Welcome to the Great Expectations Web Quest

Welcome to theGreat ExpectationsWeb Quest

Through this project, you willembark on a journey into the past to explore Victorian England: 1837-1901. During this period, Charles Dickens published his novelGreat Expectationsin serial form in “All Year Round,” a Victorian periodical or literary.This web quest will help you understand the historical context of Victorian England in which Dickens was writing as well as important issues and themes thatDickens wrestles with inGreat Expectations.

The Objectives:

·  You will work with others to successfully complete a joint task.

·  You will navigate the Internet and databases for research.

·  You will orally present your topic to the class.

You will be assigned to a group of three or four and given a specific topic on Victorian England to research. As a group you will be required to become experts on your topic and give an oral presentation to the class to teach them about your area of study.

The Final Product:

·  A 6-8 minute oral presentation on the topic researched

·  Avisual aid (i.e. a poster, PowerPoint, drawing, model, picture, etc.)

·  Works Cited page– Each group member should have at least 2 sources, so the Works Cited page should contain at least 6-8 sources.)

Process

On this page you will find the goal and guiding questions for your group. Links have been provided to help you answer the questions. Remember you need to be the classroom expert on your topic! The questions provided are simply a guide to help you get started. Explore your topic fully! NO WIKIPEDIA!

Group 1: The Historians

Your job is to explore The Victorian Era and the Romantic Period in England and provide a general background, highlighting major events.

Guiding Questions:

1.  What is the Victorian Era? What years does it cover? Who was it named for? What were the predominant principles?

2.  What were the major developments and important events?

3.  What is the Romantic period of literature? Who were the major Romantic writers and thinkers? How were the Romantics different from the rest of the Victorians?

·  http://www.shelbycs.org/ms/media%20center/victorian%20england/

·  http://pagesperso-orange.fr/college.saintebarbe/victoria/children.htm

·  http://www.victorianweb.org/history/hist8.html

·  http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/

·  http://www.hiddenlives.org.uk/articles/poverty.html

·  http://www.spartacus.schoolnet.co.uk/IRchild.main.htm

·  http://stopchildlabor.org/

·  http://www.bbc.co.uk/history/british/victorians/crime_01.shtml

·  http://vcp.e2bn.org/justice/page11361-types-of-punishment-imprisonment.html

·  http://www.shelbycs.org/ms/media%20center/victorian%20england/

·  http://history.powys.org.uk/school1/presteigne/debt1.shtml

Group 2: Biographers

Your job is to explore Charles Dickens’ life and ideas. This includes early family life, turning points, influences on his writing, careers, most import works and marriages.

Guiding Questions:

1.  What experiences were the most influential on his life?

2.  What genre of literature did he write?

3.  How was his work published and illustrated?

4.  What are some basic biographical facts about his life that the class should know? (Date and place of birth, date of death, family, exc.)

Resources:

·  http://www.victorianweb.org/authors/dickens/index.html

·  http://charlesdickenspage.com/

·  http://www.kirjasto.sci.fi/dickens.htm

·  http://www.perryweb.com/Dickens/

Group 3: Anthropologists

Your job is to examine the differences between the social classes of the Victorian Period. Discuss how power, authority, wealth, work, living conditions, lifestyles, religion, and culture differed among the gentry, middle class, and working class.

Guiding Questions:

1.  Define social class. Explain the social breakdown of the classes during the Victorian era.

2.  What did the Victorian education system look like? Distinguish between education for the wealthy and education for the poorer classes. What influence did social class have on the individual’s education and upbringing?

3.  Look at the manners and etiquette of the Victorians era. How did Victorian men and women behave in upper class society? Define a true gentlemen according to Victorian society guidelines.

Resources:

·  http://www.english.uwosh.edu/roth/VictorianEngland.htm

·  http://www.victorianweb.org/history/Class.html

·  http://logicmgmt.com/1876/etiquette/etiquette.htm

·  Social classes in United States

Group 4: Union Representatives

Your job is to examine what child life was like in Victorian England.

Guiding Questions:

1.  What was the state of child labor in the Victorian era? What role did social class have in child labor?

2.  Where were children of this time employed? What type of child was forced into the workforce, and what kinds of dangers did he/she face as result of the workplace?

3.  What rights did children have in the workplace? How were child laborers treated?

4.  In the Victorian era, what types of public health or child care agencies existed?

Resources:

·  http://www.shelbycs.org/ms/media%20center/victorian%20england/

·  http://pagesperso-orange.fr/college.saintebarbe/victoria/children.htm

·  http://www.victorianweb.org/history/hist8.html

·  http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/

·  http://www.hiddenlives.org.uk/articles/poverty.html

·  http://www.spartacus.schoolnet.co.uk/IRchild.main.htm

·  http://stopchildlabor.org/

Group 5: Prison Wardens

Your job is to examine the Victorian justice system, its criminals, and its punishments, focusing on Newgate Prison.

Guiding Questions:

1.  In Victorian England, who was in charge of creating laws?

2.  How did the society attempt to solve its social problems in its justice system?

3.  Describe the state of the prison system in Victorian England. How were debtors treated?

4.  For what was Newgate prison known? What were some infamous stories about Newgate? Who was Elizabeth Fry?

Resources:

·  http://www.bbc.co.uk/history/british/victorians/crime_01.shtml

·  http://vcp.e2bn.org/justice/page11361-types-of-punishment-imprisonment.html

·  http://www.shelbycs.org/ms/media%20center/victorian%20england/

·  http://history.powys.org.uk/school1/presteigne/debt1.shtml

Group 6: Committee of Women’s Studies

Your job is to research the lifestyles of women in the Victorian Age. Describe the differences among women in different social classes. Discuss work, leisure, education and land/inheritance. Discuss the expectations of women and how that may have differed depending upon one's social class.

Guiding Questions:

1.  Compare and contrast the education of men and women in the Victorian era.

2.  Women had what roles and responsibilities?

3.  What kind of restrictions did women face?

4.  How did social class affect a woman’s opportunities?

Resources

·  http://www.shelbycs.org/ms/media%20center/victorian%20england/

·  http://www.victorianweb.org/gender/socialhistov.html

·  http://www.english.uwosh.edu/roth/VictorianEngland.htm

·  http://www.bbc.co.uk/history/british/victorians/womens_work_01.shtml

·  Social classes in United States

Group 7: Social Workers

Your job is to look at abusive personal and family relationships in Victorian England.

Guiding Questions:

1.  Examine the relationship pressures that were common in the Victorian Era. Provide a few examples.

2.  How does social class relate to domestic violence? Look at this issue in light of the Victorian era.

Resources:

·  http://www.shelbycs.org/ms/media%20center/victorian%20england/

·  http://www.victorianweb.org/authors/dickens/poorlaw.html

·  http://www.hiddenlives.org.uk/articles/poverty.html

·  http://www.cwrl.utexas.edu/~ulrich/femhist/spousal_abuse.shtml

·  http://www.victorianweb.org/history/crime/banerjee1.html

·  Victorians and Crime