Topic 8a: Constructing Historical Narratives Encouraging historical thinking and perspective taking Industrial Revolution

Topic 8a:Constructing Historical Narratives

Encouraging historical thinking

and perspective taking

Industrial Revolution

Sampling the Industrial Revolution Unit

Central Question: Did the Industrial Revolution diminish or improve

quality of life?

V. Persuasive Presentation: Multimedia DocumentaryConstructing A Historical Narrative

Quads synthesize information to construct multimedia documentary from assigned perspective

Sampling the Industrial Revolution Unit


quality of life?

VI . Culminating Activity

A. Group Deliberation

B. Individual Editorial

Industrial Revolution Documentary Assignment- Instructions

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.

Industrial Revolution Documentary Assignment - Instructions

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.

Documentary Model – Protest Reformation

Project ChecklistHave 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.

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.

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 view4. 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 argument6. Final documentary product is polished and appealing.7. Storyboard clearly shows documentary content and cites sources

for all historical information.

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 and appealing.

Assessment Totals

Overall Assessment:

Description of Criteria Ratings: 5 = Exemplary: Goes beyond expectations to create original, highly insightful work. 4 = Competent: Meets expectations. Work is accurate and thorough. 3 = Acceptable: Meets most expectations with only minor omissions or inaccuracies. 2 = Needs Significant Improvement: Work has major omissions, inaccuracies. 1 = Unsatisfactory: Fails to meet minimal standards for quality work.

PIH Curriculum Design Principles

1. Scaffolded Instruction

2. Authenticity

3. Multiple Intelligences

4. Effective Collaboration

Samples of Student Work?


quality of life? A. Deliberation

1. Small mixed group deliberationa) Examine all arguments for AND against the IRb) Decide as a group what you really thinkc) Prepare a defense against opposing viewsd) Decide what if anything should be done to promote a

more fair, just societye) Appoint a spokesperson to present your position

2. Whole Class discussiona) Spokespeople present positionsb) Whole class deliberates the question


quality of life?

Were there winners and losers in the 19th century IR?


quality of life?

On balance, did the wage labor system provide a better life than the old farming and guild systems?

• What was gained? • What was lost?


quality of life?

“He did not ask: How much can I earn a day if I do as much work as possible? But: how much must I work in order to earn the wage which I earned before and which takes care of my traditional needs? . . . A man does not by nature wish to earn more and more money, but simply to live as he is accustomed to live and to earn as much as is necessary for that purpose.”

Max Weber describing the resistance of traditional workers to the desires of factory owners to increase the number of hours worked.


quality of life?

Did it have to be that way?

Were there alternatives to the ways that the Industrial Revolution have to unfolded ?


quality of life?

B. Individual Editorial

Documents

Topic 8a: Constructing Historical Narratives Encouraging historical thinking and perspective taking Industrial Revolution