Life in the Industrial Revolution

A WebQuery for 10th Grade

Designed by

Corey Wheatley
wheatleyc@cwu.edu

 

Introduction | Task | Process | Resources | Evaluation | Conclusion

Introduction

You have been placed in the 19th century around the time of the Industrial Revolution, new machines and jobs are showing up everywhere.  You are whoever you would like to be at the time, the times are certainly changing, describe what life is like for you!  What changes did people such as your fictional persona experience in this age when work was being made easier as well as arguably more dangerous?


Task

You will need to in some way describe what changes your persona may have experienced as well as events that might have been pertinent to you at the time.  Feel free to add facts that you find interesting, but try to focus on technology, news, authors or ideas at the time that are pertinent.  You may feel that you can get away with just saying your character was not really affected, that is not applicable.  You will need to discuss various aspects of your life even if you do not believe they would affect you.  

There are a variety of ways in which you can go about this project:



The Process

Here are some aspects that you may want to think about when you design the character that you will be writing about:

Resources

Here are some links to various websites that might help you.  Feel free to look up other resources on your own.  Wikipedia is not a source you want to use,  it will not be accepted, if you find a website you think might be helpful come see me.  Especially see me if you feel that I may not accept it.  
 

Evaluation


CATEGORY
4
3
2
1
Historical Accuracy
All historical information appeared to be accurate and in chronological order.
Almost all historical information appeared to be accurate and in chronological order.
Most of the historical information was accurate and in chronological order.
Very little of the historical information was accurate and/or in chronological order.
Role
Point-of-view, arguments, and solutions proposed were consistently in character.
Point-of-view, arguments, and solutions proposed were often in character.
Point-of-view, arguments, and solutions proposed were sometimes in character.
Point-of-view, arguments, and solutions proposed were rarely in character.
Knowledge Gained
Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.
Can clearly explain several ways in which his character "saw" things differently than other characters.
Can clearly explain one way in which his character "saw" things differently than other characters.
Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements
Student included more information than was required.
Student included all information that was required.
Student included most information that was required.
Student included less information than was required.
Grammar and Spelling
Papers, posters, diaries and power points had excellent grammar and spelling
Papers, posters, diaries and power points had all right grammar and spelling
Papers, posters, diaries and power points had so-so grammar and spelling
Papers, posters, diaries and power points had poor grammar and spelling

Conclusion

Having gone through this information seeking role play, you should beable to explain how aspects of the Industrial Revolution and how they affected people of the time.  You should also be able to place the Industrial Revolution within history att least within a reasonable time range.  This should also demonstrate to you how changes within history affect people then into the future.

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