Introducing the Tirocchis
The teacher gives a brief introduction to the project materials
the site, the characters, the process of discovering
and cataloguing the house contents. This can be done by a group
viewing of the Tirocchi site online, sampling a number of areas.
Students are then given time to explore the site in pairs or small
groups and become comfortable with the contents.
Materials Required: Materials are of a general reference
nature, and should be available in the school, home and community
of students. Depending on the projects chosen, students will require
a variety of arts and crafts materials to work with. These are widely
adaptable to what is on hand or easily available. Access to a computer
and the internet are vital for adequate research, as well as for
accessing the Tirocchi site as needed.
Critical Viewing: The exhibit materials reflect the daily
lives of both workers and customers. Look for physical differences
in the environments of the workers and customers, things that may
have made them feel at home or comfortable, or helped them during
the day. Oral histories provide primary sources of information for
study, and students should be alert for how time and perception
may have altered the recollections and experiences of different
people. Notice how cultural mores may have affected the workplace.
Once the students are comfortable with the materials, questions
for research should be generated.
Why did Italians immigrate to Providence during this period?
What was a womans life like in Providence during this
What changes occurred in the garment industry during this period?
Ideally, students will be given the option of choosing an area
and a question that interests them for further exploration. Guided
activities for each area are presented as suggestions.
Using their individual questions, students will begin the research
process. All will be required to draw on a minimum number of both
primary and secondary sources, although these will vary according
to the needs of each unique project. At a minimum, all students
should be using:
Connection to the history standards:
This activity draws upon all five standards of historical thinking,
and will allow students to develop and demonstrate competency in
each. For a complete description of student outcomes, along with
excellent examples of what achievement looks like at specific grade
levels, refer to the complete National
Historical Analysis and Interpretation
Historical Research Capabilities
Historical Issues-Analysis and Decision-Making
Students will be required to organize their research findings into
an individual presentation format. This could include any number
of items, including a research paper, an artistic creation, a journal
or collection of letters, a videotape, or dramatic presentation.
Connection to the arts standards:
Students may select a presentation method of their choosing, allowing
them to demonstrate competency in or across a number of arts areas.
For specific examples of both outcomes and achievement standards,
refer to the complete set of arts standards included with this document.
Students should be organized into natural groups according to their
research questions. The group will be required to create a presentation
that synthesizes the results of the individual project. Again, the
final project could take a number of formats.
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