The Progress of Technology Lesson Plan 3 Objectives After this lesson, students will understand: that growth of technology has positive and negative implications. that not everyone in Twain's time saw America's growth as promising. that Twain illustrates both sides of the debate in Connecticut Yankee. Students will know: the reasons that writers of the time favored or disapproved of America's growth. some of the predictions about the future of America by writers of the time. the reasons that Hank Morgan's technology failed to change British society permanently. Students will be able to: identify arguments for and against the spread of technology and material wealth in America. discuss Twain's own commentary on the spread of technology and material wealth as put forth in Connecticut Yankee. formulate an argument for or against the spread of technology and material wealth from the point of view of a late-nineteenth-century American, based on material from the website and the novel. present that argument in oral and written format. Materials Resource Page 2 pencil/pen and paper Connecticut Yankee Procedure Note: This lesson is based on an "Academic Controversy" instructional model. Step 1: Introduction Describe to students the sequence of steps they will be following during the class. Click here for a handout detailing the directions for students. Note: the readings for this lesson are extensive and should be prepared before students come to class. You may want to assign pairs of students to pro and con groups before they read the homework, so that two students can split up the pro or con reading. The question students will be addressing is, "Based on the opinions of the times, primarily Mark Twain's Connecticut Yankee, was the rapid spread of technology and material wealth beneficial for America during the late nineteenth century?" Step 2 When students come to class, they should meet with one or two other classmates who have the same position (or their pre-assigned reading partner). Together, they should formulate an argument for their position based on the novel and readings in the following ways: Recap the events and message of the novel (including textual details) and the arguments of the online articles. Come to a consensus about the readings' position. Form a thesis statement stating that position. List evidence from the novel and articles upholding that thesis. Organize the details in a logical manner. Form a conclusion that restates argument and asserts its correctness. Step 3 The groups or pairs of students should meet with a group taking the opposite position. Each group pro and con pair should present their case to the others without interruption, then the opposing side should do the same. Remind students that they will have to know both arguments to complete the assignment at the end of the lesson, so it is best to let each side state the whole argument they have developed before arguing. Students are allowed to ask for clarification from the opposing sides, however. Step 4 The groups should engage in open discussion among themselves in which they refute the opposing position and address attacks on their own position. In this step, students should formulate counterarguments and extensions of their original claims, basing their claims on the novel and on the Resource Page. Step 5 Students then reverse positions and present the argument of the opposing side. They should present with the same guidelines as the first presentation. Step 6 In their groups, students synthesize the information that they have amassed into a joint position. This position should weigh carefully both of the arguments that have been presented, as well as acknowledging their different bases of judgment. As students synthesize the material, they should organize a joint written report based on the evidence at hand. Students can then present their reports to the class. Step 7 After the presentations, in a class discussion, come to a consensus over whether or not the technological growth of the late nineteenth century really made life better for America. Then direct students back to the novel and ask them whether they think Mark Twain would agree with their conclusion. (This step may have to be performed in a second class period.) Follow-Up and Evaluation Students can be evaluated on their participation in class discussion, their class presentation, and the joint written report. CY and the Triumph of American Industrialism | Promoting the Fruits of Industrialism The Progress of Technology | The Dark Side of Industrialism Technology's Impact on Life and Culture | Science and Magic Student Home | Teacher Home | Related Links | Bibliography | "Mark Twain in His Times" Website This site is maintained by Kellan R. Harne.