Poor Living Conditions in America

for Immigrants in the late 1800ís and Early 1900ís

 

 

 

A Webquest by:

Ms. Joyce Dawkins

All Saints School

8th Grade

Social Studies

j.dawkins@allsaintschool.org

 

 

 

INTRODUCTION 

 


In the mid 1800ís many people from all over the world immigrated to American shores.Most specifically many of those immigrants moved to New York City, Chicago and other urban communities.During this time there were many problems.One of the biggest problems at that time was poor living conditions.

 

TASK 

 

 


In groups of four (one group will have five) you will investigate poor living conditions in urban areas during the mid 1800ís and early 1900ís.You will research the problem and will follow the six steps of the Public Policy Analyst to come up with new possible policy solutions for this problem.Each group will be responsible for producing a 3-5 page written report and will prepare for an oral presentation to be given to the entire class.

 

The written report will inform the other groups of the problems you found.The oral report will present the policy solution that your group came up with.

 

PROCESS 

 

 

 


Step 1:Your teacher will divide class into groups of four designating one student to serve as Group Leader.

 

Step 2:Your group will complete the six-step Public Policy Analyst to investigate the issues of discrimination of the mentally challenged in America.††

        Identify the nature of a social problem

        Gather evidence to support the existence of the problem

        Determine the causes and factors contributing to the problem

        Evaluating existing public policies

        Developing public policy solutions

        Selecting the best public policy solution

 

Step 3:Using the public policy solution determined by your group, write 3-5 page written report including your new best public policy solution.

 

Step 4:Your group will now prepare to present an oral presentation to the class. Remember to include your research findings and any pictures or other graphic representations you have. The class will then score your performance based on the rubric provided below.

 

 

 

 

RESOURCES 


http://www.newcolonist.com/pullman_addams.html

 

http://www.harrisonburg.k12.va.us/hhs/socstu/sarvermontschap13and14.htm

 

http://www.proteacher.com/cgi-bin/outsidesite.cgi?external=http://www.eduplace.com/ss/hmss/8/unit/act6.1.html&original=http://www.proteacher.com/090024.shtml&title=Daily%20Life%20in%20the%20Poor%20Industrial%20Cities

 

 

EVALUATION: 

 

 


Written Report Rubric

 CATEGORY

4

3

2

1

Research

Accurate and use of text information 

Accurate and adequate research

Weak research information

Research information isinaccurate or incomplete

Content

All ideas are clearly written and flow logically

All ideas are clearly written; more information was needed

Ideas show a weak structure and do not flow smoothly

Little, if any, develop-ment of supporting ideas

Writing

Sentence structure, grammar, and punctuation; minimal or no spelling errors

Sentence structure, grammar, and punctuation, minor errors in spelling

Sentence structure, grammar, and punctuation; frequent minor errors in spelling.

Sentence structure, grammar, and punctuation show frequent  errors; Frequent misspelling of commonly used words.

 

Oral Presentation Rubric

CATEGORY

4

3

2

1

Content

Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows little understanding of parts of the topic.

Does not seem to understand the topic very well.

Pictures or Graphics

Student uses several pictures or graphics that show considerable work/creativity and which make the presentation better.

Student uses 1 picture or graphic that shows considerable work/creativity and which make the presentation better.

Student uses 1 picture or graphic which makes the presentation better.

The student uses no pictures or graphics

Speaks Clearly

Speaks clearly and distinctly all the time.

Speaks clearly and distinctly most of the time,

Speaks clearly and distinctly some of the time.

Often mumbles or can not be understood

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group.Is a good team member.

Usually listens to, shares with, and supports the efforts of others in the group. Is a good team member.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

 

STANDARDS 

 

 


English Language Arts

Standard 1:†† Students will listen, speak, read, and write for information and

†††††††††††††† understanding; they will collect data, facts, and ideas and use

††††††† †††††††electronically produced texts.

 

Standard 4:†† Students will listen, speak, read, and write for social interaction.†††

 

Social Studies Standards:

  • Students will use a variety of intellectual skills to demonstrate their understanding of major ideas and themes.
  • Students will demonstrate their understanding of the necessity for establishing government and laws.
  • Students will use a variety of intellectual skills to understand the roles, rights and responsibilities of citizenship.

 

 

CONCLUSION 

 

 


You have now researched the social problem of poor living conditions for immigrants in America in the late 1800ís and early 1900ís.You have learned about the issue of poor living conditions as a result of being and immigrant.You are now an able to do research and apply it to the six steps of being a public policy analyst.