Students will work in small groups to research a textile company in Alamance County and create a digital archive for the company. They will research to determine the textiles impact on the community over time. Students will discover how human and environmental actions affect the quality of life for those in Alamance County. The investigation of students’ interviews, research and timeline will allow them to analyze data and make conclusions of impact.
| Authors | Subject/Course | Grade | Duration |
| Angela Dalton, Kelsey Isley, Brandy Lambert, Tomika Davis | Social Studies Math | 8th | 4 weeks |
- Standards
- Driving Questions
- Entry Event
- Public Product
- Resources and Materials
- Formative Assessment 1
- Summative Assessment
- Formative Assessment 2
- Project Calendar
Standards
NC.8.SP.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Investigate and describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
NC.8.SP.2 Model the relationship between bivariate quantitative data to:
- Informally fit a straight line for a scatter plot that suggests a linear association.
- Informally assess the model fit by judging the closeness of the data points to the line.
NC.8.SP.3 Use the equation of a linear model to solve problems in the context of bivariate quantitative data, interpreting the slope and y-intercept.
NC.8.SP.4 Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table.
- Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.
- Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
8.G.1.1 Explain how location and place have presented opportunities and challenges for the movement of people, goods, and ideas in North Carolina and the United States.
8.G.1.3 Explain how human and environmental interaction affected quality of life and settlement patterns in North Carolina and the United States (e.g. environmental, disasters, infrastructure development, coastal restoration and alternative sources of energy).
Driving Questions
- What was the impact of textile companies in Alamance County over time?
- How can we, as digital historians, share the impact of textiles on Alamance County’s history?
Entry Event
Have students watch: History of Clothing to understand how fabric, textiles came to be used in society.
Public Product
Digital Archive
Resources and Materials
On-site people/resources: Media Specialist/ Media Center, EC teacher, Gifted Specialist
Equipment: Chromebooks
Materials: Google Drive (Archive), “How to design an archive”, Examples of an archive
Community Resources: Textile company (past and present employees), Community members living in the area surrounding the textile mill- past & present.
Formative Assessment 1
Individuals and teams will reflect each day on progress and questions that they have on the PBL using an Archive Reflection document.
- Research and explain the human and environmental interaction and how locations and places have presented opportunities and challenges in Alamance County and North Carolina.
Summative Assessment
Peer Reflection checklist – Used each week to determine direction of individual contributions to Archive.
- Construct, model and understand the patterns associated with the growth and decline of these industries in Alamance County and North Carolina.
Formative Assessment 2
Inputting all data in the Digital Archive.
- Create questions to discuss with partners in the Impact Alamance County Industries.
- Presentation of Digital Archive to class and then to textile company.
Project Calendar
| Day 1: | Introducing PBL project: calendar, rubrics, group students, entry video etc. | |||||
| Day 2: | Step 1: Defining the Project | |||||
| Day 3-5: | Step 2: Finding background information | |||||
| Day 6-7: | Step 3: Gathering more information | |||||
| Day 8-9: | Step 4: Qualitative research | |||||
| Day 10-12 | Step 5: Putting the project together | |||||
| Day 15-16 | Step 6: Rough drafts reviewed by other groups answer questions and finding information that may have been left out | |||||
| Day 17 | Step 7: Practice presentations with groups | |||||
| Day 18 | Step 8: Final revisions | |||||
| Day 19 – 20 | Step 9: Group presentations | |||||