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Technology: Then and Now

Robert Schroen Illini Bluffs High School

Summer 2012

Library of Congress, Prints and Photographs Division, Historic American Buildings Survey , 1A-29. This lesson provides students an opportunity to compare the Industrial Technology of today with that of the Industrial Revolution.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension Overview Back to Navigation Bar Objectives Students will:  Locate and analyze four different primary resources pertaining to industry prior to the end of World War II (1945).  Locate and analyze four different primary resources pertaining to industry since 1945.  Create two resource tables: one for each era.  Create a list of differences between the eras, and formulate questions about them.  Research the answers to those questions.  Write a report about what has been learned.  Answer the essential question: Why would you rather work in industrial technology today than 100 years ago?

Recommended time frame (3) 1 ½ hour class periods Grade level 9th – 10th Curriculum fit Will be used with diversified metals class Materials  Handout #1: Technology Then and Now  Handout #2: Organization sheet  Handout #3: Sample image table  Multimedia Project Rubric

Teaching with Primary Sources Illinois State University Illinois State Learning Standards Back to Navigation Bar STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.  16.A. Apply the skills of historical analysis and interpretation.  16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). Procedures Back to Navigation Bar Day One: Student Research:  Students will be instructed in the use of the Library of Congress Database to find specific items.  Students will each be tasked with locating 4 primary resources from prior to WWII that pertain to industrial technology. These can be in any format: pictures, text, sound recordings, movie clips, etc.  Students will locate 4 primary resources pertaining to industrial technology in the modern era (Post WWII). Day Two: Resource Tables:  Students will create two resource tables, both containing all 4 of the primary resources that they retrieved from each era. Use sample resource table Day Three: Analysis and Report:  Students will identify and list at least 4 differences in industry between the period prior to 1945 and today, and create a list of questions about those differences.  Students will write a report about what they’ve learned, including the questions that they formulated, and the answers that they found. The report will conclude with their answer to the essential question.

Evaluation Back to Navigation Bar The Multimedia Rubric will be used to determine whether students have met the goals of the activity.  http://rubistar.4teachers.org/index.php? screen=ShowRubric&rubric_id=2205875&

Teaching with Primary Sources Illinois State University Extension Back to Navigation Bar  Students will choose one of the questions that they have answered in the last activity, and answer all of the investigative questions about that question.  Who?  What?  When?  Where?  How?  Why?

Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar

Image Description Citation URL Hematite Fuel Library of http://memory.loc.gov/c Fabrication Congress, Prints gi-bin/displayPhoto.pl? Facility, Recycle & Photographs path=/pnp/habshaer/mo/ Recovery Division, HABS mo1800/mo1871/photos Building, 3300 [or HAER or &topImages=364010pr.j State Road P, HALS], mo5. pg&topLinks=364010pv Festus, Jefferson, .jpg,364010pu.tif&title= MO mo5&displayProfile=0 Hardie-Tynes Library of http://memory.loc.gov/c Manufacturing Congress, Prints gi-bin/displayPhoto.pl? Company, and Photographs path=/pnp/habshaer/al/al Fabrication Division, Historic 0900/al0930/photos&top Shop, 800 American Images=046049pr.jpg&t Twenty-eighth Buildings Survey opLinks=046049pv.jpg, Street, North, or Historic 046049pu.tif&title=7.% Birmingham, American 20%20FABRICATION Jefferson, AL Engineering %20SHOP, Record, 33G-7. %20INTERIOR %20EAST, %20SOUTHWEST %20END%20OF %20BUILDING.%3cbr %3eHAER% East Broad Top Library of http://memory.loc.gov/c Railroad & Coal Congress, Prints gi-bin/displayPhoto.pl? Company, and Photographs path=/pnp/habshaer/pa/p Machine Shop, Division, Historic a3300/pa3370/photos&t State Route 994, American opImages=359576pr.jpg West of U.S. Buildings Survey &topLinks=359576pv.jp Route 522, or Historic g,359576pu.tif&title=29. Rockhill Furnace, American %20%20SMALL Huntingdon, PA Engineering %20PLANER Record, 1A-29. %20FROM %20NORTHWEST. %3cbr%3eHAER %20PA,31-ROCFN,1A- 29&displayProfile=0

Teaching with Primary Sources Illinois State University Rubric Back to Navigation Bar

Multimedia Project : Technology: Then and Now

Teacher Name: Mr. Schroen

Student Name: ______

CATEGORY 4 3 2 1 Essential Answer shows Answer shows Answer to No answer to Question clear clear question is essential understanding of understanding of perfunctory: question is at least two only one reflects little given. differences. difference. thought or analysis. Sources Source Source Source Very little or no information information information source collected for all collected for all collected for information was graphics, facts graphics, facts graphics, facts collected. and quotes. All and quotes. Most and quotes, but documented in documented in not documented desired format. desired format. in desired format. Content Covers topic in- Includes essentialIncludes essentialContent is depth with details knowledge about information minimal OR and examples. the topic. Subject about the topic there are Subject knowledge but there are 1-2 several factual knowledge is appears to be factual errors. errors. excellent. good. Mechanics No misspellings Three or fewer Four More than 4 or grammatical misspellings misspellings errors in errors. and/or and/or spelling or mechanical grammatical grammar. errors. errors.

Date Created: July 09, 2012

Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar

Technology: Then and Now

Directions:  For the next three class period, you’ll be using the Library of Congress website as well as other internet resources to explore differences between Industry prior to the end of World War II and today.  Day 1: The Media director and I will demonstrate using the Library of Congress website to locate specific items. After that, your job will be to locate and save hyperlinks (we will show you how to do that also) for four specific Primary Resources pertaining to Industry Prior to 1945, and four pertaining to the era since then. You may choose pictures, print, sound clips, or video, or any combination. Your goal will be to analyze these resources to develop and answer questions about the differences between Industry then and now.  Day 2: Today you will develop two resource tables similar to the one I’ve handed out to you: one for each era. Each resource table should have a minimum of four entries. Use the blank resource table format provided. You should also be comparing and contrasting the eras, identifying at least 4 differences between the eras, so that you can write and eventually answer 4 questions about those differences.  Day 3: Today you will research the answers to the 4 questions that you have asked about the differences between the two eras you’ve studied, and write a report about what you’ve learned. Use the attached handout to organize your report.

Suggestions: When looking for resources, look specifically for ones that give you a feel for what it would be (or would have been) like to work in the technology field during each era. The main goal of this unit is for you to be able to answer this question: Why would you rather work in industry today than 100 years ago? All of your research should be directed towards answering that question.

When formulating your questions, think about some of the following aspects of what it is like to work in industry:  Working conditions (could include hours, comfort, actual type of work, lighting, etc.)  Safety  Compensation (realize that any comparisons of wages are meaningless unless adjusted for inflation. You can use sights like ask.com to do so.

Teaching with Primary Sources Illinois State University Technology: Then and Now Handout II

Organize your thoughts. Use this page to take notes as you do your research and formulate your questions.

Step 1. Once you’ve completed your resource tables, use this space to write down a minimum of four differences between the eras that you’ve researched.

Step 2. Ask yourself (and then write here) a minimum of 4 questions about the differences that you identified above.

Step 3. Use the internet (try ask.com) as well as library resources if needed to answer your four questions. Write the answers here.

Step 4. Write your report. It should include all 4 questions, your answers, and the answer to the question that I originally asked. Why would you rather work in Industrial Technology today than 100 years ago? Image Description Citation URL