QR Challenge: Victorian context.

Created using the ClassTools QR Treasure Hunt Generator

Teacher Notes

A. Prior to the lesson:

1. Arrange students into groups. Each group needs at least ONE person who has a mobile device.

2. If their phone camera doesn't automatically detect and decode QR codes, ask students to

• Download a QR reader (e.g. I-Nigma | NeoReader | Kaywa) onto their mobile devices
• Bring these devices into the lesson.

3. Print out the QR codes.

4. Cut them out and place them around your class / school.

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B. The lesson:

1. Give each group a clipboard and a piece of paper so they can write down the decoded questions and their answers to them.

2. Explain to the students that the codes are hidden around the school. Each team will get ONE point for each question they correctly decode and copy down onto their sheet, and a further TWO points if they can then provide the correct answer and write this down underneath the question.

3. Away they go! The winner is the first team to return with the most correct answers in the time available. This could be within a lesson, or during a lunchbreak, or even over several days!

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C. TIPS / OTHER IDEAS

4. A detailed case study in how to set up a successful QR Scavenger Hunt using this tool can be found here.

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Questions / Answers (teacher reference)

Question	Answer
1. Q1) Industrial Revolution was the change from a mainly agricultural/farming economy to an economy dominated by industry and machine manufacturing. This caused cities to grow in size and population as many people flocked there for jobs.	.
2. Q2) The poor faced unsanitary and overcrowded housing, low wages, poor diet, insecure employment and the dreaded effects of sickness and old age. Disease spread quickly due to lack of running water and overcrowding in London. Much of the poor ended up in workhouses.	.
3. Q3) Britain had taken control of many other countries across the globe.	.
4. Q4) People were beginning to question religion and find scientific explanations for events, instead of just attributing them to God.	.
5. Q5) Detectives were often lower class, so if the crime had affected middle-class or higher-class people, they wouldn’t enjoy having someone poorer snooping about in their business and homes.	.
6. Q6) Detective fiction rose in popularity: rise in literacy rates, creation of a unified police force meant crime was easier to organise/report, interest in Gothic and ‘unnatural’ characters.	.
7. Q7) 1) the seemingly perfect crime; (2) the wrongly accused suspect; (3) the dim-witted police; (4) the superior mind of the detective; and (5) the startling and unexpected ending	.
8. Q8) Deduction – inferring things from evidence	.

 

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