Students create a case study of a major Gilded Age invention or innovation that has impacted the history of the United States. First they develop inquiry questions and conduct research to answer them. Then they following the writing process to create a written report. Next they work in small groups to prepare and deliver an oral report. Finally, they evaluate their presentation using a rubric.
Students are introduced to the idea of a case study and to the project focus on late nineteenth-century inventions and innovations. They review the lesson objectives and respond to a word cloud prompt about which invention has been most significant in their personal lives.
Teacher MovesPreview the overall project, including individual written reports and small-group oral presentations on assigned inventions (electricity, telephones, steel production, and agricultural automation). Clarify that students will later self-evaluate using a rubric from the Student Pack and provide time expectations for each stage. Facilitate a brief discussion of common and uncommon inventions mentioned in the word cloud.
Students learn how focused research questions guide effective historical inquiry, using examples that contrast broad and specific questions. They review the “5Ws and the H” (Who, What, When, Where, Why, How) and then post a list of possible inquiry questions about their chosen invention or innovation, aiming to use all six types of questions.
Teacher MovesExplain that students are developing inquiry questions for their case studies and, if desired, briefly discuss the light bulb as a metaphor for ideas versus slower, “seed-like” discovery. Model or brainstorm sample inquiry questions with the class, then review students’ question lists and help them narrow to one or two strong, focused inquiry questions. Optionally direct students to the Guidelines for Historical Research and Writing resource in the Student Pack for additional support.
Students conduct research to answer their inquiry questions, using multiple sources and evaluating the validity and reliability of each. They record their findings and links to sources in a shared notes space labeled “My notes.”
Teacher MovesTeach or reinforce research skills, including effective Internet searching, use of library books, and evaluation of source credibility and bias. If possible, introduce opportunities to consult primary sources such as individuals or organizations. Review students’ notes to ensure they have sufficient, relevant information and provide targeted support to students who need help before moving on to writing.
Students review the five steps of the writing process—prewriting, drafting, revising, editing, and publishing—and apply them to create a written case study report on their invention or innovation. They first submit a draft to the teacher, then share a polished, published report with classmates and read and comment on peers’ work.
Teacher MovesRevisit the stages of the writing process and clarify expectations for the written report. Monitor students as they plan, draft, and revise, giving feedback on content, organization, and clarity. After students publish their reports, provide time and guidance for peer reading and commenting, and then organize students into their small groups in preparation for the oral presentations in the next scene.
In small groups organized by invention, students plan an oral presentation using their individual written reports as core content. A designated note taker outlines the presentation, and the group selects multimedia elements to enhance it. Students review guidelines for effective public speaking (clarity, volume, pacing, eye contact, gestures, and responding to questions) and practice their presentations. During classmates’ presentations, students act as active listeners and complete a chart by recording at least one question for each group.
Teacher MovesExplain expectations for the oral presentations, including time limits, multimedia requirements, and participation by all group members. Confer with each group to help them choose a clear focus and approve their presentation outline; if needed, run a mini-workshop on adding multimedia. Review public speaking and active listening strategies and share the schedule for presentations. During presentations, monitor active listening using the question chart, and, if time allows, select some student questions for presenting groups to address. Remind students that they will complete a self-evaluation rubric afterward.
Students evaluate their oral presentations using a rubric, rating themselves on content coverage, use of multimedia sources, organization, delivery, and collaboration with group members. They total their points and respond in writing about what they could improve for their next presentation.
Teacher MovesDirect students to complete the rubric individually and ensure they understand each criterion. Use students’ self-assessments and written reflections to gauge their understanding of effective presentation skills and group collaboration, and to inform feedback and future instruction.
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