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Section One : Project / Lesson Overview

Grade: Eight

Subject: Atlantic Canada in the Global Community

Lesson Title: The Evolution of Work over Generations

Lesson Description:  By using this website, teachers can cover a variety of outcomes and use these as a springboard into to discussions and projects for the others. Living in the Atlantic region gives us a tangible understanding with our past and the lives and employment of past generations.  In delving into the world of work of the past generations, students can see the changes brought by technologies and their impacts on work and home environments. This is also an opportunity to look at the changes in the work environment over time.
     Students are, in pairs to create a storyboard detailing the work of the two previous generations (their grandparents and parents) along with the present day work world.

Using the images found on this site
     
Specific Curriculum Outcomes:
 
Theme Two: Culture
2.6 demonstrate an understanding of and appreciation for the link between culture and occupations/lifestyles in Atlantic Canada
2.6.1 – understand the extent to which geography/location affects the traditional occupations of Atlantic Canadians
2.6.3 – determine how traditional occupations are linked to physical location in Atlantic Canada
2.6.5 - identify several traditions that are directly related to certain occupations in a selected area
2.6.6 – determine the extent to which traditional occupations in an area  are prominent and affect the culture today

Theme Three :  Economics 
         -The economy and institutions evolve over time to meet a variety of needs.
3.4  examine and explain the contributions of the primary, secondary, tertiary, and quaternary sectors of the economy of Atlantic Canadians
3.4.3 - identify the changes that have occurred to these industries in recent years
3.4.7 – identify the changes and trends that are affecting secondary industries in Atlantic Canada.
           
Theme Four:  Technology
4.2 examine and describe the historical application of technology in the Atlantic region
4.2.3 – identify a technological innovation that had an impact in the Atlantic region prior to 1950 and assess its importance to the people of the day
4.2.4 – research a trade or occupation that existed in the Atlantic region in earlier times and the technologies available to that trade
4.2.5 – discuss what is meant by technological obsolescence
           
4.3 demonstrate an understanding of how technology has affected employment and the standard of living in Atlantic Canada
4.3.4 – understand the traditional concept of the job and analyze how it has been affected by technology and workplace trends

4.5 examine and describe the effects of technology on manufacturing in the Atlantic region
4.5.3 distinguish between mass production and custom production
4.6 analyze the effect of technology on resource industries in the Atlantic Region

Section Two : Project/ Lesson Implementation
Pre lesson planning
The teacher will book time in the computer lab for this project.
The teacher will prepare examples of a hand made and a computerized scrap book page as a visual aid for students.  				

Equipment / Materials Required:  Computer Lab Microsoft works software (or any other card making software); scrap booking materials of the student’s choosing.

Lesson Procedures / Teaching Strategies:

1.	This project can be completed on an individual basis or in pairs as per the discretion of the teacher.
2.	Students are given the assignment hand out and allowed a day to explore the website and the resources that have been provided.
3.	On day two a mini lesson will be given on how to prepare a hand made scrap book.			

Mini lesson on how to create a hand made scrapbook
| a.	Sort your photos and select a theme to work on (generally, 5-7 photos fit on a two-page spread and 3-5 photos fit on a single page). Select only the best photos to highlight the event, feeling or moment you want to convey.
| b.	Select 2-3 colors of safe paper that will complement colors found in the photographs. Experiment with different color combinations to find the perfect colors to enhance your photographs. You may want to include stationery or decorative paper that supports the theme of your pages.
| c.	Choose a photo to be your focal point. As a general rule, select photos with sharp images, vivid colors and well-lit subjects.
| d.	Shape and mat your photos to add extra prominence to your focal point. You can do this easily by matting your photo with a wider border than the others. While shaping your photos, keep in mind that simple shapes such as rectangles, ovals, circles and squares are among the most eye-pleasing shapes. Quite often, ordinary items pictured in the background will bring a flood of memories essential to journaling and reminiscing.
| e.	Add journaling. No page is complete without adding your thoughts, feelings and experiences. Take a few minutes to write down not only the "who" and "when," but also the "what" and "why."
| f.	Arrange photos, journaling and titles on your page. As you arrange these elements, pay close attention to the direction your eye moves. In general, well-designed pages are well balanced and will follow a natural flow that mimics the letter Z. Once you're pleased with the layout, simply fasten the items to the page.

4.	In the computer lab students will be given directions to go to programs, then to Microsoft Works, then Microsoft Task launcher, templates at which point they can go to cards and crafts and select Album pages or newsletters and flyers.  
5.	Students will be given the remainder of the class to explore these templates and read the ‘help’ information as to how they work.
6.	After exploration and consultation, students at the end of the third day will register their topic and method by which they will complete it.  
7.	The teacher will direct students to open a folder on their ‘I’ drive in which they will save only the work related to their scrap book and to have a back up copy of their project and all related photographs and information.
8.	Students will be given four days to search, select and research images, and create their journals.
9.	When the students complete their scrap book, they will then present it to the class.

Suggested Assessment Strategies

Project assessment based on Rubric
Self evaluation
Partner evaluation

Section Three: Project / Lesson Resources

Teacher Generated Resources: Appendix 1, 2, 3, 4, 5, 6.
			
Text: Atlantic Canada: In the Global Community

Supplementary Resources: Old New Brunswick: A Victorian Portrait by Vroom and Doyle, The Depression Years: Canada in the 1930s by Paul Mennill, The Confident Years: Canada in the 1920s by Robert J. Bondy and William C. Mattys, and Years of Promise: Canada 1945-1963 by Robert J. Bondy and William C. Mattys.

Students are encouraged to seek out resources at their local libraries and archives.
 
Web-Based Resources:

Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on the links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students

___________________________________________________________

Section Four : Additional Information
This unit works well in conjunction with both the BBT programme and English. 

Additional Comments: Should students have family photos that are appropriate for this assignment they may use them to supplement images found on the web site.

Modifications: depending on the ability level of the students, the assignment may be modified in the following ways:
•	The number of images selected can be changed.
•	The requirement for journaling to accompany the images may be lifted or lessened in length.
•	A journaling can be provided to the student and images found to compliment it.

Credits:

Contact Information: Barbie Smith with Shelly Merrill-MacKillop
                                   mbsg@ nb.sympatico.ca
                                   Sir James Dunn Academy
                                   District 10          

	

Appendix #1

I left space here as a how to page for student use of the New Brunswick Museum Site.

Appendix #2
The New Brunswick Museum Project

Each individual or team will be using the New Brunswick Museum site to create a scrap book concerning the world of work over generations. This means to select images from the site pertaining to a theme and creating a scrap book with journaling around them.  This site will allow you to download images into Microsoft Works if you are choosing the computerized scrap book or print them to be used in a hand made scrap book.

Assignment:
Spend some time browsing the site and then choose a topic from the list provided on the topic choices handout.  This must be approved and registered with me prior to the end of class.

Search and select the images you would like to incorporate into your project.  If you have chosen the computerized scrap book you will need to import them into Microsoft Works.  If you have chosen the hand made scrap book please save your photos in a file on your ‘I’ drive.  Do not print them until you are certain that you will be using them in your project.  Organize your photos in a logical fashion appropriate to your topic. Research on each photo is required and must be incorporated into the journaling component of your project.  Be sure to include information from outside sources.

Marking will include the following:
Classmark: This includes attendance, co-operation, effort, appropriate use of time.
Partner evaluation: Each pair will evaluate their partner’s participation.
Self Evaluation: You will evaluate your own contribution.
Project Mark: Your finished product will be evaluated according to the rubric.
Project Presentation: You will be required to present and explain your project to the class.

Appendix #3 –Topic Choices
Below are the topic choices for your scrap booking project.  You are to select one topic and put together a computer generated or hand made scrap book depicting three generations (you, your parents and your grandparents, for example).  You are required to research the photos you have chosen for your scrapbook and integrate that information into a short journal describing the 5 Ws of each generation.  Include observations and anecdotes regarding how circumstances have changed or stayed the same over the years.  You will be required to present your completed project to the class.

On the job training

Administration

Take action/Unions and workers

Mandatory work – forced labour, house servants, inmate labour, indentured servants, slavery

Business life

On the Assembly Line – Christie Woodworking, G. E. Barbour, Ganong Bros., J. F. Williamson, Murrary & Gregory Ltd., Simms, Sulfite companies, etc.

Artisans & Craftspeople

Women and the workplace

Children at work

Unpaid –housework, care giving, volunteering

Primary Industries – Farming, fisheries, forestry, lumbering, and mining

Human Resources

Public Duty

Research and Development
Appendix #4

Name:______________________________   Date:_____________________

Self Evaluation – Individual Project
Evaluate your performance in your effort according to the following scale:

0 = never    1 = rarely   2 = sometimes   3 = usually	 4 = always

I got started immediately  ____
I stayed on task   ____
I showed initiative  ____
I listened to the ideas and input of others  ____
I checked to ensure everything was completed, saved and back up each day   _____

If you gave yourself a mark out of 10 what would it be?  _____
WHY?

________________________________________________________________________________________________________________________________________________________________________________________________

  

Appendix #5
Name:______________________________   Date:_____________________

SELF EVALUATION – Pairs
Evaluate your performance in your effort according to the following scale:
0 = never    1 = rarely   2 = sometimes   3 = usually	 4 = always
I got started immediately ____
I encouraged my partner to participate ___
I stayed on task ___
I helped my partner stay on task ___
When I disagreed, I did so respectfully ___
I showed initiative ___
I listened to my partner’s ideas ___
I checked to ensure everything was complete, saved and backed up each day ___

What percentage of the project do you feel you did?  _____

If you gave yourself a mark out of 10 what would it be? ____
WHY?
________________________________________________________________________________________________________________________________________________________________________________________________

PARTNER EVALUATION   Name of Partner:  ______________________________
Using the same scale of above, evaluate your partner according to the following criteria:
They got started immediately ____
They encouraged my partner to participate ___
They stayed on task ___
They listened to my ideas ___
When they disagreed, I did so respectfully ___
They showed initiative ___

If you gave yourself a mark out of 10 what would it be? ____
WHY?
________________________________________________________________________________________________________________________________________________________________________________________________

Appendix #6

New Brunswick Museum Project Information Sheet

Name(s)	Type of Project	Project Theme

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix # 7
SCRAP BOOK: New Brunswick Museum Project
Grade 8:  Atlantic Canada in the Global Community
Name: ____________________________________    Date: _______________

Scrap Book Rubric

Category | 4 | 3 | 2 | 1
Required Elements | Scrap book included all required elements as well as a few additional elements. | Scrap book included all required elements. | Scrap book missing one required element. | Scrap book missing 2 or more required elements.

Content and design

Thoroughly researched,
properly referenced.  Content is accurate.  Creative use of information in journaling.  Appealing design.

Good research, properly referenced.  1 inaccuracy in content.  Good use of information in journaling. Well designed.

Very little research, improper referencing.  Poor use of information in journaling.  Little creativity in design.

Lack of research, no referencing,
design and journaling lacked creativity.

Spelling and Grammar | No spelling or grammatical errors.  Grammar and usage were correct and contributed to clarity and style. | 1 or 2 grammatical or spelling errors but this did not detract from the journaling. | 3 or4 spelling or grammatical errors which detracted from the journaling. | 5 or more spelling and grammatical errors.  Repeated errors in grammar usage and spelling detracted greatly from the journaling.
Presentation | Good eye contact, referred occasionally to scrap book, showed enthusiasm.  Good posture, appropriate loudness and intonation. | Occasional eye contact, referred frequently to scrap book.  Smiled. Displayed interest in project.  Loudness and intonation was okay, good posture. | Infrequent eye contact.  Read mostly from scrap book making eye contact once or twice.  Displayed little interest in project.  Loudness and intonation weak.  Occasional leaning and slouching. | Read directly from scrap book. No eye contact.  Inappropriate intonation, difficult to hear.  Slouching or leaning during presentation.  Appeared bored.

TOTAL _____________