Teacher

Teacher Page

Goals & Objectives

As a result of completing the WebQuest, the students will be able to do the following:

• Identify the most successful industries of the late 19th century and early 20th century.

• Determine the products and resources that were in great demand in 1900.

• Use techniques and strategies that were available in 1900 to create a financially successful company.

• Identify innovative 19th and 20th century technologies and explain how they improved industry.

Outcomes

As a result of completing the WebQuest, the students will have produced the following:

• A poster or PowerPoint presentation that includes all assigned tasks

• A chart of effects based on government regulations and court decisions on a specific industry

• A chart of the average labor rates for a chosen business

• A completed monthly balance sheet

• An explanation of contemporary management and business strategies

• The application of turn of the century technological advances

Curriculum Standards

This lesson addresses interdisciplinary New Jersey Core Curriculum Content Standards.

Standards applied to the Turn of the Century Tycoons WebQuest.

Thinking and Communication Skills

As a result of completing this WebQuest, students will have:

• Organized and developed a model business comparable to those of the 19th century

• Applied their knowledge of history's most successful industries, businesses, and entrepreneurs

• Developed problem-solving skills

• Researched and applied innovative technology appropriately

• Brainstormed and predicted the success of their company

• Used persuasive presentation skills

• Worked collectively in order to successfully complete a project

Gregorc's Learning Styles

Concrete Random	The Concrete Random student will enjoy brainstorming ideas for the project. This student will probably make predictions for possible outcomes that could result from the decisions that the group makes. He/she will be motivated by the hands-on style of the project.
Concrete Sequential	The Concrete Sequential student will organize the facts necessary for completing the project. He/she will enjoy organizing the research material that is necessary to complete the assignment. The charts that are included in the tasks will help this student exhibit his/her understanding of the content material. his student will keep the group on task and will most likely emerge as the leader of the group.
Abstract Random	The Abstract Random student will use his/her imagination to formulate the idea for the company. This student will excel in the group setting and keep a positive relationship will all group members. He/she will successfully communicate with group members and with the class during the presentation of the project. Creative materials that support the project will probably be done by this student.
Abstract Sequential	The Abstract Sequential student will analyze all aspects of the assignment. He/she will provide logical solutions for obstacles that might hinder the progress of the group and the company that they are developing. This student will enjoy documenting the facts that are critical for a business to excel.

Gardner's Multiple Intelligences

Verbal-Linguistic	This student will most-likely be the head speaker for the poster or PowerPoint presentation. He/she will persuasively present the content material.
Mathematical-Logical	This student will handle the accounting aspects of the project. He/she will work to manipulate the numbers in a logical way in order for the company to have financial success.
Musical	This student may choose to add background music to the poster or PowerPoint presentation.
Visual-Spatial	This student will use charts and graphs to summarize content information. He/she will add pictures and models to contribute to the group's presentation.
Bodily-Kinesthetic	This student will probably contribute to the physical demands of the presentation. He/she will be responsible for moving or changing poster boards or using the computer mouse to click and change the slides for a PowerPoint presentation.
Interpersonal	This student will be the leader of the group. He/she will excel at delegating duties, organizing group meetings, and making sure that the group communicates with each other. This student will enjoy speaking in front of the class and will probably work to actively involve the class in the during the presentation.
Intrapersonal	This student will maximize the efficiency of group meeting times by avoiding any predicted obstacles. He/she may prepare work ahead of time in order to be able to think and work without the group being present.
Naturalist	This student may take a contemporary view of how to build a company that will be aware of possible dangers that industries may cause to the environment.
Existential	This student may enlighten the class to the dangers and corruption of big business working too closely with the government.

Sense and Meaning

The students have studied the Industrial Revolution, so they know the new technologies that led to the creation of businesses in the early 1900s. This information makes sense to them because they can relate it to the relationships between contemporary technologies and the modern businesses that are a result of them.

They must take what they have learned and apply it to the formation of their own company in order to survive (or get back home). This adds meaning to the learning because the students are responsible for the financial success of the company and for their own survival. The students can apply what they have learned to future business endeavors because all processes used in this WebQuest are practical.

Bloom's Taxonomy

Knowledge	Students will have to recall the information taught during the unit on the Industrial Revolution. They will have to identify technologies, business strategies, and entrepreneurial skills that will allow them to create a financially successful company.
Comprehension	Students will understand how to deal with obstacles that are in the way of developing a company. They will take their knowledge of 19th century businesses and use it for their own success.
Application	Students will demonstrate their knowledge of industry in 1900 by creating a successful company. They will illustrate a working company through their poster or PowerPoint presentation.
Analysis	Students will analyze historical conditions that are relevant to creating a marketable company in 1900. They will make a connection between the supplies and demands of that time and will develop a plan to fulfill the needs of the public.
Synthesis	Students will create a business based on given facts.
Evaluation	Students will evaluate how laws, court decisions, corruption, and new technology affected the success of any given business.

Transfer and Retention

The students have studied the Industrial Revolution. They can now take what they have learned and apply information to the creation of their own company. They can learn from this assignment and be able to apply business strategies for developing a business in their own life.

Positive transfer into long-term memory should occur based on the success of their business.

The positive feelings related to the success of a business should enable students to retain information needed to repeat the procedure in a real-life setting.

Worksheet and assignments of the WebQuest will help to reinforce the concepts associated with a successful business.

Designed by: Chris Fackina and Christy Greco