Task
You set your alarm clock last night so you would be an efficient student and be on time to school. However, a huge sand storm knocked out power to your neighborhood adversely affecting your alarm clock, your automatic garage door opener, your refrigerator, your cell phone and Ipod were inoperable. Not to mention your history report was not saved on your computer when you passed out at 1:30 a.m. Is there an invention from the Industrial Revolution that would have helped you overcome these electricity challenges? Can you think of a futuristic invention that would help you to meet your basic needs for the next dust storm situation?
Standards AZ DOE TH
Strand 2: World History
Concept 6: Revolutions
PO 6: Analyze the social, political and economic developments and impact of the Industrial Revolution.
a. Origins in England's textile and mining industries.
b. Urban growth and the social impact of industrialization.
21st Century Skills Standards
Using 21st century skills to understand and address global issues
Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
Think creatively
Work creatively with others
Implement innovations
ISTE National Technology Standards for Students
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.
apply existing knowledge to generate new ideas, products, or processes.
b.
create original works as a means of personal or group expression.
c.
use models and simulations to explore complex systems and issues.
d.
identify trends and forecast possibilities.
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.
communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.
develop cultural understanding and global awareness by engaging with learners of other cultures.
d.
contribute to project teams to produce original works or solve problems.
Critical Thinking, Problem Solving, and Decision Making
a.
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
b.
plan and manage activities to develop a solution or complete a project.
c.
collect and analyze data to identify solutions and/or make informed decisions.
d.
use multiple processes and diverse perspectives to explore alternative solutions.
Technology Operations and Concepts
a.
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
b.
select and use applications effectively and productively.
c.
troubleshoot systems and applications.
d.
transfer current knowledge to learning of new technologies.
Procedure Determine the specific student steps:
At the beginning of every class period, upload 3-4 pictures on the SMARTboard for a discussion on what each machine is for, how they function.
Over the course of the week, move chronologically from early 19th century to the present.
Take two days for the students to read the text orally for information on the Industrial Revolution.
In groups of four (new or preexisting), two students will research the historic inventions and two will create a futuristic solution to the problems in the oversleeping/power outage scenario.
Historic Inventions Pair: find a picture and or video clip of the invention that would be a useful alternative for our current technology; such as a wind-up clock vs. a digital clock or a refrigerator vs. an Icebox.
Futuristic Invention Pair: create a futuristic invention that would have prevented your dilemma of losing electricity by constructing prototypes using ordinary household items such as cans of food, cardboard paper towel rolls, pipe cleaners, etc.
Personal "Mystery Science Theater 2009"
Futuristic Invention Pair: make a video with a prototype of your invention where you will demonstrate what your invention is, how it works, why everyone should have one, how much it cost (in the future) etc.
Futuristic and Historic Invention Pairs: as the example of Mystery Science Theater 3000 had shown, you will watch the Futuristic Invention Pair's video about their future invention (commentary will be filmed).
Associated teacher directions, and scaffolding tools needed for completion of the learning task:
Teacher needs to have a selection of pictures (e.g. from Google) to put on Delicious.com.
Generate questions prior to the discussion; be prepared to give think time.
Have all tools for technology including: computers with internet access, projector, SMARTboard and video camera.
Show a segment of Mystery Science Theater 3000 to demonstrate a model of their final product.
Delicious.com account with websites to photos.
Assessment
Students will be graded on their final project with a rubric (link below). buckleyrubric.xlsx Materials
Crayons, color pencils, paper, household materials, clip of Mystery Science Theater 3000, Delicious.com, video camera, SMARTboard, computers with internet access, and projector.
A Problem-Based Lesson for
10th Grade U.S. History
Designed by
Steve Arthur, Eric Johnson, and Brianne Buckley
//sarthur@wusd1.org
ejohnson@mail.shonto.bia.edu
bbuckley@wusd1.org
Task
You set your alarm clock last night so you would be an efficient student and be on time to school. However, a huge sand storm knocked out power to your neighborhood adversely affecting your alarm clock, your automatic garage door opener, your refrigerator, your cell phone and Ipod were inoperable. Not to mention your history report was not saved on your computer when you passed out at 1:30 a.m. Is there an invention from the Industrial Revolution that would have helped you overcome these electricity challenges? Can you think of a futuristic invention that would help you to meet your basic needs for the next dust storm situation?
Standards
AZ DOE TH
Strand 2: World History
Concept 6: Revolutions
PO 6: Analyze the social, political and economic developments and impact of the Industrial Revolution.
a. Origins in England's textile and mining industries.
b. Urban growth and the social impact of industrialization.
21st Century Skills Standards
ISTE National Technology Standards for Students
Procedure
Determine the specific student steps:
Associated teacher directions, and scaffolding tools needed for completion of the learning task:
Assessment
Students will be graded on their final project with a rubric (link below).
buckleyrubric.xlsx
Materials
Crayons, color pencils, paper, household materials, clip of Mystery Science Theater 3000, Delicious.com, video camera, SMARTboard, computers with internet access, and projector.