Students Choose the Topics They Want to Work On
Industrial Revolution Tic-Tac-Toe
Instructor(s): / Autumne Streeval: World Civilizations TeacherHarriet Armstrong: Keystone Teacher (Technology & Career Development)
Lesson Title: / Industrial Revolution Tic TacToe
Grade Level(s): / Grade 9
Content Area(s): / World History, and Technology are the focus,but students will also learn about Science, Math, English, Art and Economics
Learning Context:
What is the context in which this lesson occurs in your curriculum? / In World Civilizations the students are beginning to study the Industrial Revolution, and they have been dicussing social inequality related to modern industrialization, analyzing business practices and public health programs of that era. Students will also compare the Industrial Revolution to modern industrialization to gain a better understanding of the global economy, global social inequalities and an awareness of how industrialization relates to many aspects of society.
This project addresses and integrates content from the core subjects of world civilizations Geography, English, Art, Mathematics, Economics, History, and Science.
We integrate these subjects through the project options offered to students. Students complete three different tasks in this learning activity to encourage students to learn about a variety of aspects of life during the Industrial Revolution including business practices, politics, social change, and culture.
The “Industrial Revolution Project Guide” below defines the interrealted tasks students can choose from.
In their Keystone class students are learning about different software applications.
Student Task Description
What real or simulated problem situation will students address? What useful product(s), event(s), or service(s) will students produce? What audience might benefit from the students’ work?(Write to a student audience)
Example of one student task: Creative Writing.
Imagine that you are living during the early years of the Industrial Revolution. Choose to be one of the following: a factory worker, a child laborer, or a working class mother. Write a series of diary entries (at least five) in the role of your assumed character. Be sure to record the events of your day and include specific details about your life. You should include not only activities and observations, but also your feelings and emotions.
Assessment Plan
What academic standards will be addressed in students’ products and performances? / What information will be used to provide feedback during the lesson? How will student progress be measured toward the selected standards? Create links to assessment tools or describe your feedback strategies here.
1. Indiana World History Standard 6.6
Describe the causes and conditions of the Industrial Revolution in England, Europe,
and the United States, and explain the global consequences.
2. Indiana World History Standard 9.2
Locate and analyze primary sources and secondary sources related to an event or issue of the past.
3. Indiana World History Standard 9.5
Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.
4.Indiana World History Standard 9: Historical Thinking
Students will conduct historical research that incorporates information literacy skills such as forming appropriate research questions, evaluating information by determining accuracy, relevance and comprehensiveness, interpreting a variety of primary and secondary sources and presenting their findings with documentation.
Students will develop global awareness, economic, civic and health literacy through their work on this project. / Students will be assessed formally with a rubric and informally with teacher observations.
We created the rubrics to assess the content knowledge about the Industrial Revolution, the technological skills, and the work ethic of the students.
See the “Project rubric” below for more information.
Lesson Procedure
What are the directions do students need to complete the learning activity? What directions must teachers follow? Where might technology add value to students’ or teachers’ work and/or make their work easier or more efficient?
Student Steps(write to a student audience) / Teacher Directions
(write to a teacher audience) / Technology To Be Used (What and How)(written to a teacher audience)
For the next two weeks in your World Civilizations and Keystone Classes you are going to work individually or with another student as you learn about the Industrial Revolution. / This project is designed to encourage students to take the initiative for their learning. Since this is self directed learning:
- Students choose the topics they want to work on.
- There is no direct instruction.
- We are providing a minimal amount of resources.
- They are working independently or in small teams for most of the project.
- The teachers role is primarily to coach them and facilitate student learning.
Students will decide what technology best helps them present their learning to the class.
Review the Industrial Revolution Project Guide and choose the topics you want to work on.
Review the Industrial Revolution Fact Sheet as part of your process.
In class dicussion of the Industrial Revolution and the Theme of Change and Conflict. (Use the handout Intro to Theme: Change and Conflict.)
Decide if you want to work with a partner.
Working with a partner will let you divide up the workload. If you choose to work with a partner make sure you divide up the work tasks and create a work timeline to ensure successful completion of the project.
Be sure to review the rubric we will use to assess these projects before you begin your work.
Research your topics and be creative in displaying what you have learned. You can use whatever technology best helps you demonstrate what you have learned. This could be video, pod casts, flyers created with Publisher or a PowerPoint.
If you need assistance from your teachers, ask for it at any time.
Plan on sharing your progress with your teachers several times a week. Use the Industrial Revolution Progress Report to plan for these discussions. / Since the students are doing a lot of independent work, it is important to monitor their work. This might be informal discussions during classtime.
A more formal part of monitor is are status checks using the Industrial Revolution Progress Report. This might be used daily if necessary, but you should plan on status checks at least every couple of days.
Toward the end of the second week of this project, choose which of these three activities you want to share with the entire class.
Share what your learned in one of your three projects that you think is your best work.
In addition to presenting the product of your learning, make sure to explain why you are proud of this piece of work.
Resources
What materials and other resources are needed for this lesson? List the curriculum, technology, and information resources the teacher and students will use to complete the lesson, including links to tutorials for software or process guides.
Curriculum:
- Textbook Chapter 25, pages 630-653.
- Industrial Revolution Fact Sheet
- Change and Conflict Discussion Questions Handout
•Internet Ready Computer
•Microsoft Word, Publisher, PowerPoint, Movie Maker or Premier
•Windows Media Player
•LCD Projector & Screen
•CD/MP3 Player & Speakers / InformationSources:
- Access to Library of Congress online sources
- Subcription based data-bases
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 1
Industrial Revolution
Project Guide: 9th grade
Directions: Select three project options to complete. You may select three across, three down or three through the middle.
Photo-essay/ArtFind pictures (or create your own) of working conditions during the industrial revolution age (1800s) and photos from our current time. Photos can show child labor, factories, housing, etc. Put them together in a collage using multimedia. Examples might be a PowerPoint, an online photo album on a site like Snapfish, a website, scrapbook, etc. Minimum of 20 pictures. Include captions with your pictures to provide a description of the images. / Research/Writing
Research current child labor laws in the US. Find out what the laws are and then consider: Should there be stiffer legislation? Should there be more careful monitoring of children’s work by parent and teachers? What should the rules be regarding work hours and responsibilities? Should there be rules regarding interference with school work? Punishments for violators?
Write a letter to a policy maker or editor expressing your opinions, based on your research. / Musical
Create a soundtrack of at least ten songs that shows the working and living conditions during the industrial revolution and/or songs about working and living conditions today. Themes you might include are sickness, stress, low pay, pollution, etc. Design the cover of the CD as well as an explanation of why you selected those songs.
Drama
Write and produce a movie based on the life of someone living during the industrial revolution. The person can be a member of the working poor, a wealthy capitalist, a middle class individual, a child laborer, etc. You can act out the movie or use software to produce it. / Economics/Technical
Working conditions still vary widely depending on the work being performed and the area in which the work is located. Research global companies that have a good reputation for high quality working conditions. Create a top ten list of modern companies. Define your criteria and defend your list. Then, create a recruitment advertisement for one of the companies. Ex: commercial, poster, website / Logical/Sequential
Create a series of charts that show rapid urban growth during the industrial revolution. Include information on population, productivity, average life span, pollution information, etc.
Ex: Manchester & London (England), Lowell, Massachusetts
Create the same series of charts that show rapid urban growth for modern times. Ex: China, India, etc.
Science/Health
Poor and crowded living conditions during the Industrial Revolution led to the spread of many illnesses, including cholera. Research the causes, symptoms, and treatments for cholera. Then, create a public service campaign to educate the masses about the illness. This can include posters, brochures, commercials, etc. / Technical
Many inventions were created during the Industrial Revolution. These include the seed drill, the spinning jenny, cotton gin, steam engines, telephone, sewing machine, Morse Code (electrical signals over a telegraph), railroad, among many others. Select three and create instructional/user manuals for the inventions. The manuals can be hand created or computer generated using software such as Publisher. / Creative Writing
Imagine that you are living during the early years of the Industrial Revolution. Choose to be one of the following: a factory worker, a child laborer, or a working class mother. Write a series of diary entries (at least five) in the role of your assumed character. Be sure to record the events of your day and include specific details about your life. You should include not only activities and observations, but also your feelings and emotions.
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 1
Industrial Revolution Tic Tac Toe Projects Rubrics
WORK ETHIC RUBRIC:
Criteria / Exceptional / Acceptable / EmergingQuality of Projects / Project is of high quality and creative. Much time has been spent creating a quality project. / Project is somewhat creative and time has been spent on it. / Project is of low quality and lacks creativity. Little time spent of project.
Required Information / All of the required information is incorporated into the project. / Most of the required information is incorporated within the project. / The required information is lacking or not present within the project.
Effort Displayed / Project represents best effort. Lab time used effectively. / Project represents good effort. Most of the lab time used effectively. / Project lacks effort. Lab time not used effectively.
PRESENTATION RUBRIC:
Criteria / Exceptional10 pts / Acceptable
5-8 pts / Emerging
0-4 pts
Explanation of Project / Selection of project is explained in detail. Student reflects on what he/she learned from completing the project and modifications one might make in the future. / Selection of project is explained. Some self-reflection is evident. / Selection of project is not explained at all or in enough detail. Little self-reflection is evident.
CONTENT KNOWLEDGE & TECHNOLOGY SKILLS RUBRIC:
Criteria / Exceptional9-10 pts / Acceptable
5-8 pts / Emerging
0-4 pts
Industrial Revolution Information / Project demonstrates mastery of knowledge regarding the Industrial Revolution. Much learning is evident. / Project demonstrates new knowledge regarding the Industrial Revolution. / Project does not demonstrate new knowledge regarding the Industrial Revolution. Sketchy understanding is present.
Technological Skills / Project demonstrates the learning of at least two new technology skills. / Project demonstrates the learning of at least one new technology skill. / Project does not demonstrate the learning of any new technology skills.
Microsoft Peer Coaching Program V4 Session 3 HANDOUT 1