The Question
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In 1851, the British Empire was at its peak. With industrialization
came power, wealth, and innovation. To celebrate the
accomplishments of the Industrial Revolution, Prince Albert,
husband to Queen Victoria, planned a Grand Exposition which
was held in a building called the Crystal Palace. The Palace itself
was a wonder of the era. Read this description of the Exposition.
Alongside the wealth and power was abject poverty and
hopelessness. Industrialization meant work, but it was often dirty,
dangerous, and poorly paid.
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BCPS subscription,
Safari Montage
Why is Victorian England sometimes referred to as the Second English
Renaissance?
Information Sources
To assist you in researching the Victorian era in preparation for
reading Tess of the d’Urbervilles, use the resources
below.
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Victorian Web
BBC’s Victorian Britain
Queen Victoria’s Empire
Time Traveller’s Guide to Victorian Britain
The Victorian Vision short article from the
SIRS database. (Logon credentials for
remote access available from your school
Library Media Specialist.)
As you conduct your research, consider these
questions to help focus your search:
• How did Victorians view family values?
• How did fashion reflect the moral values of
the times?
• Why were the differences in classes so
sharp?
• How did the role of women change during
the era?
Based on your introductory reading, compose
2-3 questions of your own.
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The Student Activity
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You will work with a group to prepare an exhibit for
the Grand Exhibition on one of these topics:
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Victorian morality
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Victorian class structure
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Victorian women
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Victorian religious beliefs
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Victorian arts
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Victorian innovation
Your exhibition can be created using a Glogster
poster, a three panel poster board display, or
PowerPoint. In each case during your research,
you should locate images, sounds, and other
multimedia items to enhance your display. Your
display should include captions and text which
describe your findings. Each group will present
on the second day. Be prepared to explain your
display and how each of the items relates to
your topic.
Use this graphic organizer to help focus your
research.
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The Assessment Activity
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Your product will be assessed by one of these tools, depending upon
the type of product:
Glogster Poster or Three-Panel Display
PowerPoint
Don’t forget to check your graphic organizer as you
complete your display to make sure you’ve covered
all aspects of your topic.
You will present your product to the class on the
second day.
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Enrichment Activities
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Check out the Virtual Victorians.
Play the games, play with the
Victorian toys, learn about daily
life and many other everyday
things in the Victorian age.
Celebrating Christmas became
important during Queen
Victoria’s reign. Create an ad
for a Victorian toy. Remember
to appeal to your Victorian
audience. (Your teacher might
assign this for homework.)
Teacher Support Materials
Lesson Objective:
The student will prepare for reading Victorian literature by
researching background information on the Victorian era.
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1.1.1 The student will prepare for reading, viewing, and/or listening to
a text.
- Research background information as a preparation for reading.
3.1.5: The student will create effective media presentations that use
visuals and/or sound and appropriate technology to present a
particular point of view on a topic or idea
5.1.2 The student will participate in and contribute to large- and
small-group collaboration for a variety of assigned and self-selected
purposes
5.2.3 The student will use appropriate props, visual aids, and
electronic media to enhance accuracy and audience appeal
6.1.2 The student will demonstrate understanding of information and
ideas communicated orally
AASL Standards for the 21st Century Learner:
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1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather meaning.
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2.1.6 Use the writing process, media and visual literacy, and
technology skills to create products that express new understandings
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3.1.1 Conclude an inquiry- based research process by sharing new
understandings and reflecting on the learning.
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3.1.3 Use writing and speaking skills to communicate new
understandings effectively
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3.1.4 Use technology and other information tools to organize and
display knowledge and understanding in ways that others can view,
use, and assess
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ISTE NETS for Students:
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Students demonstrate creative thinking, construct knowledge,
and develop innovative products and processes using
technology.
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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
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Students demonstrate a sound understanding of technology
concepts, systems, and operations.
MSC Standards for English:
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Time Management:
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The lesson should take two days. The first day is for research
and creation of product. Day two is for sharing of the products
and completing the reflection. The reflection could be
assigned for homework.
Differentiation Strategies:
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Group/partner students heterogeneously by reading ability and
technology skills
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Have students use assistive tools embedded in the BCPS
databases such as read aloud and dictionary links.
Learning Preferences/Styles:
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Field dependent, auditory, visual, active, reflective, global,
sequential, kinesthetic
Notes to the Teacher:
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If you want to use Glogster, you will need to register and set
up a class. Download this document for directions for setting
up accounts and using Glogster. This will need to be done
ahead of time. If the product is a poster, have materials
available during class time. You might want to print the grahic
organizer ahead of time.
Consult with your Library Media Specialist for help in
implementing the Slam Dunk.
Created by Barb Falkinburg, Library Media Specialist
BCPS Slam Dunk Model, Copyright 2010 , Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit
school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Dr. Jamie
McKenzie’s Slam Dunk Lesson module available at http://fno.org/sept02/slamdunk.html .