The Industrial Revolution

School Library Journal

Gr 7–10—Each guide begins with a definition of research followed by an overview of the topic's history. The authors define primary and secondary sources and describe how to formulate research questions, begin research using a variety of print and electronic sources, evaluate sources, organize and properly cite material, avoid plagiarism, and present results in various formats. Although there are minor differences in content, all three books describe basic research techniques, suggest strategies such as using a KWL chart (What I Know, What I Want to Know, and What I Learned) and SQ3R (Survey, Question, Read, Recite, and Review) for initiating and organizing work, and show students how to create time lines and use graphic organizers. Sidebars and graphics supplement the texts. The titles include general and topic-specific sources; "Find Out More" sections include books, Web sites, places to visit, and additional research topics. While students may find these books to be somewhat helpful, much of the advice is widely taught in classrooms and can also be found in general and topical research guides on the Internet. Most students would be better served by books that provide better historical content and analysis, either in series such as "Images and Issues of Women in the Twentieth Century" (21st Century Bks.) and "Slavery in American History" (Enslow) or individual titles such as R. Conrad Stein's The Industrial Revolution: Manufacturing a Better America (Enslow, 2006).—Mary Mueller, Rolla Junior High School, MO