The Experiment
This is another example of a “Directed Lecture” where I uploaded my PowerPoint and asked Claude to help me create an activity to replace the passive lecture. While Google Gemini excels at creating more active simulations, Claude is better at primary-source and textual analysis. I have found that both models are useful in creating active learning strategies. This activity asked students to hunt through the lecture PowerPoint for specific evidence they could use for an in-class debate.
What Happened
As students entered the classroom, I separated them into four groups: the Bourgeoisie (industrial middle class), the Utopian Socialists, the Communists (Proletariat), and finally the Urban Reformers. Each group received a document with their perspective, argument, and key terms.
Every cadet also received an Industrial Revolution balance sheet with the “Assets of Progress” and the “Debts of Discontent.” They had to use the lecture PowerPoint to find evidence for the T-Chart. They also had to provide a final verdict using their persona’s view to determine which side carried more weight. I gave them 15 minutes for this part of the activity.
The second part represented the ideological pivot where groups analyzed their “Assets vs. Debts” through their assigned lenses. Their goal was to draft a 2-3 minute “Closing Argument” that uses their T-Chart findings to defend their worldview. I gave them 10 minutes for this component.
The third part was the “Great Exhibition” debate, in which I asked each group to deliver a 2-minute argument that referenced at least two specific inventions or figures. I allowed for a one-minute clash in which groups could challenge each other’s perspectives. I gave them 15 minutes.
I spent the last 5 minutes of class in a quick debrief before I collected their T-charts, which I used to assess a participation grade.
What Worked
I have found that my students love a good debate. The T-Chart was great for my more introverted students to feel like they could participate.
The Limits
- I tried to cram too much into this activity. The T-Chart took way longer than I anticipated.
- The T-Chart was great for my more introverted students, even if the debate portion still favored the more vocal ones.
Where I’m Taking This Next
- I will move the T-Chart to a pre-class activity to free up more time for the actual debate.
- I will revise the historical personas to make this more balanced.
Downloadable Resource
Here are the Personas and Balance Sheet for this activity.