WEB QUEST II
THE
INDUSTRIAL REVOLUTION & THE ENVIRONMENT
Mr. P. Santos
INTRODUCTION: Throughout history
the Industrial Revolution has had both positive and negative effects on society. The advances in science, technology, and in
production drastically transformed the world.
With these achievements came great responsibility. Although various inventions improved the
quality of life for those involved they also had destructive side effects on
workers and the environment. Whether we
are discussing coal or nuclear energy there is definitely positives and
negatives involved. You have just been
invited to participate in a United Nations international conference which will
deal with laws, regulations and punishments in order to protect the
environment. You and your team will
represent the
TASK: As a representative you will work in groups of
three in order to:
1)
Determine the nature of the problem (What environmental issue will
you deal with?)
2)
Research and gather evidence about the problem
3)
Identify causes of the problem
4)
Evaluate existing policies concerning this problem
5)
Develop several of your own policies for this problem
6)
Determine the best policy for the problem
Each group will then be responsible for a
four component presentation dealing with their research.
POSSIBLE ENVIRONMENTAL PROBLEMS
AIR POLLUTION 
OIL SPILLS
TOXIC WASTE
NUCLEAR DANGERS
PROCESS:
STEP 1: Groups must determine if there is a environmental social problem in their neighborhood.
STEP 2: Students
will then research the history of various environmental issues (each student is
responsible for the history of one problem) tracing it back to the Industrial
Revolution.
STEP 3: As a group students will identify the dangers of
the Industrial Revolution.
STEP 4: Students are then responsible to research and
evaluate the existing policies concerning these issues.
STEP 5: Individually students will create their own
policies concerning this issue.
STEP 6: As a group they must then decide which policy
is most efficient.
STEP 7: Students will then work together to complete the
following project:
-
Oral presentation— Each student in the group will stand on the stage in the auditorium and
present a section of the group’s conclusion.
-
Written report— Each student will be
responsible for a three page typed report defending the groups position.
-
Timeline/Visual— Poster Board timeline
illustrating the cause of the environmental issue.
-
Power Point— Each student in the
group will be responsible for three slides which emphasize their research.
ALL
OF THESE COMPONENTS MUST BE RELATED TO THEMES IN GLOBAL HISTORY AND GEOGRAPHY.
RESOURCES:
SIX
STEP PUBLIC POLICY ANALYST
https://www.maxwell.syr.edu/plegal/PPA/ghppai1.html
INDUSTRIAL
REVOLUTION
www.fordham.edu/halsall/mod/modsbook14.html
www.neo-tech.com/businessmen/part6.html
www.wsu.edu:8080/~dee/ENLIGHT/INDUSTRY.HTM
www.msu.edu/user/brownlow/indrev.htm
www.encyclopedia.com/articles/06349.html
ENVIRONMENTAL
PROBLEMS
www.iclei.org/efacts/oilspill.htm
www.hrw.org/reports/1999/cambotox/
www.howstuffworks.com/nuclear.htm
RUBRIC & EVALUATION:
1) Each component of the project will be worth
25% of your grade.
-
Oral Presentation 25%
-
Written report 25%
-
Timeline/Visual 25%
-
Power Point presentation 25%
STANDARDS
World History
Key Idea 1: The study of world
history requires an understanding of world cultures and civilizations,
including an analysis of important ideas, social and cultural values, beliefs,
and traditions. This study also examines the human condition and the
connections and interactions of people across time and space and the ways dif-ferent people view the same event or issue from a variety
of perspectives.
• analyze
historic events from around the world by examining accounts written from
different perspectives
• analyze
changing and competing interpretations of issues, events, and developments
throughout world history
Geography
Key Idea 1: Geography can be divided into six
essential elements which can be used to analyze important historic, geographic,
economic, and environmental questions and issues. These six elements include:
the world in spatial terms, places and regions, physical settings (including
natural resources), human systems, environment and society, and the use of
geography. (Adapted from The National Geography Standards, 1994: Geography for
Life)
• understand
the development and interactions of social/cultural, political, economic, and
religious systems in different regions of the world
• explain how
technological change affects people, places, and regions
Economics
Key Idea 1: The study of economics
requires an understanding of major economic concepts and systems, the
principles of economic decision making, and the interdependence of economies
and economic systems throughout the world.
• define and
apply basic economic concepts such as scarcity, supply/demand, opportunity
costs, production, resources, money and banking, economic growth, markets,
costs, competition, and world economic systems
• explain how
economic decision making has become global as a result of an interdependent
world economy
English Language
Arts
Students will read, write, listen, and speak
for information and understanding.
Students will read, write, listen, and speak
for literary response and expression.
Students will read, write, listen, and speak
for critical analysis and evaluation.
Students will read, write, listen, and speak
for social interaction.