1. The Question 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.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. 1111 2222 3333 6666 5555 4444 Next Why is Victorian England sometimes referred to as the Second English Renaissance? Photo: BCPS subscription, Safari Montage

2. Information Sources To assist you in researching the Victorian era in preparation for reading Tess of the d’Urbervilles, use the resources below. 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.)The Victorian Vision 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. 1111 2222 3333 6666 5555 4444 Next

3. The Student Activity You will work with a group to prepare an exhibit for the Grand Exhibition on one of these topics: Victorian morality Victorian class structure Victorian women Victorian religious beliefs Victorian arts 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.Glogster Use this graphic organizer to help focus your research.graphic organizer 1111 2222 3333 6666 5555 4444 Next Photo by subscription, Clipart.com

4. The Assessment Activity Your product will be assessed by one of these tools, depending upon the type of product: Glogster Poster or Three-Panel Display PowerPoint 1111 2222 3333 6666 5555 4444 Next 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. Photo by subscription, Clipart.com

5. Enrichment Activities 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.Virtual Victorians 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.) 1111 2222 3333 6666 5555 4444 Next Photo by subscription, Clipart.com

6. Teacher Support Materials ISTE NETS for StudentsISTE NETS for Students: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 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 Students demonstrate a sound understanding of technology concepts, systems, and operations. Time Management: 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 StrategiesDifferentiation Strategies: Group/partner students heterogeneously by reading ability and technology skills Have students use assistive tools embedded in the BCPS databases such as read aloud and dictionary links. Learning Preferences/StylesLearning Preferences/Styles: Field dependent, auditory, visual, active, reflective, global, sequential, kinesthetic Notes to the Teacher: 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.this document Consult with your Library Media Specialist for help in implementing the Slam Dunk. 1111 2222 3333 6666 5555 4444 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://questioning.org/module2/quick.html.Barb Falkinburg, http://questioning.org/module2/quick.html Lesson Objective: The student will prepare for reading Victorian literature by researching background information on the Victorian era. MSC StandardsMSC Standards for English:English 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 21 st Century LearnerAASL Standards for the 21 st Century Learner: 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. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. 3.1.3 Use writing and speaking skills to communicate new understandings effectively 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