IEEE
You are not logged in, please sign in to edit > Log in / create account  

Education:Technology Of Their Times - A Comparative of Innovators

From GHN

(Difference between revisions)
Jump to: navigation, search
 
(5 intermediate revisions by one user not shown)
Line 1: Line 1:
 
=== Grade/Subject  ===
 
=== Grade/Subject  ===
  
Grade 9/U.S. History I
+
Grade 9/U.S. History I  
  
 
=== Time Required for Completed Lesson  ===
 
=== Time Required for Completed Lesson  ===
  
2 Days/Class Blocks
+
2 Days/Class Blocks  
  
 
=== NJCCCS  ===
 
=== NJCCCS  ===
  
6.1.12.D.6.a
+
6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.  
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.
+
  
6.1.12.C.8.b
+
6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.  
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.
+
  
6.1.12.C.16.a
+
6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.  
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.            
+
  
6.1.12.C.16.b
+
6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship.  
Predict the impact of technology on the global workforce and on entrepreneurship.                                    
+
  
 +
<br>
  
=== Common Core State Standards ===
+
=== Common Core State Standards ===
  
 
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.  
 
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.  
  
RH.9-10.2.
+
RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.  
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
+
  
RH.9-10.4.
+
RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.  
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
+
  
RH.9-10.9.
+
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.  
Compare and contrast treatments of the same topic in several primary and secondary sources.
+
  
=== Materials ===
+
=== Materials ===
  
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).
+
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).  
  
=== Anticipatory Set ===
+
=== Anticipatory Set ===
  
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.
+
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.  
  
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.
+
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.  
  
3. The instructor has formatively assessed student performance to see whether or not to proceed.
+
3. The instructor has formatively assessed student performance to see whether or not to proceed.  
  
 
=== Procedures  ===
 
=== Procedures  ===
Line 69: Line 63:
 
&nbsp;&nbsp;&nbsp;&nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format.  
 
&nbsp;&nbsp;&nbsp;&nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format.  
  
8. The instructor will gather and assess all projects, and share using his moodle site.
+
8. The instructor will gather and assess all projects, and share using his moodle site.  
  
=== Accommodations ===
+
=== Accommodations ===
  
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).
+
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).  
  
 
=== Assessment  ===
 
=== Assessment  ===
 +
 +
1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation.
 +
 +
2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric.
  
 
=== Integration  ===
 
=== Integration  ===
 +
 +
This project will satisfy a portion of the departments “research project” requirements. More research assignments will be assigned for different units. This project is apart of a research portfolio, which is non-traditional but does meet department requirements.
  
 
=== Closure  ===
 
=== Closure  ===
  
=== Resources ===
+
1. The students will complete a brief self-reflection by answering the question:
 +
 
 +
2. “Why did you particularly choose these two innovators to research and compare?”
 +
 
 +
=== Resources ===
 +
 
 +
American History Online- http://americanhistory.abc-clio.com
 +
 
 +
Ebscohost (History and Biography)- http://web.ebscohost.com
 +
 
 +
Facts On File- http://online.infobaselearning.com/HistoryDatabaseSearch.aspx
 +
 
 +
Proquest Historical NY Times- http://hn.bigchalk.com/hnweb/hn/do/search
 +
 
 +
Submitted by: Jared Warren Special Education/History Teacher Hunterdon Central Regional High School
 +
 
 +
[[Category:19th_Century_(CE)|{{PAGENAME}}]]
 +
[[Category:20th_Century_(CE)|{{PAGENAME}}]]
 +
[[Category:Inventors|{{PAGENAME}}]]

Latest revision as of 12:53, 13 May 2013

Contents

Grade/Subject

Grade 9/U.S. History I

Time Required for Completed Lesson

2 Days/Class Blocks

NJCCCS

6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.

6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.

6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations.

6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship.


Common Core State Standards

RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Materials

Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).

Anticipatory Set

1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.

2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.

3. The instructor has formatively assessed student performance to see whether or not to proceed.

Procedures

1. The instructor will welcome and take attendance of the class.

2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact.

3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment.

4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary).

     a. Example: Thomas Edison vs. Steve Jobs

5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically).

6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods.

7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.     

     a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images.

     b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format.

8. The instructor will gather and assess all projects, and share using his moodle site.

Accommodations

Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).

Assessment

1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation.

2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric.

Integration

This project will satisfy a portion of the departments “research project” requirements. More research assignments will be assigned for different units. This project is apart of a research portfolio, which is non-traditional but does meet department requirements.

Closure

1. The students will complete a brief self-reflection by answering the question:

2. “Why did you particularly choose these two innovators to research and compare?”

Resources

American History Online- http://americanhistory.abc-clio.com

Ebscohost (History and Biography)- http://web.ebscohost.com

Facts On File- http://online.infobaselearning.com/HistoryDatabaseSearch.aspx

Proquest Historical NY Times- http://hn.bigchalk.com/hnweb/hn/do/search

Submitted by: Jared Warren Special Education/History Teacher Hunterdon Central Regional High School