USF's WebQuest 

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Unit Summary Teacher's Resources Day 1 Lesson Day 2 Lesson
Day 3 Lesson Day 4 Lesson Day 5 Lesson Day 6 Lesson
Conclusion Student's Web Quest    

Web Quest Title: Economic effects during the Industrial Revolution

Dear Colleague: This unit is designed for students studying about the historical aspects of economics and the effects that occurred during the Industrial Revolution. Students will learn how Europe moved from a primarily agricultural and rural economy to a capitalist and urban economy. They will also see how the Industrial Revolution transformed economic systems due to how nations dramatically changed the way they produced and distributed their goods. In this unit students will be exposed to readings, group activities, research and a web quest that will assist students in understanding the effects on economics during the Industrial Revolution.

Grade Level: 10th Grade

Author: Erika Arellano

Date: April 14, 2007

Unit Summary


    Goals/Objectives:

  1. Students will understand the historical development of capitalism during the Industrial Revolution
  2. Students will learn about the new inventions and the development of factories that were created during the Industrial Revolution
  3. Students will understand the impact of Adam's Smiths contributions to economic thought. .
  4. Students will understand how advances in transportation, agriculture and communication had an effect on economics
  5. Students will compare how economics has changed over the course of time

    Days:  6 Days


    Content:
  The students will examine how Europe moved from a primarily agricultural and rural economy to a capitalist and urban   economy.


    Methods:
The unit will have students engaged in a variety of activities such as cooperative learning, discussions, lecture using a power point, graphic organizers, web quest activity, and a presentation

WebQuest  Summary:
     Goals/Objectives:
Students will understand how present day corporations are set up differently from businesses during the Industrial Revolution.


    Days:
 
2


    Content: 
Students will research the historical aspects of business during the Industrial Revolution and a present day corporation. Students will then prepare an economic report that compares how business has evolved.


    Methods:
   
Students will research historical aspects of business during the Industrial Revolution and a present day corporation. Students will then prepare an economic report that compares how business has evolved and present it to the class. The report will include the following   

    Standards: 

NCEE Standards:

Standard 13 Changes in the structure of the economy, the level of gross domestic product, technology, government policies, and discrimination can influence personal income.

Standard 15 Historically, economic growth as been the primary vehicle for alleviating poverty and raising standards of living.

NCSS Standards:

Standard 3 People, places, and environments: interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs

Standard 7 Production, Distribution and Consumption: give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations

Teacher Resources

 

Unit Information:
    

Background Resources

Web-based Subject Matter Content
http://www.econlib.org/library/Enc/IndustrialRevolutionandtheStandardofLiving.html
http://industrialrevolution.sea.ca/impact.html

http://www.mackinac.org/article.aspx?ID=3879

http://www.minneapolisfed.org/research/WP/WP606.pdf

Web Pedagogy Content

http://fcit.usf.edu/multimedia/deliver/deliverb.html

http://www.lausd.k12.ca.us/lausd/resources/integration/index.html

http://www.safekids.com/

 Other Resources

http://www.nettlesworth.durham.sch.uk/time/victorian/vindust.html

http://www.bbc.co.uk/history/british/victorians/victorian_technology_01.shtml

http://www.bbc.co.uk/history/british/victorians/launch_gms_cotton_millionaire.shtml

http://lcweb2.loc.gov/ammem/papr/west/westcond.html
 http://www.bbc.co.uk/history/british/victorians/womens_work_01.shtml
http://www.gapinc.com/public/index.shtml
http://www.thecoca-colacompany.com/index.html

http://www.nike.com/nikebiz/nikebiz.jhtml?page=0&sitesrc=uslanding


Unit Lesson Sequence
 


Lesson 1 Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter:

Ask students how today’s American government regulates industry and protects workers. Answers can vary but possible answers could be things like safety laws, taxes, and work place rules.

White board

Lecture:

To introduce the unit, teacher will talk about how in industrialized countries in the 19th century, during the Industrial Revolution opened a big gap between the rich and the poor. Business leaders believed that governments should stay out of business and economic affairs. Reformers felt that governments needed to play an active role to improve conditions for the poor.

  1. Adam Smith: believed economic liberty, guaranteed economic progress, therefore government should not interfere
  2. Thomas Malthus: believed that natural laws governed economic life
  3. David Ricardo: believed that natural laws governed economic life
  4. Capitalism: economic system in which the factors of production are privately owned and money is investors in business ventures to make a profit.
Overhead and Transparency
Reading and worksheet:

For students to get a better understanding for these people and concepts students will read the article “Economics: History of Economic Thought”.

Article “Economics: History of Economic Thought”.

Graphic Organizer


Lesson 2Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter:

Adam Smith: In his book The Wealth of Nation, Smith argued that if individuals freely followed their own self interest, the world would be an orderly and progressive place. Social harmony would result without any government direction, “as if by an invisible hand.” Smith applied an invisible hand of his own. After his death, people discovered that he had secretly donated large sums of his income to charities.

Have students answer the following question:

How do you think buyers and sellers would act in the economy Adam Smith describes? Answer should be: buyers buy what they most want; sellers make or sell what buyers want.

Overhead transparency

Lecture: Students will learn a better in dept look at Adam Smith and his contributions to economics. Tell students that Smith opposed government interference in business on principle. For example, he opposed the mercantilist policy of supporting industry through tariffs and other restrictions on competition.
Discussion: Have the class participate in a discussion on how trying to help business might be as harmful as trying to restrict it.  
Article Reading and questions:

For students to get a better understanding of Adam Smith and his contributions to economics students will read an article on his contributions and answer the following question:

Why was Adam’s Smith focus on economics so important?

Article: Adam's Smith

Lesson 3 Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter: Ask students to list as much information as they can on what they know about the Industrial Revolution. White board

Building on prior knowledge:

Students will have a strong foundation of the definition of capitalism and who Adam Smith was. Today’s lesson will focus on understanding how historically both capitalism and Adam Smith contributed to economics during the Industrial Revolution.

 

Power Point Presentation:

The power point presentation will give students a stronger understanding of how Capitalism developed during the Industrial Revolution.  During the presentation students will need to take notes by answering the following questions:

  1. What were Adam Smith’s three natural laws of economics?
  2. What is capitalism?
  3. How did capitalism bring about the Industrial Revolution?
Power Point

Computer

Projector


Lesson 4 Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter: Ask students who has a job? Ask the students who have jobs what are their working conditions like; do they get paid a good salary, do they get breaks, do they have safe working conditions.  
Introduce Web quest and expectations:

Students will research how industries have evolved over time and how working conditions have changed and improved. Students will research the historical aspects of how factories and business where run during the Industrial Revolutions.

 
Content Research:

Students will research and include the following historical information: Products begin produced during the Industrial Revolution, Employees, Wages, Working Conditions

Computers

Internet Access

Student's Web Quest


Lesson 5 Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter: Ask students to think of cooperation (brands) that they have a lot of interest in and why they are interested in them. Use bell work to introduce research for today's web quest.  

Web quest continued:

Students will also research a present day corporation, such a Coca-Cola, Gap, Inc, or Nike. Students will then prepare an economic report that compares and contrasts the differences from the past to the present day.

 
Content Research:

Students will research and include the following present day information: Products, Employees, Careers, Benefits

Computers

Internet Access

Student's Web Quest

Homework:

Students will compile research information and create a poster that will be presented to the class. Students posters must be neat and presentable to read.

Poster paper

Research from class


Lesson 6 Back to Top
Lesson Plan Outline

Method (Attention Getter, Lecture, Callout Group, etc)

Content/Key Ideas/Concepts/Facts
 

Materials
(Transparencies, audio, handouts, etc)
Attention Getter: Have students share with the class what they learned with regards to their research.  
Presentations: Students will individually present their posters to the class and share their research. Presentations will Rubric for grading presentations

 

Student Web quest :

Conclusion

Congratulations! You have completed your research for gathering information for your economic report. You should now have a better understanding of how the Industrial Revolution, Adam Smith, and capitalism helped to transform economic systems due to the change in how goods were produced and how employees were treated.

Credits/References:

World History: Patterns and Interaction. McDougal Littell

 

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