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Did the Industrial Revolution Diminish Or Improve Quality of Life?

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Did the Industrial Revolution Diminish Or Improve Quality of Life? Did the Industrial Revolution diminish or improve quality of life? Student Produced Historical Documentaries Presenters: James Howell, Auburn University John Saye, Auburn University Social Studies Council of Alabama Annual Conference – Birmingham Southern College October 18, 2010 Full unit available to PIH Network members. Industrial Revolution Culminating Activity Lesson Narrative Persistent Issue: What, if anything, should society do to promote a fair, just society? Unit-specific Central Question: Did the Industrial Revolution diminish or improve quality of life? Day 1: Secondary Source Analysis Teacher overviews Documentary Instruction Packet including roles, checklist, brainstorming guide, and rubric. Teacher distributes Group Profile Documents and Question Sheets, overviews their importance, and orients students to their assigned perspective. Assigned Perspectives: 1. Artisan Profile Document / Artisan Q Sheet 2. Child Worker Profile Document / Child Worker Q Sheet 3. Communitarian Profile Document / Communitarian Q Sheet 4. Economist Profile Document / Economist Q Sheet 5. Middle Class Woman Profile Document / Middle Class Woman Q Sheet 6. Factory Owner Profile Document / Factory Owner Q Sheet 7. Socialist Profile Document / Socialist Q Sheet Teacher orients students to PIH Website and Documentary Planning Resource Pages. Day 2: Documentary Model & Brainstorming Teacher briefly reviews key points of Documentary Instructions and then leads students through examination of Documentary Model and Model Storyboards. Teacher explains importance of brainstorming and Brainstorming Guide. Students brainstorm their documentary using the Brainstorming Guide. Students conclude brainstorming process by synthesizing profile document, primary source accounts, and images using the Brainstorm Web (Protest Reform Model provided for teacher modeling) or the Brainstorm Chart. Day 3-4: Storyboarding and Production Students complete storyboarding and begin producing their documentaries. Day 5: Presentations and Deliberation Students present their documentaries. After presentations, teacher breaks students into groups so that all perspectives are represented. In small groups, students deliberate responses to Unit CQ and Persistent Issue using the Small Group Deliberation Scaffold. Students select group spokesperson and teacher leads whole class in class wide discussion of CQ and Persistent Issue. Students are assigned Editorial for homework. Editorial asks students to step out of their roles and answer the CQ from their own perspective. Documentary Materials • Documentary Instructions (Version Implementation 2) • Blank Brainstorming Web • Brainstorming Web Model - Protestant Reformation • Brainstorming Chart Model • Storyboard Documentary Model • Protestant Reformation Video (Large File) • Protestant Reform Storyboards • Protestant Reform Video Script Deliberation Materials • Small Group Deliberation Scaffold (Version Implementation 2) Editorial Materials • Editorial Instructions • Editorial Model - Protest Reformation Documentary Instructions 1 Industrial Revolution Documentary Assignment You have been hired to develop a multi-media documentary that will faithfully represent the beliefs and experiences of an assigned group from the Industrial Revolution. You will do this by explaining what life was like for your group and by making an argument about what, if anything should be done to improve society. Your teacher will tell you which group has hired your design team. Your documentary will be made using Microsoft Movie Maker and will be viewed by your classmates. Following the viewing of the documentaries of each group, the class will deliberate about whether the Industrial Revolution improved or diminished the quality of life for people living during the revolution. Documentary Content: Your documentary should address these issues: 1. Explain what life during the Industrial Revolution was like for the group you have been hired to represent. 2. Compare the experiences of your group to other groups’ experiences during the time. 3. Present your client’s views as to whether the Industrial Revolution has improved or diminished the quality of life for British citizens. 4. Address what, if anything, the client would want to be done to change things. Your documentary must be 4-8 minutes long and contain the following components: 1. A minimum of 5 historical photographs (most teams will use more) 2. Include at least two historical quotes from primary sources. It is optional, but recommended that you include music. You may include no more than one contemporary music selection. If you do include one contemporary piece, you must also include at least one musical piece from the historical period. Consult the Lesson Activity web page for some examples of historical music. Remember that your documentary must gain attention and be persuasive in order to faithfully represent the experiences and beliefs of your assigned group. As you plan your documentary, consider how you may use music, photographs, video footage, and historical quotations to convey humor, fear, sympathy, etc. Consult the models that your teacher has presented to help you as you plan for your own documentary. © 2007 PIH. All rights reserved. Documentary Instructions 2 Documentary Assessment: Your documentary will be evaluated for its content and its composition according to the following criteria: 1. Documentary clearly communicates ideas. 2. Documentary demonstrates adequate understanding of the facts and arguments surrounding the issue. 3. Documentary presents persuasive evidence and arguments for the client’s point of view 4. Documentary scenes flow smoothly and work together to provide a consistent argument. 5. Documentary demonstrates a creative and unique combination of information to present a persuasive argument 6. Final documentary product is polished and appealing. 7. Storyboard clearly shows documentary content and cites sources for all historical information. Documentary Construction Process: A. Group Roles Each student will be assigned one of the following roles in the documentary process: Narrator: Primary responsibility for documentary voiceover. Creates sketches of storyboard images for each scene. Screenwriter: Primary responsibility for writing the script. Creates screen narrative for the storyboard. Technical Director: Primary responsibility for producing the final product in Movie Maker, creating the technical directions on the storyboard, locating the visual images and any music that the group will use. B. Project Checklist Have your teacher review your ideas and initial your Checklist at each stage indicated below: 1. Read and discuss Group Profile document. Narrator completes the accompanying question sheet. ____________ 2. Examine resources for your group on the Documentary Planning Resource Page. 3. Use the Brainstorming Guide to help you plan for information, arguments, and media to be used in documentary. ____________ 4. Use Storyboard to complete a rough draft for documentary. ____________ 5. Produce a final Storyboard. 6. Use final Storyboard to produce the actual documentary. © 2007 PIH. All rights reserved. Documentary Instructions 3 Brainstorming Guide for Planning Your Documentary IF YOU ARE A: Factory Owner, Child Laborer, Middle Class Woman, or Artisan: . How does the information in the source documents support or expand the information available in your Group Profile? . Based on all of the information at your disposal, what key points do you wish to make about: o Life for your group o Your group’s experiences compared to those of others o Your answer to whether the Industrial Revolution has improved or diminished the quality of life o What, if anything, should be done to change things. What quotes or factual details might be taken from the documents to make or support a key point? . What does each image in your collection depict? . Which images support the key points you wish to make in the voiceover narrative? IF YOU ARE A Socialist, Communitarian, or Economist: . How does the information in the source documents support or expand the information available in your Group Profile? . Based on all of the information at your disposal, what key points do you wish to make about: o Particular benefits and problems your group sees as resulting from the Industrial Revolution o Your group’s opinions about particular societal groups that you believe have benefited or suffered and why o Your answer to whether the Industrial Revolution has improved or diminished the quality of life o What, if anything, should be done to change things. What quotes or factual details might be taken from the documents to make or support a key point? . What does each image in your collection depict? . Which images support the key points you wish to make in the voiceover narrative? © 2007 PIH. All rights reserved. Documentary Instructions 4 Assessment Criteria Group Rating I. Documentary Content 1. Documentary demonstrates adequate understanding of the facts and arguments surrounding the issue. 2. Documentary presents persuasive evidence and arguments for the client’s point of view. 3. Storyboard clearly shows documentary content and cites sources for all historical information. II. Documentary Composition 1. Documentary clearly communicates ideas. 2. Documentary scenes flow smoothly and work together to provide a consistent argument. 3. Documentary demonstrates a creative and unique combination of information to present a persuasive argument. 4. Final documentary product is polished
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