Kim's+Sources+for+Final+Projects

=Final Project=

3D2
[] This cartoon features the slow recovering economy. It is a good source for students to think about the effects of a poor economy on society. This cartoon will be prefect for introducing the history of employment project. (It would also serve as an introductory to our career research papers, which is the realistic aspect of my curriculum.)

[] This statement ties in with the first cartoon in that when a drop in the economy occurs, the citizens usually do not feel the recovery as quickly as they would prefer. Also, some have suffered so severely that even when restructured, the damage has already been done. Again, this cartoon provides background for students. The conversation from this cartoon will also allow me to assess and evaluate students’ prior knowledge.

[] The Bureau of Labor and Statistics provides unemployment statistics. This particular page shows the history of unemployment for Franklin County. Students could use this table to create a graph of their choice to compare unemployment rates over the years. The graph would allow students to visualize and determine if a pattern exists. Also, a question of “Is your family, or has your family supported any of these numbers?”

[] Charting the amount of money earned based on years of education, students will be able to analyze the amounts and determine the amount of education they would potentially work towards in order to support a particular life-style. (This would be a great source to accompany the statistics of the housing market in Franklin County.)

[] Showing various stats from 2000+, students can make predictions about the local area based on population numbers and cost of living. Why has Waynesboro had a rise in population, yet a steady growth in unemployment rate? Would you expect the opposite to be true? What factors keep families in a community? What factors would make a family move?

**Final Project Resources: Photos and Posters**
[] This is a poster picture of where Waynesboro is located in regards to Pennsylvania. I believe that this poster would be an effective intro to the unit: Can I be a and still live in Waynesboro, PA? The answer depends on so many factors; visualizing where we are locally is a good start. [] Propaganda needs to not only persuade its viewers, it can also poke fun at or make a statement about current events. This poster would add to our discussion of the job market in Waynesboro. Would students be able to successfully enter the job market in their chosen fields post high school? Post college? Heck – post grad school? [] The Oller’s of Waynesboro, PA were an important piece to the once booming industry that existed in town. The picture of their home would be beneficial to ask students to analyze (of which many will recognize anyway) and ask, “Based on this picture, was this family successful? Why or why not?” [] This picture displays a bridge built in the late 1790’s. Mr.Welty, who was bringing booming industry to the area, built it. Question: “What could a bridge symbolize? Knowing the history of Mr. Welty, what does this bridge symbolize for him? And for our community? Like the now unused bridge, is the obsolete bridge a metaphor for our current job market in the area?” [] Another symbolic photo, Frick water tower stands high above an area that has recently watched industry exodus. We need to water to survive: do we need industry to survive? How is Waynesboro continuing to growth with the absence of industry?

Audio and Sheet Music
[] An interesting interview with Michael Young about checks and balances within the industry world. His message is deep, but I think students could listen to this and ask whether industry would have survived in Waynesboro if his theory would have applied.

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The sheet music and lyrics would be a source that could be used when we compare and contrast the Great Depression and unemployment rates with today’s unemployment rates. Set in 1929, would this song be applicable if the job market booms with Obama’s “Green Plan?”

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Audio interview with Anna Ramsey, family lived through the Depression. In this interview, she speaks about the hard times they faced, trying to make mortgage payments. The use of this clip would be beneficial in that students could hear the actual account through the voice of one who lived it. Today, many families, especially in Waynesboro, face similar situations, so relating to the interview would be timely.

[] Audio interview with Jerome Zerbe, photographer who wasn't affected by the Depression and worked with the wealthy. Interesting interview for students to hear the opposite voice from one who did not feel the effects of the poor economy. When thinking about the economic state of the country, who is not feeling the pressures to make money? What professions would fall under this category? Does it only affect the rich? So many avenues this could lead down for the overall project.


 * VIDEO SOURCES**

[] What happens when industry exists? This historic newsreel reveals an announcement of the Prohibition Act lift in 1933. Students would be instructed to listen carefully to the benefits of distilleries in regards to the economic standpoint. Not limited to distilleries, but what about any industry? Did Waynesboro make a poor choice by allowing industry to easily escape the area?

A monk copies a book by hand and by machine. Click here to watch this classic commercial A commercial to introduce the Xerox copy machine, this commercial would be interesting to use when asking students if sending blue collar work is an economical benefit? Why did the monk in the video go to a Xerox machine for the 500 copies? Why would CEOs send factories to Mexico? Students could use a Venn diagram to analyze the similarities and differences between exporting factory production and the Xerox commercial.
 * Xerox (1977)**

[] According to the Associated Press, the types of jobs that we are watching decline include more blue collar positions. It seems that white collar jobs have not been negatively affected by the rise in unemployment. This video would be good for students after they decide what types of jobs they would like and whether or not that position will have security based on the history of the job market in Franklin County.

[] What makes an area's job marketability grow? This video would be effective for students to compare and contrast the local counties where we live with the five counties in the Pittsburgh area and determine why unemployment rates are not increasing at the same rate.

[] This is a neat interactive map where students can view current unemployment rates around the country, including individual states and counties. The overarching theme for my history project is "Can I Live Here and Work in a Job That I Want?" Students would need to use application in order to evaluate several other sources for this map to be useful, but the learning involved would be awesome!