Industrial Revolution WebQuest:
Was Life Better as a Result?
The Industrial Revolution had a profound effect on all levels of society in the late 18th and early 19th centuries. How people lived and worked changed significantly during this time. You will explore the following questions:
- How did living conditions change as a result of the Industrial Revolution?
- Did the benefits outweigh the problems generated by the Industrial Revolution
- Did industrial growth contribute positively or negatively to society?
The class will be divided into two groups.
Group #1 will research and present information which supports the argument that the Industrial Revolution produced benefits which made life better for the citizen of the day.
Group #2 will argue that the Industrial Revolution resulted in major societal problems and actually failed to make life better for people.
Each group will research the question from several perspectives and produce newspapers with articles about this time period.
Group #1 will take the position that the Industrial Revolution made life better for the citizens by raising their standard of living.
Group #2 will take the position that the Industrial Revolution failed to make life better for people and, in fact, created new societal problems.
- upper/uppermiddle class (factory owners, large land owners, capitalists, financiers);
- middle class (professionals, merchants, craftsmen, overseers, factory managers, lawyers);
- lower class (male, female and child factory workers, agricultural laborers).
- the growth of cities and other population shifts
- working conditions for men, women or children
- changing role of women
- impact of inventions on life
- living conditions in the cities and in the countryside
- health and sanitation
- income and wealth accumulation
- role of labor unions
- changes in family life
- Taking notes - a description of note taking practices you should follow
- How to write a news story - hints about how the articles should be structured
- Citing Sources - a guide to use for creating a works-cited list that properly cites all the resources you used in writing your articles. Make sure you copy down all the required information when you are making your notes (from the CRLS Library)
- EasyBib - a free net-based service for creating bibliographies (cool! they do it all for you)
General Internet Resources -- Free websites, organized by aspect
CRLS Library Online Reference Sources -- Search for "Industrial Revolution" or for a specific aspect
Each group will publish a newspaper which advocates their point of view and answers the question: "Was life better or worse for people of this time?" The articles in the newspaper will reflect the social class perspective of each of the three subgroups. Each student will contribute one factual news article or profile of an individual. Each subgroup must also create one opinion piece (letter to the editor, editorial, or commentary) that represents the point of view of their social class (upper, middle, or lower class). The newspaper must also contain at least two visual images (pictures, drawings, cartoons, photographs, etc.).
Exceeds Expectations = A
Meets Expectations = B/C+
Approaches Expectations = C/D
Does Not Meet Expectations = F
Time-Management Entire group uses all in- class time effectively and efficiently. Deadlines are met & progress is steady Most of the group uses time efficiently & effectively. All deadlines are met without rushing Group procrastinates and does not use time as well as it could. Meets deadlines only with frantic effort Group wastes time, does not meet deadlines and work is disproportionately put on one member. Note taking Entire group takes quality notes on their sources in a similarly organized format. Clearly uses WebQuest suggestions on note taking. Most of the group takes quality notes on their sources in a similar format. Notes are organized & suggestions were generally followed. Entire group attempts to take notes on the material they read. Not well organized, but can be made sense of. Notes are incomplete. Significant part of the group does not take quality notes on their material. Group does not attempt to organize or format their notes together. Delegation of Responsibilities Every member of the group has a specific role and carries it out to the best of their abilities. Members are assigned roles and most are carried out with a solid effort. Members do not carry out assigned roles, a few members do disproportionate amounts of work for group Roles &tasks aren’t assigned or completed. Group does not function well together. Lack of responsibility shown
Layout, Headlines, & Opinions All articles attention getting headlines. Laid out well in newspaper format including masthead, justified columns, dates, by-lines, separate Op/Ed page, etc. Professional looking work. All articles have headlines and are laid out in newspaper format including masthead, justified columns, dates, by-lines, separate Op/Ed page, etc. Fairly professional looking work. Articles have weak headlines. An attempt is made to create a newspaper layout, but important parts are missing. Opinions are mixed-in with news stories. Not-quite professional looking material Articles are missing headlines. Material is not typed or laid out in columns using newspaper format. Opinions are missing or unclear. Unprofessional looking work. Graphics & Appearance of Newspaper More than two unique and appropriate images are used and aligned with the content Two unique images included in the newspaper that are linked to content. One or two images are included by not unique and do not enhance the paper Graphics are inappropriate or not included in product. Appearance is sloppy Overall Interest of News Articles All ten articles are very interesting, well written, and factually accurate. They answer the 5 W’s with supporting details and quotations Eight or nine of the articles are interesting and factually accurate. All articles attempt to answer the 5 W’s and provide supporting details and quotations Six or seven of the articles are interesting and factually accurate. Most articles attempt to answer the 5 W’s & provide supporting details and quotations Five or fewer of the articles are interesting. Many factual errors exist in the newspaper. Details or quotations are missing & effort is poor. Opinion / Editorial (op-ed) Section Includes one interesting opinion piece from each social-class that well represents their perspective. Opinions all share the same side of the IR debate Includes one opinions piece from each social class that accurately represents their point of view on the IR. Opinions all share the same side of the IR debate Includes three opinion pieces but do not clearly indicate the social class of their authors. Opinions differ on the effects IR. At least one opinion piece is missing or unclear. They do not represent specific social classes and differ on the ultimate effects of the IR. Poorly written. Spelling, Proofreading, & Grammar Virtually no spelling or grammar errors. Team edits each other’s work Few spelling and grammar errors remain after team has edited each other’s work Articles can be understood despite spelling & grammar errors. Minimal peer editing Grammar, spelling, and other errors make the paper difficult to understand. Group Depth of Understanding All members of the group are able to confidently answer questions about any part of the newspaper’s content & the group process used to publish it. All members of the group attempt to answer questions about the entire paper. Most answers are accurate and thoughtful, demonstrating a depth of understanding Six or seven of the members of the group answer most of the questions. Some members show a depth of understanding, while others cant demonstrate knowledge Fewer than five members of the group answer questions about the paper & process. Group cannot accurately answer questions about their own opinions or articles. Sourcing & Works Cited Use of correct MLA style for at least 30 sources (including 5 primary sources) used during the creation of the newspaper. Use of correct MLA style for most of 30 sources (including 5 primary sources). Works cited list is complete and accurate. Attempt to use proper MLA style for 20 sources ( less than 5 primary sources). Works cited is missing information or inaccurate. Does not attempt to use MLA format. Fewer than 20 sources used. Unattributed sources are used in some articles.
Exceeds Expectations= A
Meets Expectations= B/C+
Approaches Expectations C/D
Does Not Meet Expectations= F
PROCESS Time-Management Demonstrates excellent use of time. Helps to motivate other group members to use time effectively. Uses time well most of the time. Helps to motivate others and keep team on task. Deadlines are met. Occasionally procrastinates and does not use time efficiently or effectively. Barely meets deadlines. Regularly wastes time, does not meet deadlines, distracts others, and relies on others to complete own work. Note taking Takes excellent notes on personal sources in format that is organized the same way for the whole group. Clearly uses WebQuest suggestions on note taking. Takes quality notes on the most important sources used in a similar format as the group. WebQuest note-taking suggestions were generally followed. Attempts to take notes on most material read. Not well organized, but can be made sense of. Notes are incomplete. Does not take notes on important sources. Uses a completely different style from the whole group. Poorly organized and/or notes are unclear. Assumption of Responsibilities Carries out assigned roles very well & helps team members to succeed. Monitors group progress & makes helpful suggestions. Carries out personal role to the best of your ability. Occasionally helps to keep group on-task Tries to carry out personal role, but not to the best of your abilities. Does not try to help group keep on task. Does not carry out a role within the group. Does not help others and shows minimal effort.
Personal Article Headline, Lead, & Layout. Article headline grabs the reader’s attention. Lead paragraph is well written & includes relevant 5 W’s. Article has a solid headline and lead paragraph including most of the 5 W’s. Article has a weak headline. Lead paragraph is not well written and is missing essential 5W’s. Article is missing headline. Lead paragraph doesn’t introduce topic of the article & doesn’t answer the 5W’s Graphics, Appearance of Newspaper, & Layout Article includes a relevant graphic & is laid out in newspaper format including justified columns, date, by-line, etc. Professional looking work Graphic is included with article. Article is laid out in newspaper format including justified columns, date, by-line, etc. Fairly professional looking work. No graphic is included with article. Attempt is made to create a newspaper layout, but important parts are missing. Not-yet professional work. Inappropriate or missing graphic. No attempt is made to lay the article out in a newspaper style. Appearance is sloppy Overall Interest & Accuracy of News Article Article is interesting to read, well-written, appropriate for the topic and factually accurate. Provides supporting details and quotations throughout. Approximately 400 words Article is on-topic and factually accurate. The 5 W’s are included and some supporting details and quotations are provided. Approximately 400 words Article is slightly off-topic and/or uninteresting. An attempt is made to be factually accurate, but clear errors exist. Few details or quotations. Approximately 200 words Article is uninteresting, off-topic, or not relevant. Factual information is clearly incorrect and details are irrelevant or missing. Less than 200 words Opinion Piece for Social-Class Group Opinion piece is very interesting and argues persuasively from the perspective of your assigned social class. Opinion piece is interesting and accurate and argues appropriately from the perspective of your social class during the IR Does not add much to the opinion piece. Missing a strong argument or does not accurately represent your assigned social class Does not participate in the creation of the opinion piece or incomplete. Opinion is unclear and/or inappropriate for the social class Spelling, Proofreading, & Grammar Virtually no spelling or grammar errors. Well edited and proofread Few spelling and grammar errors remain after being read by the team. Article can be understood despite spelling & grammar errors. Minimal peer editing Grammar, spelling, and other errors make the article difficult to understand. Depth of Understanding Able to confidently answer questions about any part of the newspaper’s content & the group process used to publish it without dominating Q & A Able to answer questions about personal article and most of the paper. Answers are accurate and thoughtful, demonstrating a depth of understanding Able to answer questions about own article, but few others. Demonstrates surface understanding of the issues addressed in the newspaper. Does not demonstrate any depth of understanding on own article or others. Does not answer questions about the paper. Sourcing & Works Cited Use of correct MLA style for more than 5 sources (including 1 primary source) used during the creation of the article. Use of correct MLA style for 3 or more sources (including 1 primary source). Works cited list is complete and accurate. Attempt to use proper MLA style for 3 sources (no primary sources). Works cited is missing information or inaccurate. Does not attempt to use MLA format. Fewer than 3 sources used. Unattributed sources are used in the article.
This WebQuest was adapted by Jaye Alper, Seth Andrew, Doug McGlathery, and Carol Siriani. It is based on two WebQuests:
This one (authors: Maria Bartolotti, Kim Bedor, Cathy Bond, Rosalie Breslin, Mildred Cammisa, Jill Goldsmith) and this one (authors: Maren Chapman, Tara Orme, and Holly Mair). Author's permission was granted.