not been influenced” is not an acceptable answer)

 

8.   for years to come : for a long time into the future

 

What will you remember about middle school  for years to come?

Name ___________________________                      Period___________

Please read this paragraph:

1.     Slavery in America

 

Slavery in America began when African slaves were brought, in 1619, to help in the production of crops. Slavery was practiced throughout the colonies and African-American slaves helped build the new nation. The invention of the cotton gin made slavery important to the South’s economy.  America’s expansion, along with an anti-slavery movement in the North, began a debate that would become the American Civil War (1861-65). Though the North’s victory freed the nation’s slaves, the long-lasting effects of slavery influenced American history for years to come.

 

HIGHLIGHT THE WORDS OR SENTENCE in the reading THAT ANSWER THE QUESTIONS.

 

  1. Where /What part of the world is this about?
  2. Why were slaves brought here?
  3. When were slaves brought here?
  4. What is the main idea?
  5. Highlight one CAUSE and one EFFECT of slavery, according to this paragraph.

Name ___________________________                      Period___________

Please read Version 2 of:          Slavery in America

 

Slavery in America began when African slaves were brought to the colonies in 1619, to aid in the production of crops like tobacco. Slavery was practiced throughout the colonies and African-American slaves helped build the foundations of the new nation. The invention of the cotton gin solidified the importance of slavery to the South’s economy.  America’s expansion, along with a growing anti-slavery movement in the North, would begin a debate over slavery that would divide the nation in the American Civil War (1861-65). Though the Union victory freed the nation’s slaves, the legacy of slavery influenced American history, from the Reconstruction (1865-77) to the civil rights movement that began a century later.

Using this version, answer these questions:

1.  If slavery began in 1619 and ended in 1865, how long was slavery a part of American history? _______________________________

2.  The main idea of this paragraph tells us how long the EFFECTS of slavery lasted in America.  Write the sentence from paragraph above that tells us the main idea.

3. What did the cotton gin do according to the reading?

How would you say that using different words?

4. What is a cotton gin?  (hint: this answer is not in the reading)

5.  Compare versions 1 and 2 of Slavery in America in order to:

6. Find the synonyms/phrases that were substituted for these words and write them in the blanks:

help                  ______________________

made slavery important  __________________________________________________

long-lasting effects ____________________________

Name__________________________                            Period_______

 

Please read version 3 of      

                                                            Slavery in America

 

Slavery in America began when the first African slaves were brought to the North American colonies in 1619, to aid in the production of such crops as tobacco. Slavery was practiced throughout the American colonies and African-American slaves helped build the economic foundations of the new nation. The invention of the cotton gin solidified the central importance of slavery to the South’s economy.  America’s westward expansion, along with a growing abolition movement in the North, would provoke a debate over slavery that would tear the nation apart in the American Civil War (1861-65). Though the Union victory freed the nation’s 4 million slaves, the legacy of slavery influenced American history, from the years of Reconstruction (1865-77) to the civil rights movement that emerged a century after emancipation.

  1. If slavery “helped build the economic foundations of the new nation.”, what was one of the new nation’s most important businesses? ______________________________________

How did you figure out that answer?

Compare this sentence in versions 2 and 3 of Slavery in America :

America’s expansion, along with a growing anti-slavery movement in the North, would begin a debate over slavery that would divide the nation in the American Civil War (1861-65).

 

America’s westward expansion, along with a growing abolition movement in the North, would provoke a debate over slavery that would tear the nation apart in the American Civil War (1861-65).

Find the synonyms/phrases that were substituted for these words:

anti-slavery _________________________________

begin ______________________________________

Name_____________________________ Period_________________________

Please read version 4 of

                                                            Slavery in America

 

Slavery in America began when the first African slaves were brought to the North American colony of Jamestown, Virginia, in 1619, to aid in the production of such lucrative crops as tobacco. Slavery was practiced throughout the American colonies in the 17th and 18th centuries, and African-American slaves helped build the economic foundations of the new nation. The invention of the cotton gin in 1793 solidified the central importance of slavery to the South’s economy. By the mid-19th century, America’s westward expansion, along with a growing abolition movement in the North, would provoke a great debate over slavery that would tear the nation apart in the bloody American Civil War (1861-65). Though the Union victory freed the nation’s 4 million slaves, the legacy of slavery continued to influence American history, from the tumultuous years of Reconstruction (1865-77) to the civil rights movement that emerged in the 1960s, a century after emancipation.

1.  Where EXACTLY did slavery first appear in the American colonies?_____________________________

2. When did it spread to other colonies? ___________________________________________________

3.  In which colonies did the invention of the cotton gin have the greatest impact?____________________

4.  Which of the dates from the reading are in the “mid-19th century”?  ____________________________

  1. 1619
  2. 1793
  3. 1861-1865
  4. 1960’s

5.   The word “tumultuous” is an added word in this reading.  It describes the Reconstruction period in American history.  Tumultuous can mean DISTURBED, VIOLET, UNSETTLED.

According to the reading, when was  the Reconstruction period?_____________________________

6.  Which describes why the years of the  Reconstruction might be described as tumultuous:_________

  1. There was a lot of money to be spent.
  2. New laws, leaders and ideas were being put into place.
  3. People were leaving to live in other countries.
  4. Many people had weapons and used them to establish order.

http://www.history.com/topics/slavery

 

All content of this website © Embedded Reading 2012-2014 or original authors.  Unauthorized use or distribution of materials without express and written consent of the owners/authors is strictly prohibited.   Examples and  links may be used as long as clear and direct reference to the site and original authors is clearly established.

Posted in Differentiation, Embedded Readings for U.S. History

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