A PROJECT CRITICAL WEB QUEST

Ms. D. ARCHER

RICE HIGH SCHOOL

NEW YORK CITY, NY

A GLOBAL PUBLIC POLICY ANALYSIS

THE EARLY INDUSTRIAL REVOLUTION IN ENGLAND

In your home village in merry old England, you have worked for years as a maker of fine custom made clothing. You worked for hours in your home, crafting a high quality product. You took pride in your hand made creations that everyone in your village was very happy to buy and wear. However you have heard about new inventions that are taking away the jobs of other people in your village who make things by hand. These new inventions produce the same products those people made by hand except they are instead now made by machine. How could you compete? These factory machines made the same product you produced but made it by the thousands and sold them at a much lower price. These machines are angering people in your village and some are taking matters in to their own hands. They call themselves the Luddites. Recently a merchant came to your village and offered the people clothing that was cheaper than you could make it. The quality of the machine made product is just as good as the products you made by hand.

As you can see, the Industrial Revolution in England changed the way goods were produced. Previously goods were produced in people’s homes or cottages mainly by hand, and this was known as the cottage industry.

The Industrial Revolution replaced the cottage industry with the factory system. Goods that were produced in people’s homes could now be created in factories by machines. The goods or products were just as good as those made by hand. Your business has been ruined by the machines. You are now out of a job and now a victim of unemployment due to technological advancement. Where do you go? You probably have to go to a city and get a job in one of the factories. You take your wife and child. You do not make enough money by yourself in the factory so your wife and child have to work and the working conditions are horrid.

The English government’s public policy has done nothing to help you and the thousands like you who have lost their jobs from the machines. They believe in Laissez-faire capitalism. You will now investigate the SOCIAL PROBLEMS of the Industrial Revolution in England and become a historical public policy analyst. You will explain your findings to a United Nations committee investigating sweatshops throughout the world. This contemporary situation mirrors conditions in England in the 19^th century. Maybe your findings can influence their policies and help stop this social injustice. Good Luck!

1: The class will be divided into groups of FIVE

2: Each group member will have a specific role to play in completion of the two products using the GLOBAL PUBLIC POLICY ANALYST FROM THE PROJECT CRITICAL WEB SITE.

3: Each group will use the INTERNET web sites, and written CLASS GLOBAL TEXTBOOK material to complete the

GLOBAL PUBLIC POLICY ANALYST worksheets linked below. Each sheet represents one of the SIX STEPS in the PPA format. These worksheets will form the basis of your group’s power point presentation and oral report.

1) Defining the Social Problem

2) Gathering Evidence of the Problems

3) Identifying Causes of the Problems

4) Evaluate the Policy of the English Government

5) Do a Comparative Analysis (optional)

4: GROUP RESPONSIBILITIES. Each group will divide the responsibilities among themselves

These are the roles for the products

TWO RESEARCHERS-These students will access the resource sites, take notes and complete the PPA worksheets. These worksheets will then be given to the Power point creator. All group members may take part in research but the researcher will coordinate completion of the worksheets. They will research the conditions in England during the Industrial revolution and make a detailed analysis of the Public Policies used by the English government in the 19^th century. They will follow the GHPPA format and worksheets, which will be used to complete the power point and oral report.

ONE POWER POINT coordinator-This student will complete the power point slides using the data from the PPA worksheets and from the input of the two researchers. This student will also be TME KEEPER and make sure the group is on task and on deadline. He will take the information from the “researchers” and create a professional looking power point presentation that can be used by the Oral reporters.

TWO ORAL PRESENTERS & ORGANIZERS-These students will coordinate the oral presentation, create a script and construct props along with acquiring detailed knowledge of the power point slides. These students may delegate responsibilities to other group members for completion of the 10 minute presentation. They will also help research ways to present and use the power point during their presentations. A written script should accompany the presentation.

GENERAL WEB SITES FOR RESEARCH

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ALTAVISTA.COM

WWW.MSN.COM

WWW.ASK.COM

SPECIFIC WEB SITES FOR COMPLETION OF THE GHPPA WORKSHEETS

INVENTIOSN THAT LED TO THE INDUSTRIAL REVOLUTION

Spinning Jenny Flying Shuttle Spinning Frame The Cotton Gin

The Spinning Wheel Power Loom

PRIMARY AND SECONDARY SOURCES-LIFE DURING THE INDUSTRIAL REVOLUTION

Factory Life for Men

Factory Life for Women

Factory Life for Children

English Government’s public policy

English Government’s public policy

A History of the Industrial Revolution

Causes for the Problems of the Industrial Revolution in England

Plight of Woman

Changes brought by the Industrial Revolution

THINKERS WHO INFLUENCED OR CHANGED POLICY DURING THE INDUSTRIAL REVOLUTION

Use this web site by typing in the name of the thinker into the search mechanism

Karl Marx Communism

KARL MARX

Adam Smith Laissez Faire

David Ricardo Iron Law of Wages

Herbert Spencer Social Darwinism

ADAM SMITH

Jeremy Bentham Utilitarianism

Robert Thomas Malthus Population Growth

DAVID RICARDO

RUBRICS FOR GRADING

I. ORAL PRESENTATION EVALUATION

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
CONTENT	Shows a full understanding of the topic. USES ALL STEPS OF PPA	Shows a good understanding of the topic. USES FIVE OF THE SIX STEPS OF THE PPA	Shows a good understanding of parts of the topic. USES ALL STEPS OF THE PPA WITH SOME ERRORS	Does not seem to understand the topic very well. INCORRECTLY USES OR FAILS TO USE PPA STEPS
GROUP PARTICIPATION	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
PREPAREDNESS	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
COMPLETE SENTENCES	Always (99-100% of time) speaks in complete sentences.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
Vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.

Power Point Appearance and Use of PPA

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CATEGORY	4 Excellent	3 Very Good	2 Satisfactory	1 Unacceptable
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Effectiveness	Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide.	Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide.	Project is missing more than two key elements. It would make an incomplete study guide.	Project is lacking several key elements and has inaccuracies that make it a poor study guide.

CHARLES DICKENS

You should have learned from this web quest that the Industrial Revolution changed the lives of the people in England forever. Before the Industrial Revolution, most products in England were hand-made. However, after the Industrial Revolution many products in England in were now machine-made. Many people saw their jobs of creating hand-made goods eliminated. In order to make a living, low income people had to work in the factories. The conditions that prevailed in England were catastrophic for men, woman and young children. Laissez-faire capitalism was a flawed philosophy that did not take into an account the human condition. Read

CHARLES DICKENS novels’ and you will get a first hand account of the inhumane conditions in London in the 19^th century.

The English government’s policies changed form its initial inactivity to intervention. This was a result of the new thinkers of the ENLIGHTENMENT. Enlightenment thinkers were the public policy analysts of the 19^th century and held beliefs and solutions that influenced governments to change existing public policy to solve the problems of the people who lived during this era.

You have also witnessed the critical role of the Public Policy Analyst as used in an historical setting. Always remember that history can be a great teacher. It prevents us from committing past errors. Let’s hope you made a difference and you can stop sweatshops from producing the same results as was the case in 19^th century England during the Industrial Revolution.

Social Studies

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Standard 3:   Geography

Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Standard 4:   Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the

governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional

democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts

Standard 1:   Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted

conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the

social communications of others to enrich their understanding of people and their views.