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Southern Slave vs. Southern Slave vs. Northern Factory Worker Northern Factory Worker

Comparing and Comparing and Contrasting Life in Contrasting Life in

America in the 1800sAmerica in the 1800sByBy

David BakerDavid Baker88thth GradeGrade

Eastview Middle SchoolEastview Middle SchoolSchool District USchool District U--4646

This learning activity was developed as part of the This learning activity was developed as part of the requirements for the Aurora University / District Urequirements for the Aurora University / District U--46 46

graduate credit course graduate credit course Design Problem Based Learning: Design Problem Based Learning: OEDC 6047 OEDC 6047 Winter 2006, under the guidance of Winter 2006, under the guidance of

instructor Richard Levineinstructor Richard Levine

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Slavery and Life in the Northern Slavery and Life in the Northern and Southern Statesand Southern States

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Illinois Learning Illinois Learning Standards Social ScienceStandards Social ScienceGoals and Curriculum FitGoals and Curriculum Fit

STATE GOAL 16: Understand events, trends, STATE GOAL 16: Understand events, trends, individuals and movements shaping the history individuals and movements shaping the history of Illinois, the United States and other nations.of Illinois, the United States and other nations.

16.C.3b (US)16.C.3b (US) Explain relationships among the American Explain relationships among the American economy and slavery, immigration, industrialization, labor and economy and slavery, immigration, industrialization, labor and urbanization, 1700urbanization, 1700--present. present. 16.D.3a 16.D.3a ((US)US) Describe characteristics of different kinds of Describe characteristics of different kinds of communities in various sections of America during the communities in various sections of America during the colonial/frontier periods and the 19th centurycolonial/frontier periods and the 19th century

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Illinois Learning Illinois Learning Standards Social ScienceStandards Social Science

Goals and Curriculum Fit Cont.Goals and Curriculum Fit Cont.STATE GOAL 14: Understand political systems, STATE GOAL 14: Understand political systems, with an emphasis on the United States. with an emphasis on the United States.

14.C.3 Compare historical issues involving rights, 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to roles and status of individuals in relation to municipalities, states and the nation. municipalities, states and the nation.

STATE GOAL 17: Understand world geography STATE GOAL 17: Understand world geography and the effects of geography on society, with an and the effects of geography on society, with an emphasis on the United States. emphasis on the United States.

17.C.3c17.C.3c Analyze how human processes influ-ence Analyze how human processes influ-ence settlement patterns including migration and settlement patterns including migration and population growth. population growth.

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Illinois Learning Illinois Learning Standards TechnologyStandards Technology

Goals and Curriculum Fit (cont.)Goals and Curriculum Fit (cont.)Technology Standards for All Illinois TeachersTechnology Standards for All Illinois TeachersSTANDARD 1 STANDARD 1 -- Basic Computer/Technology Operations and Basic Computer/Technology Operations and ConceptsConcepts

The competent teacher will use computer systems to run software;The competent teacher will use computer systems to run software; to to access, generate, and manipulate data; and to publish results. access, generate, and manipulate data; and to publish results. He or He or she will also evaluate performance of hardware and software she will also evaluate performance of hardware and software components of computer systems and apply basic troublecomponents of computer systems and apply basic trouble--shooting shooting strategies as needed strategies as needed

STANDARD 2 STANDARD 2 -- Personal and Professional Use of TechnologyPersonal and Professional Use of TechnologyThe competent teacher will apply tools for enhancing personal The competent teacher will apply tools for enhancing personal professional growth and productivity; will use technology in professional growth and productivity; will use technology in communicating, collaborating, conducting research, and solving communicating, collaborating, conducting research, and solving problems and will promote equitable, ethical, and legal use of problems and will promote equitable, ethical, and legal use of computer/technology resources. computer/technology resources.

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Illinois Learning Illinois Learning Standards TechnologyStandards Technology

Goals and Curriculum Fit Cont.Goals and Curriculum Fit Cont.

STANDARD 3 STANDARD 3 -- Application of Technology in InstructionApplication of Technology in InstructionThe competent teacher will apply learning technologies that The competent teacher will apply learning technologies that support instruction in his or her grade level and subject areas.support instruction in his or her grade level and subject areas.He or she must plan and deliver instructional units that integraHe or she must plan and deliver instructional units that integrate te a variety of software, applications, and learning tools. Lessonsa variety of software, applications, and learning tools. Lessonsdeveloped must reflect effective grouping and assessment developed must reflect effective grouping and assessment strategies for diverse populations. strategies for diverse populations.

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Identifying, Representing and Identifying, Representing and Describing the Problem Describing the Problem

What was life like in the 1800s for both What was life like in the 1800s for both slaves and factory workers in America? slaves and factory workers in America? Compare and contrast various aspects of Compare and contrast various aspects of culture for both groups.culture for both groups.

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Identifying, Representing and Identifying, Representing and Describing the Problem (cont.)Describing the Problem (cont.)

Sample areas of culture to compare and Sample areas of culture to compare and contrast:contrast:Working conditionsWorking conditionsShelterShelterEducationEducationLeisure activities i.e. music, games, celebrationsLeisure activities i.e. music, games, celebrationsReligious ritualsReligious ritualsFood/nutritionFood/nutritionClothingClothingFamilyFamily

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Identifying, Representing and Identifying, Representing and Describing the Problem (cont.)Describing the Problem (cont.)

Students will research a minimum of 7 topics relating to cultureStudents will research a minimum of 7 topics relating to culture of slaves of slaves and factory workers in 1800s America.and factory workers in 1800s America.Students will write a short essay (1Students will write a short essay (1--3 paragraphs) on each topic and find a 3 paragraphs) on each topic and find a picture or video clip for each of the topics.picture or video clip for each of the topics.Students will use their essays and pictures/video clips to creatStudents will use their essays and pictures/video clips to create a e a PowerPoint presentation on their topic.PowerPoint presentation on their topic.Presentation should have an introductory slide, and then a separPresentation should have an introductory slide, and then a separate slide ate slide for both slave life and factory life for each individual topic.for both slave life and factory life for each individual topic.This requires a minimum of 14 slides relating directly to culturThis requires a minimum of 14 slides relating directly to culture topicse topicsA concluding slide will include a final statement. Here the stuA concluding slide will include a final statement. Here the student will dent will summarize the lifestyles and cultures of the two groups. The stsummarize the lifestyles and cultures of the two groups. The student will udent will state if in their opinion the lives of the factory workers werestate if in their opinion the lives of the factory workers were at all similar to at all similar to the lives of the slaves, giving support for their position.the lives of the slaves, giving support for their position.

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Interdisciplinary Interdisciplinary ConsiderationsConsiderations

Technology: Students will create a PowerPoint Technology: Students will create a PowerPoint presentation.presentation.Reading: Students will read articles from a Reading: Students will read articles from a variety of sources, books, encyclopedias, the variety of sources, books, encyclopedias, the internet, etc internet, etc English: The project will be graded for grammar, English: The project will be graded for grammar, punctuation, spelling, etc.punctuation, spelling, etc.History: Students will learn the differences History: Students will learn the differences between slave life and factory life in midbetween slave life and factory life in mid--1800s 1800s America.America.

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Interdisciplinary Considerations Interdisciplinary Considerations (cont.)(cont.)

Student learning would benefit from a team Student learning would benefit from a team approach to this project.approach to this project.Reading teacher will do the research in her Reading teacher will do the research in her class.class.History teacher will take the kids to the History teacher will take the kids to the computer lab to create the PowerPoint.computer lab to create the PowerPoint.English teacher will grade the project for English teacher will grade the project for grammar, punctuation, spelling, and proper grammar, punctuation, spelling, and proper essay writing style/form.essay writing style/form.

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TimelineTimeline

How long will the unit take?How long will the unit take?We will work on this for 10 days.We will work on this for 10 days.

3 Days for research in Reading Class3 Days for research in Reading Class5 Days in the computer lab for creating 5 Days in the computer lab for creating the PowerPoint.the PowerPoint.2 Days for Presentations.2 Days for Presentations.

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Project LevelProject Level

What levels of Bloom’s Taxonomy are What levels of Bloom’s Taxonomy are addressed?addressed?

Evaluation Evaluation Students will evaluate the two cultures and decide which they woStudents will evaluate the two cultures and decide which they would prefer uld prefer being a member of. Concrete reasons for their choice need to bebeing a member of. Concrete reasons for their choice need to be given.given.

Analysis Analysis Students will be able to see a pattern of similarity between theStudents will be able to see a pattern of similarity between the two groups. Students two groups. Students will be able to compare and connect the two cultures to varying will be able to compare and connect the two cultures to varying degrees.degrees.

Application Application Students will be able to relate and examine the two contrasting Students will be able to relate and examine the two contrasting cultures, and cultures, and

demonstrate the similarities and differencesdemonstrate the similarities and differences between them.between them.

Comprehension Comprehension Students will be able to summarize various cultural aspects of tStudents will be able to summarize various cultural aspects of topics opics as well as contrast the cultures of the two groups.as well as contrast the cultures of the two groups.

Knowledge Knowledge Students will gain knowledge of slave life and factory life in tStudents will gain knowledge of slave life and factory life in the 1800s. he 1800s. Students will master subject knowledge relating to slave and facStudents will master subject knowledge relating to slave and factory worker culturetory worker culture

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Target Audience Target Audience

Students will present their PowerPoint to their Students will present their PowerPoint to their parents who will be guests of the class on the parents who will be guests of the class on the specific day of the student’s presentation.specific day of the student’s presentation.Principal will be invited in for each dayPrincipal will be invited in for each day

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ProductsProducts

Student generated products:Student generated products:Research summary sheet on each of 7 Research summary sheet on each of 7 topicstopics“Similarities and Differences” Checkpoint “Similarities and Differences” Checkpoint DiagramDiagramPowerPoint presentationPowerPoint presentation

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““Similarities and Differences” Similarities and Differences” CheckpointCheckpoint

SimilaritiesDifferences

Slaves

Differences

Factory Workers

Name_______________________ Per. ____ Date ______

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TechnologiesTechnologies

Students will use technology to: Students will use technology to: Gather information: Gather information: Using the internet to research slave and Using the internet to research slave and factory life in the 1800sfactory life in the 1800s

Record information: Record information: Students will take notes and save them Students will take notes and save them while keyboarding in the computer lab.while keyboarding in the computer lab.

Make the product: Make the product: Students will create a PowerPoint Students will create a PowerPoint presentation, complete with video clips, sound effects, clip artpresentation, complete with video clips, sound effects, clip art, text, and , text, and picturespictures..

Present the product: Present the product: Students will need to present their Students will need to present their

PowerPoint to the class and their parents.PowerPoint to the class and their parents.

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Roles of StudentsRoles of Students

Students will assume the role of Students will assume the role of historian/sociologist. They will be historian/sociologist. They will be comparing and contrasting cultures comparing and contrasting cultures between slave and factory worker. Was between slave and factory worker. Was the life of the factory worker intrinsically the life of the factory worker intrinsically better than that of the slaves, or was it better than that of the slaves, or was it little more than slavery by another little more than slavery by another name?name?

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Students as Problem Solvers Students as Problem Solvers Establishing a Culture that Stresses Student Establishing a Culture that Stresses Student SelfSelf--Management (Community of Learners);Management (Community of Learners);

What decision making authority or power What decision making authority or power will your students have? will your students have?

Students will have great latitude in developing Students will have great latitude in developing and creating their PowerPoint. They will have and creating their PowerPoint. They will have choices in the topics they research. As a class choices in the topics they research. As a class we will brain storm list of topics relating to we will brain storm list of topics relating to culture. Students will be able to pick from the culture. Students will be able to pick from the list of brainstormed items the topics that they list of brainstormed items the topics that they choose to research. choose to research.

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Students as Problem Solvers Students as Problem Solvers Establishing a Culture that Stresses Student SelfEstablishing a Culture that Stresses Student Self--

Management (Community of Learners);Management (Community of Learners);

(cont.) (cont.) They will have even more choice in the They will have even more choice in the

creation of their PowerPoint. The fonts, the creation of their PowerPoint. The fonts, the background, the colors, the animation, etc. are background, the colors, the animation, etc. are all examples of decisions that the students will all examples of decisions that the students will make. Video clips and clip art are also more fun make. Video clips and clip art are also more fun choices that the students will be able to make as choices that the students will be able to make as they strive to make their project more they strive to make their project more interesting.interesting.

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Managing Student Groups Managing Student Groups

Each group of two will need to cooperate in the project. Both Each group of two will need to cooperate in the project. Both students will initially be researchers as they learn about theirstudents will initially be researchers as they learn about theirchosen topics. They will then need to work in a collegial mannechosen topics. They will then need to work in a collegial manner r as they create the PowerPoint. as they create the PowerPoint. Student directions: Directions are very clear. Benchmarks are Student directions: Directions are very clear. Benchmarks are such that they will need to stay busy in order to stay on schedusuch that they will need to stay busy in order to stay on schedule.le.Student evaluation: Students will be turning in a research Student evaluation: Students will be turning in a research summary sheet with their topic reviews. They will be reviewed bysummary sheet with their topic reviews. They will be reviewed byteacher at the end of each class. They also will need to completeacher at the end of each class. They also will need to complete te the “Differences/Similarities” sheet. Both of these act as the “Differences/Similarities” sheet. Both of these act as

benchmarks for their progress.benchmarks for their progress.

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Checkpoints (KWL charts, notes, Checkpoints (KWL charts, notes, study guides, etc); study guides, etc);

Students will create a KWL chart on the Students will create a KWL chart on the topic.topic. What do they know about slave and factory life in the1800s. WhaWhat do they know about slave and factory life in the1800s. What do they want to t do they want to learn about the topic. Finally, as a culminating exercise, theylearn about the topic. Finally, as a culminating exercise, they will write what they have learned will write what they have learned about life as a slave and a factory worker.about life as a slave and a factory worker.

Student research summary sheet Student research summary sheet At the end of At the end of

each day, teacher will check each student’s summary sheet of theeach day, teacher will check each student’s summary sheet of their research.ir research.

Students will complete their “Similarities Students will complete their “Similarities and Differences” Chart.and Differences” Chart.On day 3 students will need to have at least half of the chart fOn day 3 students will need to have at least half of the chart filled in. The chart will need to be illed in. The chart will need to be completed by day 9 of the project.completed by day 9 of the project.

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Tools they need?Tools they need? Students will be Students will be

well prepared for this unit:well prepared for this unit:

Conceptual / Language Readiness: Students will have Conceptual / Language Readiness: Students will have prior knowledge of slavery in America, and life in the prior knowledge of slavery in America, and life in the industrial North. They will have had topics such as the industrial North. They will have had topics such as the Industrial Revolution, the history of slavery as it Industrial Revolution, the history of slavery as it began in America, the Underground Railroad, the began in America, the Underground Railroad, the Slave Codes, the Amistad Mutiny, slave revolts, etc. Slave Codes, the Amistad Mutiny, slave revolts, etc. Technical Readiness: Students will have already done Technical Readiness: Students will have already done a PowerPoint presentation in Reading class, relating a PowerPoint presentation in Reading class, relating to a research project. to a research project. Research Skill Readiness: Students have all Research Skill Readiness: Students have all participated in an in depth interdisciplinary research participated in an in depth interdisciplinary research unit on WWII that we did earlier in the year.unit on WWII that we did earlier in the year.

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Assessing Students and Assessing Students and Evaluating Products Evaluating Products

Students suggestions and assistance will Students suggestions and assistance will be used in creating the criteria for the be used in creating the criteria for the rubric. We will discuss as a class how to rubric. We will discuss as a class how to deliver a good oral presentation.deliver a good oral presentation.Project rubric will deliver clear Project rubric will deliver clear expectations for an objective assessment.expectations for an objective assessment.Rubric will be handed out at the beginning Rubric will be handed out at the beginning and used by the students to guide them and used by the students to guide them during the course of the project.during the course of the project.

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Assessing Students Assessing Students (Continued)(Continued)

Process vs. Product Process vs. Product

The product affects the learning processThe product affects the learning process !!!!

http://pblchecklist.4teachers.org/http://pblchecklist.4teachers.org/ PProject Based Learning Checklistsroject Based Learning Checklistshttp://rubistar.4teachers.org/index.http://rubistar.4teachers.org/index.phpphp RubistarRubistarhttp://www.coollessons.org/http://www.coollessons.org/coolunicoolunits.htm#rubricsts.htm#rubrics More rubricsMore rubrics

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RubricRubric