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PROJECT OVERVIEWName of Project: / Safety, Infection and “The Jungle” in the Work Place / Duration (hrs): / 2 weeks (A. History)
2 weeks (English)
2 weeks (Health Science)
CTE Course: / Health Science 2 / Grade Level: / 11
Academic Course: / English 3 H, American History H / School: / NSBHS
Teachers: / Rebecca Renner, Elizabeth Strople, Lindsay Posick
Project Idea:
Summary of the issue, challenge, investigation, scenario, or problem / Students will thoroughly explore work place safety, infection control, and sanitation from a historical, personal, and health care perspective.
Driving Question:
The question that both engages student attention and focuses their efforts / Why should I care about where my food comes from?
Content and Skill Standards:
Those taught and assessed in the project / CTE Performance Standards Health Service:
1.0 Perform basic communication skills
2.0 Develop basic observational skills and related documentation strategies in written form
3.0 Describe services provided by health occupations career clusters.
13.0 Locate, organize, and reference written information from various sources
9.02 Identify personal health practices and environmental factors which affect optimal function of each of the major body systems
Science Frameworks:
7.07 Recognize the importance of patient/client education regarding health care.
7.13 Locate, organize and reference written information from various sources.
10.01 Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.
10.04 Identify and describe methods in medical error reduction and prevention in the various healthcare settings.
10.05 Identify and practice security procedures for medical supplies and equipment.
12.01 Demonstrate knowledge of medical asepsis and practice procedures such as hand washing and isolation.
Common Core Standards – Language Arts and/or Social Studies
LAFS.1112.RL.1.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
LAFS.1112.RL.1.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
LAFS.1112.RL.1.3: Analyze the impact of the author’s choices regarding how to develop and relateelements of a story or drama.
LAFS.1112.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
LAFS.1112.RL.2.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant.
LAFS.1112.W.1.2a-f: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
LAFS.1112.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.1112.SL.2.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
LAFS.1112.SL.2.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
SS.912.A.3.8: Examine the importance of social change and reform in the late 19th and early 20th centuries
SS.912.A.3.13: Compare how different nongovernmental organizations and progressives worked to shape public policy, restore economic opportunities, and correct injustices in American life.
21st Century Skills:
Those taught and
assessed in the project
For descriptions follow web links / Learning & Innovation Skills / Info. Media, & Tech. Skills / Life &Career Skills
Creativity & Innovation / X Information Literacy / Flexibility/Adaptability / X Productivity/Accountability
X Critical Thinking/Problem Solving / Media Literacy / X Initiative/Self Direction / Leadership/Responsibility
Communication/Collaboration / ICT Literacy / Social/Cross-Cultural
Culminating Products & Performances:
Elaborate on products
Discuss publication and presentation of projects / Products:
Creativity & Innovation Rubric / Class:
Health Science: Introduction and Research
English: Informative Essay
American History: Poster
Publication/
Presentation:
Presentation Rubric / Group:
English: Poster gallery walk
Health Science: Questionnaire / Presentation Audience
Individual:
English: Gallery Walk Reflection /
Entry Event/Project Launch:
Introduction/background information to set the stage / Health Science—introduce safety and infection control in health care and the work place
History—Read The Jungle and review historical background
English—Bring together research, write informative essay
In-Depth Inquiry/
Need to Know
Discuss how the project engages students;
Develop student guidelines for each phase of project
Student Project Guidelines
Project Management Log/Group
Project Work Log/Individual
Creativity/Innovation Rubric
1. Introduction and Team Planning:
Health Science medical skill, safety / infection control; then History review The Jungle historical background; English bring together research
2. Initial Research Phase - Gathering Information:
Health Science notes, History notes, English notes
3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s):
English essay rough draft; History mock-up poster
4. Second Research Phase - Additional Information & Revision:
Implement changes to rough draft / mock-up
5. Final Presentation Development:
Development of essays / poster
6. Publication of Product or Artifacts: Present to class.
Gallery Walk / Final Reflection
Collaboration:
Discuss collaboration among colleagues in teaching the project
Discuss collaborative instructional strategies utilized by students
Collaboration Rubric / Teachers:
Teachers planned project during pre-service curriculum meeting. Before and during the implementation of the project, teachers will keep each other informed via e-mail and create similar guidelines/ rubrics for grading.
Students:
The project is introduced in the health science class with information on the safety and infection control. History H will follow with understanding the background to The Jungle (Blog post progress update) and the impact it had during the Progressive Movement. English 3 and 3 H follows with reading The Jungle and incorporate research from Health Science and American History to compose an essay. History will create posters. Finally, English will participate in gallery walk and reflect.
Voice & Choice:
Describe how students play a role in project design and implementation / Students will have complete freedom of choice in the development of the poster. They will contribute to development of the project rubric. The guidelines for the poster are very general and allow maximum flexibility for the student groups.
Instructional Technology:
Select and discuss the technology-based instructional options embedded in the project / / /
Discussion:
Students will post on blog forum about their progress.
Public Audience:
Describe how business partners contribute to project learning. / Posters will be assessed by the classroom audience via gallery walk using the assignment rubric.
Assessments: / Formative Assessments
(During Project) / /
/ Poster
Summative Assessments
(End of Project) / / Other Product(s) or Performance(s) w/ Rubric:
Informative Essay, Reflection
Group Presentation /
Reflection Methods: / Individual
Group
Whole Class / /
/ Blog
Revision & Reflection:
Scaffolded feedback and “check points” should be routinely provided by the teacher within the collaborative instructional process. Feedback can be based on either teacher and/or peer evaluations / /
“The Jungle” – Upton Sinclair – 1906
There were the men in the pickle rooms, for instance, where old Antanas had gotten his death; scarce a one of these that had not some spot of horror on his person. Let a man so much as scrape his finger pushing a truck in the pickle rooms, and he might have a sore that would put him out of the world; all the joints of his fingers might be eaten by the acid, one by one.
Of the butchers and floorsmen, the beef boners and trimmers, and all those who used knives, you could scarcely find a person who had the use of his thumb; time and time again the base of it had been slashed, till it was a mere lump of flesh against which the man pressed the knife to hold it. The hands of these men would be criss-crossed with cuts, until you could no longer pretend to count them or to trace them. They would have no nails,— they had worn them off pulling hides; their knuckles were swollen so that their fingers spread out like a fan.
There were men who worked in the cooking rooms, in the midst of steam and sickening odors, by artificial light; in these rooms the germs of tuberculosis might live for two years, but the supply was renewed every hour. ... There were those who worked in the chilling rooms, and whose special disease was rheumatism; the time limit that a man could work in the chilling rooms was said to be five years.
There were the wool pluckers, whose hands went to pieces even sooner than the hands of the pickle men; for the pelts of the sheep had to be painted with acid to loosen the wool, and then the pluckers had to pull out this wool with their bare hands, till the acid had eaten their fingers off. There were those who made the tins for the canned meat, and their hands, too, were a maze of cuts, and each cut represented a chance for blood poisoning. ...
There were the "hoisters," as they were called, whose task it was to press the lever which lifted the dead cattle off the floor. They ran along upon a rafter, peering down through the damp and the steam, and as old Durham's architects had not built the killing room for the convenience of the hoisters, at every few feet they would have to stoop under a beam, say four feet above the one they ran on, which got them into the habit of stooping, so that in a few years they would be walking like chimpanzees.
Worst of any, however, were the fertilizer men, and those who served in the cooking rooms. These people could not be shown to the visitor—for the odor of a fertilizer man would scare away any ordinary visitor at a hundred yards, and as for the other men, who worked in tank rooms full of steam, and in some of which there were open vats near the level of the floor, their peculiar trouble was that they fell into the vats; and when they were fished out, there was never enough of them left to be worth exhibiting—sometimes they would be overlooked for days, till all but the bones of them had gone out to the world as Durham's Pure Leaf Lard! . . .
Upton Sinclair’s “The Jungle”
Sinclair’s investigation of the Chicago meatpacking industry flew off the shelves and informed the country about the conditions at the places where they got the meat for their dinner. Use the table and questions to discuss the problems facing the population at the time of the Progressives.
1. Fill in the following chart for four of the jobs discussed above.
Job Name / Actions of Job / Risks of Job / Risks to Consumers2. What kinds of problems are seen facing the workers in this meatpacking factory? (Give 3 examples)
3. What kinds of problems could the consumers see from meat purchased from this company? (Give 3 examples)
4. What do you find most surprising in Upton Sinclair's account of the meatpacking industry around the turn of the century? Why?
5. What do you think was Sinclair's purpose for writing this piece?
6. How do you think readers reacted to The Jungle when it first came out?
7. What can the government do to protect the citizens of the United States from companies such as this?
8. What is the history of the government’s relationship with big businesses such as the meatpacking industry? What has the government done in the past with big business?
9. Combine your answers above with your conclusions drawn from the reading and answer the following question: What can society do to combat the problems facing workers and consumers such as those seen in “The Jungle”?
An effective poster is avisualcommunications tool. / / VideoIntroduction
(4:33)
An effective poster will help you ...
/ ... engage colleagues in conversation.
... get your main point(s) across to as many people as possible. /
/ An effective poster is ...
Focused / Focused on a single message.
Graphic / Lets graphs and images tell the story; uses text sparingly.
Ordered / Keeps the sequence well-ordered and obvious.
In a hurry?
Try theQuick Referencefrom ourResources page.
Or visit theVideo Library.
An effective poster operates on multiple levels ...
· source of information
· conversation starter
· advertisement of your work
· summary of your work
An effective poster is not just a standard research paper stuck to a board. A poster uses a different, visual grammar. It shows, not tells.>More>
Are your posters effective, attracting large and enthusiastic audiences? Or, are your posters examined only by your most avid competitors or admirers?>More> / Many ineffective posters suffer from easy-to-fix problems, including ...
· objective(s) and main point(s) hard to find
· text too small
· poor graphics
· poor organization
>Here's how this site can help you>
You are welcome to link to this site.If you do so, we recommend linking tohttp://www.ncsu.edu/project/postersso that you will always be redirected to the appropriate place - the site is moved around from time to time.
Now that we’ve read the Jungle, show me that you understand this book with a Poster! In your groups, divide up the work and create a poster including some of the job titles, a summary of the text and its purpose with society. Your posters will be graded during Ms. Renner’s class using a Gallery Walk where her students (perhaps some of you) will grade the posters using the rubric I’ve given you.