INDUSTRIAL REVOLUTION:
ECONOMIC AND SOCIAL CHANGES AND ITS EFFECTS ON
SOCIETY
THEME: ECONOMIC AND SOCIAL CHANGES
A trip to the past
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, and 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 capitalists employed women and young children,
making them work long and hard hours. The industrial revolution was a time for
change, for better or for worse.
You are Newspaper reporters at Stevenson H.
S. You are going to investigate and
report on the social and economic changes brought by the industrial revolution
in
TASKS
You are going to produce and present orally to the class an
editorial with a title page, typewritten in word document or any other word
processors available to you.
Your editorial will be at least three pages long double
spaced.
You would include: social changes, economic changes, and effects
of these changes to society.
You will also suggest some recommendations to solve the issues
brought as a result of the revolution as well as comparing the
You will use the Global Public Policy Analyst (GPPA) steps to do
you investigation and present your report.
PROCESS
1.
You will work in groups of four students in each group.
2.
Each group will use the resources available, which include textbooks,
handouts, Internet websites, and search engines to fill out the GPPA
worksheets, which would be given to each student.
3. Each group will produce an editorial of
at least three pages, which would include the social and economic changes of
the industrial revolution, and its effect on society.
4.
Each group would present the editorial orally in class.
5.
You may add captions you think would be useful in your work.
6.
You will also do a comparative analysis of the
7. Students will fill out the 4 GHPPA
worksheets from the task, and will use the information from the worksheets to
complete their work.
Some Questions you may consider while doing your work are:
I.
How did the change from hand made items to machine made ones occur?
II. How were the working conditions in
factories?
IV. What changes did occur in society as a
result of the revolution?
V. How did the changes affect individuals,
family, and society at large?
VI. How were the situations in the
VII. What recommendations do you offer as
regards the effects of the revolution?
ALTERNATIVE ACTIVITIES
1.
Hold a debate on the positive and negative
effects of the revolution.
2. Write
a poem about the industrial revolution emphasizing you position towards its
effects.
RESOURCES
Textbook,
Handouts, and the following websites below
The
Gilded Age - Industrial revolution in America
[Regents
Prep Global History] Change & Turning Points: Industrial Revolution
Industrial
Revolution Inventors Chart
The Environment
Since the Industrial Revolution
EVALUATION
Presentation
Rubric
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Evaluating Student Presentations |
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1 |
2 |
3 |
4 |
Total |
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Organization |
Audience cannot understand presentation because
there is no sequence of information. |
Audience has difficulty following presentation
because student jumps around. |
Student presents information in logical sequence
which audience can follow. |
Student presents information in logical,
interesting sequence which audience can follow. |
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Subject Knowledge |
Student does not have grasp of information;
student cannot answer questions about subject. |
Student is uncomfortable with information and is
able to answer only rudimentary questions. |
Student is at ease with expected answers to all
questions, but fails to elaborate. |
Student demonstrates full knowledge (more than
required) by answering all class questions with explanations and elaboration. |
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Graphics |
Student uses superfluous graphics or no graphics |
Student occasionally uses graphics that rarely
support text and presentation. |
Student's graphics relate to text and
presentation. |
Student's graphics explain and reinforce screen
text and presentation. |
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Mechanics |
Student's presentation has four or more spelling
errors and/or grammatical errors. |
Presentation has three misspellings and/or
grammatical errors. |
Presentation has no more than two misspellings
and/or grammatical errors. |
Presentation has no misspellings or grammatical
errors. |
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Eye Contact |
Student reads all of report with no eye contact. |
Student occasionally uses eye contact, but still
reads most of report. |
Student maintains eye contact most of the time
but frequently returns to notes. |
Student maintains eye contact with audience,
seldom returning to notes. |
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Elocution |
Student mumbles, incorrectly pronounces terms,
and speaks too quietly for students in the back of class to hear. |
Student's voice is low. Student incorrectly
pronounces terms. Audience members have difficulty hearing presentation. |
Student's voice is clear. Student pronounces most
words correctly. Most audience members can hear presentation. |
Student uses a clear voice and correct, precise
pronunciation of terms so that all audience members can hear presentation. |
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Total Points: |
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STANDARDS
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.
English
Language Arts
Standard
1: Language for Information and Understanding
Standard
3: Language for Critical Analysis and Evaluation
CONCLUSION
You
must have learned the economic and social changes brought by the industrial
revolution, and also the effects of the revolution to society. You have learned how to write a newspaper
editorial report and also how to make recommendations for the issues presented
by the revolution.
