1-Pager
Plan
Week 1
Day 1
Day 2
Day 3
Day 4
Day 5
Activities
The Gilded Age Escape Room - Students work in teams to solve puzzles related to Rockefeller, Morgan, Gould, Stanford, and Vanderbilt, fostering teamwork and introducing key themes for the project. (45 min)
Introduction to the Essential Question - Students discuss criteria to evaluate historical figures as visionaries or exploiters, setting the stage for research. (15 min)
Library Research Orientation - Students visit the local library to learn how to access primary sources and biographies, preparing for evidence-based investigation. (30 min)
Analyzing Primary Sources - Students examine selected documents from the library, practicing sourcing and contextualization skills. (25 min)
Group Collaboration Session - Students form groups to brainstorm on the social, economic, and political impacts of the historical figures. (20 min)
Biographies Deep Dive - Students read sections of provided biographies, identifying key events and decisions made by the historical figures. (25 min)
Initial Impressions Reflection - Students write a brief reflection comparing their initial impressions with new insights gained from research. (20 min)
Critical Analysis Workshop - Students analyze the impacts of the figures' actions on society and economy, discussing intended and unintended consequences. (30 min)
Interactive Timeline Planning - Students begin drafting interactive digital timelines highlighting key events and impacts, preparing for next week's development. (15 min)
Deliverables
1. Completion of 'The Gilded Age Escape Room' activity, with students submitting a reflection on the experience and initial impressions of the figures.
2. Formation of research groups, with each group assigned one of the industrialists to investigate.
3. Initial research notes from primary and secondary sources, highlighting key economic, social, and political impacts of their assigned figure.
4. A project proposal outlining the group's planned approach, initial thesis, and a list of sources they intend to use.
Preparation 1. Coordinate with the local library to gather a collection of primary source documents and biographies on Rockefeller, Morgan, Gould, Stanford, and Vanderbilt.
2. Set up 'The Gilded Age Escape Room' with puzzles and clues related to the lives and business practices of the historical figures.
3. Prepare digital resources for students to access primary sources and biographies online.
4. Organize project folders for students to collect and organize their research materials.
5. Create a guide with instructions and expectations for the escape room activity and research sessions.
Week 2
Day 6
Day 7
Day 8
Day 9
Day 10
Activities
Research Session: Economic Impacts - Collaborate in groups to investigate the economic impacts of the business practices of Rockefeller, Morgan, Gould, Stanford, and Vanderbilt, utilizing primary sources from the library. (45 min)
Interactive Timeline Workshop - Begin creating digital timelines to map out key events and decisions made by the historical figures, focusing on their economic consequences. Use digital tools to organize and present findings. (45 min)
Primary Source Analysis: Social and Political Context - Engage in sourcing and contextualization exercises using primary documents to explore the social and political context of the Gilded Age. Discuss findings in small groups. (45 min)
Peer Feedback Session - Share progress on digital timelines with peers and receive feedback on content and presentation. Use feedback to refine and expand timelines. (45 min)
Individual Reflection and Self-Assessment - Reflect on personal learning and progress in analyzing historical figures. Complete a self-assessment to identify areas of strength and growth. (45 min)
Deliverables
1. Annotated bibliography of primary sources and biographies, detailing the relevance and credibility of each source.
2. Initial draft of an evidence-based argument that positions one historical figure as either a philanthropist or robber baron.
3. Collaborative research notes from group sessions analyzing the economic, social, and political impacts of the historical figures’ actions.
4. Draft scripts or storyboards for multimedia presentations or documentaries, outlining the main argument and supporting evidence.
5. Feedback from peers and teachers on initial arguments and research findings to refine analyses and presentations.
Preparation 1. Coordinate with the local library to ensure access to curated primary source documents and biographies.
2. Set up a digital hub (such as Google Classroom or a similar platform) for students to share resources and collaborate.
3. Prepare a guide on how to analyze primary sources, including sourcing, contextualization, and corroboration.
4. Organize a workshop on effective research strategies, including how to evaluate the credibility of sources.
5. Arrange for guest speakers or video interviews with local historians or economists to discuss the Gilded Age.
6. Ensure availability of multimedia tools and software for creating digital timelines and presentations.
Week 3
Day 11
Day 12
Day 13
Day 14
Day 15
Activities
Timeline Refinement and Expansion - Refine and expand digital timelines based on peer feedback and additional research, ensuring clarity and accuracy in presenting key events and impacts. (45 min)
Multimedia Presentation Planning - Begin outlining the structure and key points for multimedia presentations or documentaries, ensuring arguments are supported by evidence from primary sources and biographies. (20 min)
Scriptwriting Workshop - Draft scripts for presentations, focusing on clear communication of arguments and evidence. Collaborate in pairs to provide feedback and refine scripts. (25 min)
Visuals and Media Selection - Select and organize visuals, clips, and other media to enhance multimedia presentations or documentaries, ensuring they effectively support the narrative and arguments. (25 min)
Storyboarding Session - Create storyboards to plan the flow and transitions of multimedia presentations, ensuring coherence and engagement. (20 min)
Technical Skills Workshop - Learn and practice using digital tools and software for creating multimedia presentations, focusing on editing, transitions, and effects. (30 min)
Team Collaboration - Work in teams to integrate media elements into presentations and resolve any technical challenges. (15 min)
Rehearsal and Feedback - Conduct practice runs of multimedia presentations, focusing on delivery and timing. Peers provide constructive feedback on clarity and persuasiveness. (30 min)
Final Adjustments - Make final adjustments to presentations based on peer feedback, ensuring readiness for 'The Gilded Age Debate Night.' (15 min)
Deliverables
1. Completed drafts of multimedia presentations or documentary scripts incorporating peer feedback.
2. Refined digital timelines that effectively depict the historical figures' significant events and impacts.
3. Self-reflection journals documenting students' learning progress and personal growth during the project.
4. A finalized plan and outline for students' presentations, ready for 'The Gilded Age Debate Night.'
Preparation 1. Ensure access to primary source documents and biographies from the local library.
2. Prepare guidelines and rubrics for the peer review workshop to facilitate constructive feedback.
3. Set up digital tools and platforms for students to create and refine their multimedia presentations and digital timelines.
4. Arrange a space conducive to collaborative work and discussions for research sessions.
5. Develop a self-reflection template to guide students in evaluating their progress and setting goals.
Week 4
Day 16
Day 17
Day 18
Day 19
Day 20
Activities
Final Research and Argumentation Session - Refine argument and collect any additional evidence needed to support your stance on the historical figures as philanthropists or robber barons. (45 min)
Multimedia Presentation Development - Begin creating your multimedia presentation or documentary using evidence gathered. Focus on clear communication of your argument and use of visuals. (45 min)
Peer Review and Feedback - Present your draft presentation to a peer group and receive constructive feedback on clarity, evidence, and presentation style. Use feedback to make improvements. (45 min)
Final Presentation Rehearsal - Practice delivering your presentation, focusing on pacing, engagement, and clear communication. Make any final adjustments. (45 min)
The Gilded Age Debate Night Preparation - Set up the presentation space, organize materials, and ensure all technology is functional for the evening event. (20 min)
Reflection Assignment - Write a reflection comparing initial impressions with current understanding of the historical figures, emphasizing personal growth and critical analysis. (25 min)
Deliverables
1. Completed multimedia presentations or documentaries that argue students' positions on historical figures.
2. Interactive digital timelines highlighting the key events and impacts of Rockefeller, Morgan, Gould, Stanford, and Vanderbilt.
3. Personal reflection pieces comparing initial and current understanding of historical figures, focusing on personal growth.
4. Participation in 'The Gilded Age Debate Night,' including presenting projects and engaging in panel discussions.
Preparation 1. Ensure all necessary technology and equipment are ready for student presentations, including projectors and audio systems.
2. Coordinate with local historians or business leaders to confirm their participation in the panel discussion.
3. Prepare feedback forms for peers and community members to provide insights during 'The Gilded Age Debate Night.'
4. Gather and organize all primary source documents and biographies for student reference during final project adjustments.
5. Arrange the venue for 'The Gilded Age Debate Night,' ensuring seating and presentation areas are set for the audience.