Between 1890 and 1910, business tycoons were establishing business organizations, trusts or monopolies with the expectation to limit competition. Monopolies and trusts, such as Standard Oil, made competition from smaller businesses almost impossible. In 1890, the federal government passed the Sherman Anti-Trust Act. This bill was created to “maintain competition in business”. For this project, you will be working with a partner to create a poster, evaluating the Sherman Anti-Trust Act (1890).

Imagine your group is lobbying on behalf of either the monopolies or the government enforcement of the Sherman Anti-Trust Act. You will be working with a partner to create a poster.

Your Group’s poster must include

· Information answering the six questions.

· Pictures or graphics relevant to your groups position

· Each poster should be understandable without any description from group itself.

(How to implement the Task).

Each group will complete the accompanying worksheets that will help guide the group through the task located at the American History Public Policy Analyst site.

1. Identify the problem: Chose and identify your item. Print out and complete Worksheet #1.

2. Gather the evidence: Research your item and gather as much information you can regarding your item and its journey. Print out and complete Worksheet #2.

3. Determine the causes: Focus on underlying factors that may have impact on your item and its journey and support the factors with evidence. Print out and complete Worksheet #3.

4. Evaluate the policy: Did the item you chose succeed in impacting world history or have no effect? Print out and complete Worksheet #4.

By completing this webquest you should have learned about the ways in which monopolies were both allowed and controlled by the federal government. You should have researched the Sherman Anti-trust Act, and have learned how this reform has impacted today’s society. You have become a historian and public policy analyst and have investigated the impact reformers have made on the American society. You have also seen the injustice that the working class, woman, and children have faced throughout this period in history. Because you are living in a democracy you can express your beliefs and make a difference!

Social Studies

Standard 1: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

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 nonmarket 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 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.



Monopoly Webquest
Teacher Name: Mr. Dundon
Student Name: ________________________________________

CATEGORY	4	3	2	1
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Sources	Source information collected for all graphics, facts and quotes. All documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.	Very little or no source information was collected.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Workload	The workload is divided and shared equally by all team members.	The workload is divided and shared fairly by all team members, though workloads may vary from person to person.	The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.	The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people's ideas (giving them credit), but there is little evidence of original thinking.	Uses other people's ideas, but does not give them credit.