Queen Victoria's Empire Lesson Plans

by Lisa Prososki



Plan 1: Inventions that Changed the World

Subject Areas: Middle School Social Studies

Objective: Students will create small group projects that illustrate the positive and
negative impacts of the inventions of the Industrial Revolution, the ways this
revolution shaped Victoria's reign as Queen of England, and the ways this
invention contributed to the idea of a world economy.

Materials: Students should view episode 1 of the "Queen Victoria's Empire" series. In
addition, they should have access to the companion website, particularly
the sections titled "Engines of Change" and "The Changing Empire".
The use of other internet/library research materials would also be helpful.
Students will also need access to art supplies and/or presentation or
desktop publishing computer programs. Other helpful websites are listed
below:

The Great Exhibition of 1851 http://englishwww.humnet.ucla.edu/individuals/eng188/petrossian/greatex
h.htm
Describes the Great Exhibition, its participants, and the items displayed

The Industrial Revolution
http://www.eurohist.com/the_industrial_revolution.htm
Information about people and inventions from Industrial Revolution


Procedures:

1. Choose a recently invented item such as the internet or cell phones and
facilitate a discussion using questions similar to the following:

-What are the positive impacts of this invention? Give examples.
-How has this invention impacted people in a negative way? Give examples.
-Has this invention had an effect on the world economy or has it made the
world a "smaller" place in any way? Explain.

2. Explain to students that over the past 20 years we have been involved in a
technological revolution. What we have seen in the last few years was
unimaginable when our grandparents were young, and has changed the way
the world communicates and does business.

3. Using this as a stepping stone, see if students can think of another time period when
inventions changed the world dramatically in a short time. The teacher might
offer hints about some of the inventions (steam engine, telegraph, etc.)
Eventually, students should be directed to the time period encompassing the
Industrial Revolution. Finish the discussion by pointing out that without the
Industrial Revolution, many of the conveniences of today might not have come
along so quickly. Tell students that the Industrial Revolution began in England
and helped the woman who was queen at the time develop England into a world
power.

4. Have students view episode 1 of "Queen Victoria's Empire". They should pay
special attention to the sections noted below. As they are watching, have
students take notes using the Episode 1 Viewing Guide.

Episode 1: time cues and beginning quotes for each cue

1:51 to 3:00 "The reign of Queen Victoria saw the birth of the modern world."
3:37 to 8:33 "In 1819, the year Victoria was born...."
11:33 to 14:31 "But Britain was no longer the land of peasants."
22:56 to 28:27 "Albert had a lively interest in industry and invention..."
43:00 to 45:01 "British people had to be persuaded..."
51:17 to 52:04 "But it was the achievements of British industry..."

5. Once viewing is finished, give students time to respond to the final viewing guide
questions. Then use the information to facilitate a short discussion about what
students learned about the Industrial Revolution and how it helped the British
gain power and prestige throughout the world. Ask students to discuss how these
inventions contributed to the development of a world economy.

6. After the discussion is complete, students should begin working on their research
projects. Distribute the Project Guidelines Sheet and go over it carefully with
the students. Students may choose to work in pairs or small groups to complete
the project. Allow students 2-3 days of work time to finish their projects.

Assessment Suggestions:

1. Individually, or with the help of students, develop a scoring guide for the projects.
When student work is displayed, take time to evaluate using the guide that
was created.

2. Give students the opportunity to evaluate their own work. Ask them to write a short
description of the grade they feel they earned, reasons why they earned this grade,
and what they learned from the completing the project. Students should turn this
in with the project. The teacher can then conduct a short one-to-one conference
with each student/group and go over the explanation of the grade and the project.
At that time, the teacher can then assign the grade he/she feels each student or
group should earn. .


Extension Activities:

1. Facilitate a discussion about free trade. Begin by defining free trade as discussed by
Albert during Victoria's reign. Examine the free trade movement that took place
during the Victorian Era. Ask students to think about how the concept of free
trade has evolved or changed since that time. Specifically, students should
research/discuss topics such as NAFTA and the WTO. Students should
brainstorm/debate the pros and cons of free trade. Bring into the discussion the
idea of trade negotiations and treaties and the effects of trade embargos on the
world economy.

2. Ask each student to sign up for a time to create a videotaped presentation about their
project and what they learned. Be sure to show close-ups of student work and
allow students time to explain their project and what they hope others will learn
from it. Share the tape with students from other schools or students in younger
grades that are studying similar material and information.

3. Keep completed projects and display them at an open house night. If this is not
possible, try displaying student work at a local education fair, at the district's
adminstrative offices, or in a prominent display someplace within the school.
Leave a guest sign-in sheet near the display and ask those who see it to sign in
and make comments about the work they are viewing. When the display is
finished, give students the feedback they received from the sign-in sheets.


National Standards:
This lesson addresses the following national content standards found in the McRel Standards Database at http://www.mcrel.org/standards-benchmarks/

Historical Understanding
Standard 1: Understand and knows how to analyze chronological relationships
and patterns.

Level 3 (Grade 6-8)
4. Understands patterns of change and continuity in the historical succession of
related events.

Standard 2: Understand the historical perspective

Level 3 (Grade 6-8)
1. Understands that specific individuals and the values those individuals held had
an impact on history

World History
Standard 33: Understands the causes and consequences of the agricultural and industrial
revolutions from 1700 to 1850.

Level 3 (Grade 7-8)
1. Understands why industrialization flourished in Britain.
2. Understands the effect of the industrial revolution on social and political
conditions in various regions.
4. Understands the importance and consequences of new technologies
5. Understands the impact of new technology that emerged during the industrial
revolution.

Language Arts
Writing
Standard 4: Gathers and uses information for research purposes.

Level 3 (Grade 6-8)
4. Uses a variety of resource materials to gather information for research topics.
6. Organizes information and ideas from multiple sources in systemic ways.

Viewing
Standard 9: Uses viewing skills and strategies to understand and interpret visual media.

Level 3 (Grade 6-8)
1. Understands a variety of messages conveyed by visual media.

Queen Victoria's Empire Episode 1 Viewing Guide

Name:____________________________________ Date:___________________

Directions: As you view the film, record as much information as you can about each of
the inventions and people listed below. Be sure to read through all of the
questions before viewing so you know what you should be focusing on.


1. Before the Industrial Revolution began, how did most people in England make a
living?


2. Describe the main means of transportation people had before the invention of the
steam engine.


3. Find the following information about the first public railroad.

When was it completed?
What cities did it link?
How fast could the trains travel?
Who was the man credited with inventing the steam engines?

4. What device changed the way crops were harvested?


5. People moved to cities because of the Industrial Revolution. Describe at least
3 problems this caused for Britain.

A.

B.

C.


6. Write short description of life in British cities during the Industrial Revolution.



7. Isambard Kingdom Brunel was responsible for what invention?


8. Why was the steamship crucial to the British empire?

9. While Britain produced many goods for export around the world, they were
unable to produce one basic item that all people in Britain needed. What was it?


10. After many debates in Parliament, the Corn Laws were repealed. What effect did
this have on Britain?


11. Albert wanted to establish free trade in world in order to encourage a world economy
that was interconnected. He decided to do this by building a cathedral of Free
Trade after a meeting with Henry Cole. Answer the following questions about
this building.

Who was the man that agreed to help Albert with the cathedral?
What was the building made of ?
By creating the building from the material above, what problem did the
buiding's designer solve?
When the building was finished, what did the people call it?
Describe the success of the Great Exhibition that took place in the building.



Directions: After viewing the tape, take a few moments to reflect on the ideas presented
below.

1. Which of the inventions mentioned in the video was most important to Britain? Why?




2. How did inventions like the steamship, telegraph, and steam engine make it easier for
Victoria to rule over her empire?



3. Be 1850, the British were world leaders in industrial production and world trade.
Do you think this would have been possible without the Industrial Revolution?
Why?



4. The British hoped to establish free trade throughout the world. How would this
benefit Queen Victoria and her empire?



Project Guidelines Sheet

Name:__________________________________ Date:___________________


Directions: Using what you have learned from class discussion, the video, and other
sources, create a project that illustrates the positive and negative impacts of the invention, the ways this invention and the revolution shaped Victoria's reign as Queen of England, and the ways this invention contributed to the idea of a world economy. You may choose your ideas from the lists below. If you have other ideas, be sure they are approved by your teacher before beginning work.

Be sure each member of your group is accountable for at least one part of the
project and presenting it to the class.

Topic List

steam locomotive
threshing machine
spinning jenny
flying shuttle
hydraulic press
iron steamship
electric telegraph
other:_________________

Activity List

1. Create a 3-D model of your invention. It should be made by you. The model
should be historically accurate.

2. Create a catalog or brochure about your invention. Include pictures and drawings
of the item, descriptions of how it works and benefits people, and information
about cost, if possible.

3. Write a news story about the invention of your item. Include a picture of it and
information about the item. Also include facts about the inventor of the item.
Be historically accurate and use the 5W's and the H in your story.

4. Make a computer presentation about your invention. Include pictures of it,
quotes about it, information about the inventor, and possible uses for the product.

5. Other:



Written Requirements

Each project will require a short piece of writing to accompany it. Write a 2-3 paragraph response to the questions below.

-How did the invention of this item change life for the average citizen?
-How did the invention of this item help Britain gain power in the world?
-How did the invention of this item assist Queen Victoria with ruling or gaining power
for her empire?
-How did the invention of this item make the world more interconnected or help to
develop a world economy?
-What were the negative effects caused by the invention of this item?


Presenting Your Work

You work will be on display for others to see. Be sure it is high quality and meets the specifications listed above. Be ready to explain your work and the answers to the questions above to other students and adults who will see what you have made.