Europe's Industrial Revolution
Introduction
The Industrial Revolution was a time of dramatic change - from hand tools and handmade items to products, which were mass-produced by machines. Workers became more productive. Since more items were manufactured, prices dropped, making exclusive and hard to make items available to the poor and not only the rich and elite. Life generally improved, but the Industrial Revolution also proved harmful. Pollution increased, working conditions were harmful, and factory owners employed women and young children, making them work long and hard hours. The Industrial Revolution was a time for change, for better or worse.
The Webquest is dedicated to the Industrial Revolution, the changes that occurred, and how it affected modern life. This Webquest demonstrated the transition from hand tools to machines, and examines the pros and cons of the Industrial Revolution.
Task
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| Use the links provided in The Process section and your textbook to complete the Web Quest Packet you were given in class. This packet has the questions and activities you need to do in order to complete this Web Quest. |
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Process
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Good luck and have fun!
1. Causes of the Industrial Revolution - Explain what role each of the following conditions played in the beginning of the Industrial Revolution and why it started in Great Britain.
2. The Factory System and Mass Production - Describe working conditions in a textile factory. Explain how industrialization led to urbanization, and locate a map of Great Britain that shows the pattern of migration toward cities.
3. Changing Social Roles - the roles of men, women, and children changed in the new industrial society. In the chart provided, describe life for each in both the working class and the new middle class families. Include a photos of a man, woman, and child from each social class.
4. Child Labor - Describe working conditions for children in a typical textile mill and a coal mine. How much money did they make? How old were they? Find personal testimonies and photos and attach them to your packet.
5. Technology - Identify 4 inventions or innovations in technology that were developed during the Industrial Revolution. include a photograph of the invention and a brief description of what it was used for and how it made life easier during the Industrial Revolution.
6. Competing Philosophies - List the main ideas and supporting details for each of the competing economic philosophies of the Industrial Revolution.
- Laissez Faire Capitalism
- Social Darwinism
- Utopian Socialism
- Marxist Socialism (Communism)
7. Unions and Reform Legislation - Throughout the 1800s, reform movements sought to address the negative impact of the Industrial Revolution. The actions of workers and reformers forced governments to examine and reform many of the worst abuses. Evaluate the causes and effects of Labor Unions. Identify specific reform legislation passed by the British Parliament to correct some of the abuses of the Industrial Revolution. What role did the Sadler Commission play in passing these reforms? |
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2. Urbanziation
Use the link provided to answer the question about Urbanization in 2b.
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3. Social Classes
An overview with other links to social classes of the Industrial Revolution. |
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6. Social Darwinism
Provides an overview of this philosophy that developed during the Industrial Revolution.
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7. Reform Acts (Laws)
Provides an explanation as to why Reforms were made by the British Parliament, as well as a number of additional links to specific reform acts. |
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7. Education Act of 1870
Explains the rationale behind Parliament passing the Education Act of 1870 and its key provisions. |
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7. Labor Unions
Provides several links to articles about important labor movements, strikes, labor union leaders, etc. |
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Evaluation
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| Evaluation Rubric |
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Beginning - 5 points |
Developing - 10 points |
Very Good - 15 points |
Excellent - 20 points |
Score |
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| Completed Task |
Student did not complete the Web Quest task. |
Student only completed about half of the Web Quest. |
Student Completed the Web Quest. |
Student went above and beyond teacher expectations to complete the task. |
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| Quality of Information |
Information has little or nothing to do with the topics listed in each section. |
Information clearly relates to the topic of each section, but no details and/or examples are given for each section. |
Information clearly relates to the topic of each section. It provides 2-3 supporting details and/or examples in each section. |
Information clearly relates to the topic of each section. It includes several supporting details and/or examples in each section. |
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| Internet Use |
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. |
Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. |
Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. |
Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. |
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| Conclusion |
A conclusion is made from the evidence offered, but it is not clear what your position on the question is. Weakly organized. |
Some detailed conclusions are reached from the evidence offered, but they may not clearly demonstrate your position. Well organized, but demonstrates illogical sequencing and sentence structure. |
Several detailed conclusions are reached from the evidence offered, and you have clearly stated your position on the question. Well organized, but demonstrates illogical sequencing or sentence structure. |
Numerous detailed conclusions are reached from the evidence offered, and your position is clearly demonstrated. Well organized, demonstrates logical sequencing and sentence structure. |
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| Total Score: |
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