“POVERTY IN THE MIDST OF WEALTH”

THE NINETEENTH CENTURY

INDUSTRIAL REVOLUTION IN ENGLAND

USING

THE GLOBAL PUBLIC POLICY ANANLYST

Mr. K. Kennedy

Evander Childs High School

Special Education Department

INTRODUCTION

England was the first! They were the first country in the in the world to create an “industrial revolution”. This began in the late eighteenth century and peaked in the nineteenth. New products were made that made life easier for millions. More food was grown, more clothing was manufactured and wealthy men built mansions on the English countryside. But for many, life was not this dream. For the factory worker in this period of wealth and prosperity, life was a living hell. Slums, poverty, early death and painful sacrifice were an everyday occurrence.

How could this have happened? How could the English Parliament and King allow its citizens to live in virtual squalor in a society that bred millionaires? While England created an “empire”, its workers were worse off than during the dark ages. Huge factories and deep mines billowed smoke throughout the country as a new industrialized world was emerging. Yet children toiled from sunrise to sunset in coal mines that created, “black lung” and killed them before they were teenagers. Half of children born to poverty stricken mothers died at childbirth. Schools were only open to the wealthy, who never dared to enter this underworld.

In this web quest you will find the answers. You will be asked to investigate this Industrial Period in History and find the reasons for poverty and death in the midst of wealth. Just maybe, you can help future generations in developing countries avoid the same disaster.

GOOD LUCK ON YOUR QUEST!

1: You will work in groups of two

2: You will investigate the industrial revolution in England using the

“GLOBAL PUBLIC POLICY ANALYST”

3: You will use the “graphics version” as described in the “process” of this web quest”

4: Your group will produce a 5 minute oral presentation on public policies used in England to deal with the problems brought on by the Industrial Revolution. Students should be able to answer questions from the teacher.

1: You will use the Graphics version of the “Global History Public Policy Analyst.”

2: Click on the links below and complete the GHPPA questions

· Identify Problem

· Gather the Evidence

· Determine Causes

· Evaluate the Policy

· Do a Comparative Analysis

3: You will use the internet sources listed in the “resource” section of this web quest to complete the GHPPA

4: Your group will use the answers to the GHPPA to complete the “Task” product.

GENERAL WEB SITES

WWW.GOOGLE.COM

WWW.YAHOO.COM

WWW.ASKJEEVES.COM

SPECIFIC WEB SITES

(1) Effects on the Industrial Workers

(2) Effects on Industrial Workers

(1) England's Public Policy

(2) England's Public Policies

PRESENTATION RUBRIC

Name: ________________________

Teacher: Mr. Kennedy

Date of Presentation: ____________

Criteria

Points

	1	2	3	4
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.	____
Content 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 content, but fails to elaborate.	Student demonstrates full knowledge (more than required) with explanations and elaboration.	____
Visuals	Student used no visuals.	Student occasional used visuals that rarely support text and presentation.	Visuals related to text and presentation.	Student used visuals to reinforce screen text and presentation.	____
Mechanics	Student's presentation had four or more spelling errors and/or grammatical errors.	Presentation had three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.	____
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student used a clear voice and correct, precise pronunciation of terms.	____
				Total---->	____

Students should have learned from this web quest the problems of the industrial revolution and the public policies the English government created to deal with it. Students also should have learned to work in groups to prepare a presentation. Finally, students should have learned the importance of the public policy analyst and their role in identifying pros and cons in a public policy.

SOCIAL STUDIES STANDARDS

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 STANDARDS

E1c: Read and comprehend informational materials.

E2a: Produce a report of information.