Description:
Lesson for the grade 10 academic history classroom on changing technology at home and work. |
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Title:
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Advanced: Changing Technology at Home and Work, Lesson
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Document Type:
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Web Document
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Keywords:
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high school, secondary, curriculum, history, lesson, grade 10, academic
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Copyright:
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mennonite Heritage project
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Author/Source:
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mennonite Heritage curriculum authors
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Transcribed Text:
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Curriculum Expectations
Students will
• describe various ways in which technological developments have affected the lives of Canadians since World War I
• analyze how technological developments have changed working conditions in Canada since World War I
• gather information on Canadian history and current events from a variety of sources found in various locations draw conclusions and make reasoned generalizations or appropriate predictions on the basis of relevant and sufficient supporting evidence
• complete research projects that reflect or contain the elements of a historical inquiry process: preparation, research, thesis, supporting evidence, conclusion based on evidence
• express ideas, arguments, and conclusions, as appropriate for the audience and purpose, using a variety of styles and forms
Time
60–90 min for preparation, planning, and research
60 min transcribe and collate interviews
120 min create a visual presentation
Steps
The goal of this lesson is to have students conduct interviews to explore how technology has impacted people’s lives since World War I, both at home and at work. If you would like to teach settings separately, you could use lessons Advanced: Changing Technology and Ways of Life (academic), Lesson and Technology and the Changing Face of Work.
1. Begin the project with a class discussion about the role of technology. Ask:
• What role does technology play in your life at school? at home?
• How might you experience with technology differ from that of your parents? grandparents?
• How has technology changed the workplace? For example, how has it changed what type of work is done? how it is done?
• Do you think that everyone in the Mennonite community will have the same experience and attitude towards technology? How might it vary?
• Are there similar differences among your group of friends?
• How do you think technology might have changed ways of life in the Mennonite community?
2. Divide students into groups of 2-4. Explain that each group member will conduct an interview with someone in their community. Tell them that their goal is to explore the impact of technology both at home (and, perhaps, school) and in the workplace. Have the groups decide on a strategy to get the best representation of technology both at home and at work. You might help them decide on a strategy by asking questions, such as the following:
• How could you approach this project so that your group gets a good representation of both the work and home/school setting?
• Do you think you could interview one person, discussing both settings? Could you focus on one of these setting in different interviews? Which do you think you would prefer?
3. Once the groups have decided how they will approach the project, have them visit the Mennonite Heritage Portrait site to look for photographs that depict technology in the Mennonite community. Have them look for photos from different eras to see if there is evidence of changing technologies. (They may also consider documents or stories, either from the Mennonite Heritage Portrait site or other sources, which describe ways of life. These may provide some insights into the role of technology at the time described in the document.) Students should focus their attention on the period from the World War II until today.
4. There are several handouts that you may want to distribute to help students prepare for their interviews:
• Students can identify possible interview subjects using the Advanced: Interview Proposal Sheet. They may choose to interview family members, but should also consider other people in the community.
• The handout Advanced: Information on Interviews provides many resources that students may find helpful when planning for, conducting, and following-up on their interviews.
• If possible, students’ should include visuals, such as photographs, to support their transcription of the interview. You may wish to provide and review with students the following handouts:
• Advanced: Photo Print Handling
• Advanced: Photo Documenting
• Advanced: Tracking Sources and Notes
• Be sure to discuss the responsibilities and ethics of using borrowed materials. Provide students with the handout, Advanced: Loaned Materials - Letter of Acknowledgement.
5. After students have conducted their interviews, the group should present their findings in some way. They could present these in an oral or visual presentation, such as the following:
• Having each group share its findings, using a poster (or a series of poster), a chart, or a PowerPoint presentation. These could be posted in the classroom or, in the case of a digital media, posted on a common computer or website.
• The groups could create a pamphlet or report, which couples narrative, visuals, and interview segments.
• Create a class presentation, showing the findings of all the entire class. It could show images of life past and present, and support these with segments from their interviews.
Since students will use parts of their interviews in their presentation, they will need to transcribe them. You may want to suggest that students use a peer editing process. Consider providing the following:
• Advanced: Proper Transcript Format
• Advanced: BLM Peer Editing Checklist
Enrichment
• Students could evaluate their interview experience using the handout Advanced: Interview Rubric.
• Students should be encouraged to post any original work into the Mennonite Heritage Portrait database. They may transcribe their interviews and post them. Alternatively, if they have recorded their interview, they may consider posting these files.
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Language:
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english
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Accession Data:
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high school, secondary, curriculum, history, lesson, grade 10, academic
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Attributions Data:
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Ontario Curriculum Grades 9 and 10: Canadian and World Studies; 2005 Revised
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| | This item has been bookmarked 0 times. From the collections:
Advanced: High School Documents
Advanced: History Index Added by:
adrienne Montgomerie
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