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I. Introduction and Overview
II. Unit Plan
A. Unit Rationale
B. Unit Plan Summary
C. Alternate Unit Plans
III. Relevancy
A. Critical & Creative Thinking
B. Historical Connections
C. Interdisciplinary Connections
IV. Made to Stick
A. Introduction
B. Simple
C. Unexpected
D. Concrete
E. Credible
F. Unexpected
G. Stories
V. Other Ideas
A. Chances, Choices, Causes
B. Top-Down v. Bottom-Up History
C. Past, Present, & Future
D. Tragedy, Comedy & Melodrama
VI. Conclusion
VII. Appendices
A. Industrial Revolution Unit Plan (including project rubric and description)
B. Wal-Mart Writing Assignment/ Extension Activity
C. Modern Connections to the Industrial Revolution
D. 10 Sentence Summary of the Industrial Revolution
E. Labor Union Negotiation Game
I. Introduction and Overview:
Teaching history is all about relevance. To put it bluntly it’s about trying to find legitimate and engaging answers to the eternal question, “Why do we have to learn this (blank)?” The Industrial Revolution is probably the easiest topic to make relevant to students. The modern connections are seemingly endless and include many issues of real interest to students including child labor, welfare and other forms of social security, global and national income inequality, and even the proper balance between freedom and equality. The Industrial Revolution is also one of the most studied topics in history.
II. Unit Plan
Unit Rationale:
No issue is more central or relevant to a history course than the debate over the proper role and size of government. This question provides a lens through which to view any topic and a constant link to modern-day social issues. By constantly referring to two or three overriding themes throughout the year the students have a few anchors which they can relate to their increasing knowledge of both history and current events. This topic is perhaps the single most important area of study for understanding the current global disparity between North and South, or between the West and “the Rest.” It is also probably the best topic from which to analyze the political spectrum and evaluate the proper roles of government. The question of the “social safety net” is one of the most important and fiercely debated issues in American politics today, and the study of the Industrial Revolution will help students grasp the nature of this debate.
Additionally, the Industrial Revolution is the most dramatic change to human society since the Neolithic Revolution and followed a similar pattern of increasing division of labor. It is also the time at which society becomes recognizable as “modern,” in terms of both the global economy and liberal democratic state. Finally, this unit gives students an appreciation of where the goods they buy come from and encourages them to be responsible consumers.
Unit Plan Summary:
This unit covers the drastic changes that took place in society between the years 1750 – 1900. The reasons for these changes will be investigated and debated, as will the reasons why these changes began in Britain. Students will compare and contrast factory life then and now and assess the success of society in dealing with the problems created by industrialization. Students will be made aware that the process of industrialization that began in England in the 1700’s is still unfolding in many parts of the world, and is still to reach many others. Students will also compare and contrast life before and after the Industrial Revolution and assess whether the gains realized have been worth the costs. The unit will also focus on ethical and environmental issues raised by industrialization. A large part of the unit will be spent analyzing the emerging economic and social ideas and evaluating their success and legacy today. The unit project will be a live (or prerecorded) “Talk Show” where students will act as historical figures of the Industrial Revolution and express their views on the changes they witnessed during their lives, while also imagining what they would say about modern society. Students will watch clips from the film Wal-Mart: The High Cost of Low Price for Socratic Seminar or as an extension activity, students will view clips from the film Wal-Mart: The High Cost of Low Price and then analyze it from the perspective of one or more of the historical figures they have studied. (See Appendix for writing assignment).
Alternative Unit Plans:
An alternative plan for this unit is to have small groups focus on only one of the major historical figures. The groups would spend roughly one week learning about the life and work of one major thinker from this time period and then present their findings to the class in any appropriate form such as a PowerPoint, a skit, an interview, a film, etc. These expert groups would then rotate with the other groups and assure that the rest of the class has a good grasp of their person’s major ideas. Finally, the Wal-Mart movie would be shown and students can analyze it from the perspective of one or more of the famous figures studied. There are two options for completing this assignment (paper or other product such as an interview) and the teacher can pick one or let the students pick: either analyze any three issues from the movie from the perspective of one of the historical figures or analyze it from the perspectives of 3 or more historical figures.
A second alternative way to cover this topic is to categorize the changes that took place in different areas of society during this time. This unit plan would still cover the idea of the political spectrum (then and now) but would be focused more on the revolutionary restructuring of all aspects of society during this time, rather than simply focusing on the political spectrum in and of itself. For this unit students would be broken up into groups from the outset of the unit and given a few questions to answer at the end of the unit. Students can self-select their groups based on interest or the teacher can assign groups. The overarching question that each group would need to answer (through some sort of product or presentation at the end of the unit) would be, “How and why did industrialization change that part of society?” Another useful question would be, “How did people react to and adjust to these changes?” Finally, this unit plan should also include a way to tie this time period to the present, through a question such as, “What can we learn about society today from this time period?” and/ or, “How similar or different are changes currently taking place in society?” The possible groups/ areas of society for this option include but are not limited to: art and literature, family life, economics/ regulation, social security/ poor relief, purchasing/ consumption patterns, demographics/ urbanization, environmental impact, gender roles, political life, labor relations, science and technology, class/ national consciousness.
III. Relevancy Suggestions and Content Connections
Critical/ Creative Thinking:
Critical thinking is the ability to think creatively and apply what one has learned about one topic to another situation. The “Holy Grail” of critical thinking is analyzing real-world, unpredictable situations using knowledge gleaned from the study of academic content. The Industrial Revolution unit supplies an ever-increasing overabundance of opportunities for this kind of thought.
The mantelpiece of this unit is to imagine what the historical figures would say were they to rise from the dead. Below is a list of possible questions that can be posed to students as they role-play one of the historical figures they have studied. Ideally, several suggestions should be given to get the students thinking, incentives should be offered for finding their own connections, and several should be “saved” so that students must think on their feet (from another’s shoes) during their presentations.
What would they (Marx, Malthus, Adams, Dickens) say about?
China? Wal-Mart? Walton family? Billionaire’s pledge? Minimum wage? Public schools? Charter schools? School vouchers? Union busting? Food aid to Africa? Eurozone debt crisis? Stimulus bill? Income gap? 1 in 7 Americans on food stamps? Corn subsidies? Wal-Mart subsidies? Sugarcane tariffs? Obama-care?
Historical Connections:
Another useful thing about this topic, is the way in which it relates to literally every other major historical topic as well as providing limitless opportunities for interdisciplinary learning. The more ways in which a student can engage with the more material, the more likely they are to understand and remember it. Below are some suggestions for connections to other topics in history and other subjects of study.
Plague: According to Robert Allen, the Plague is where the story of the Industrial Revolution begins, and is also key to explaining why it began it Britain. First, the Plague reduced the population, thus increasing opportunities for wealth accumulation among those left behind, while also destroying the feudal system that tied serfs to the land. It was also a start of a long trend of urbanization that was especially marked in London. Allen also argues that British sheep benefited from so much land reverting to pasture, and that a better diet led to longer wool which made the British textile industry possible. Allen also demonstrates that England’s population recovered much slower than in Europe, which led to the high English wages that he sees as the key to explaining why the Industrial Revolution first happened in Britain. Of course, this theory neglects to address why the plague started in the first place – the “global” trade between East and West that brought the plague into Europe via Italian merchants.
Reformation: Weber’s The Protestant Ethic and the Spirit of Capitalism is one of the greatest works of ideological history, but has also been called into question by modern (mostly economic) historians. Nonetheless, textbooks still emphasize Methodism and the Protestant work ethic as contributing to England’s success during this time, and most modern historians have acknowledged the role of dissenters in advancing early forms of business and industry, as they were locked out of many other areas of society.
Renaissance: The rise of early forms of banking can provide a link as well as a contrast to the development of the banking and insurance during the Industrial Revolution. There is also a comparison to be made between the ways in which science was funded during these two time periods. Another useful point of comparison is Thomas More’s vision of utopia with that of the social utopians of the 19th century. Of course, the Renaissance is often linked to the Scientific Revolution (and contemporaneous with the “Age of Exploration”, and the connections of that topic to the industrial revolution are explored directly below.
Exploration/ Colonization: Much as been said about the connection between industry and empire, While the exact nature of Britain’s early “empire” can be debated and debunked, it is clear that Britain’s success in colonizing the world and establishing trade dominance gave it both the supplies of raw materials and markets for finished goods that added fuel to the fire of industrialization. Of course, slavery played a large part in making this intercontinental trade profitable. Moreover, while the idea that profits from the slave trade funded the industrial revolution in Britain has been disproven, the sugar plantation can be seen as the first prototype for the factory system as it contained a series of processes taking place in one location and carried out by a series or workers who each were responsible for one stage of the processing[1]. This is also an opportunity to explore the differences between mercantilism and capitalism.
Scientific Revolution: The links between the Scientific Revolution and the Industrial Revolution are explored in detail in Allen’s work. He addresses the argument of whether the Newtonian mindset actually influenced the development of industrial technology in England, although he eventually concludes that it was only because these developments were profitable in England that explains why they were first invented there. Allen does, however, acknowledge the direct link between 17th century experimentation with 18th century technological developments, especially regarding ideas such as atmospheric weight and pressure and the laws of motion, which were applied to machines during the Industrial Revolution.
Enlightenment: Again it is Allen who investigates the links between the Enlightenment and the Industrial Revolution, as he analyzes Mokyr’s notion of the “Industrial Enlightenment.” While Allen is ultimately pessimistic about the links between Enlightenment thought and the Industrial Revolution, it is clear that there are at least some linkages, whether through scientific societies (such as the Lunar Society of Birmingham) or direct mentoring experiences (such as Watt’s potential link with Enlightenment thinkers at the University of Glasgow).
Nationalism: The rise of nationalism can be traced back to the rise of class consciousness and then national class consciousness during the Industrial Revolution. The rise of nationalism also dashed Marx’s hopes for an international working class consciousness.
Imperialism and WWI: The steam engine and the Maxim gun helped spread the tidal wave of the European imperialism that swept across Africa and the world in the latter part of the 19th century. The technologies of the Industrial Revolution opened up new horizons of conquest and led to the European competition for dominance, which is often seen as one of the main causes of the outbreak of World War I.
Interdisciplinary Connections:
Below is a brief list of possible interdisciplinary connections. The scientific and artistic/ literary connections seem to have the most potential in he schools.
Science:
• Physics:
o Steam power (latent heat)
o Water wheels
o Trains/ boats
• Biology:
o Peppered moth evolution
o Health/ height link (diet),
o Medicine (cotton dust, darkness, sewage, water supply)
o Farming/ breeding techniques
• Geology:
o Britain’s geology
o Coal and iron together
• Chemistry:
o Nitrogen fixation and crop rotation
o Sulfur impurities in coal v. coke
o Difference between iron and steel
Economics:
• Supply v. demand (which played a greater role)
• Machines capital) v. labor (water frame, efficiency)
• Mercantilism v. capitalism
• Luxury goods and industrious/ consumer revolution
• Protectionism v. globalization (tariffs v. free trade)
• Progressive income tax (v. flat tax or consumption taxes)
• Colonialism and slavery
• Capitalism v. Communism
Art & Literature: Romantics, Dickens, Bronte, Wordsworth, Byron, paintings, H.G. Wells’ Time Machine
Math: demographics, productivity calculations (any of Allen’s formulas)
Law: factory acts, patent protections (Facebook v. spinning jenny)
Philosophy: utilitarianism, utopianism, political philosophy, identity formation, class consciousness
IV. Made to Stick: SUCCESS Checklist:
The ideas below are all taken directly from Made to Stick by Chip and Dan Heath, a book that all teachers should read. It has advice for anyone who needs to get a message across to an audience and make that message stick and is based on the concept of “sticky-ness” from Malcolm Gladwell’s The Tipping Point. It draws on research in psychology and educational theory and other disciplines. The authors put forth a template for sticky ideas which is based on a Velcro model of the mind; they analogize the brain to the loops in Velcro – the more “hooks” you can get in those loops, the more likely an idea is to stick. According to the book a sticky idea should be as many of the following things as possible; Simple, Unexpected, Concrete, Credible, Emotional, contain a Story. The “villain” of the book is something named the “Curse of Knowledge.” This is what happens when one becomes such an expert in a field that they simply cannot imagine what it was like to not have this knowledge, and therefore struggle to communicate effectively with audiences that do not have this knowledge. The way to avoid this curse is to simplify ideas, which is the first principle addressed below.
Simple: Find the Core (simplifying without dumbing down)
The first principle of sticky ideas is that they are simple. This poses a unique challenge to teachers who face the task of pairing down without dumbing down. The advice here is to “find the core” which means stripping away the non-essential elements and making difficult choices about what to emphasize or even mention. The authors note that the best way to get a core message across is through a generative metaphor, and claim that the holy grail of simplicity is the proverb. With this in mind we can analogize the Industrial Revolution to the Neolithic Revolution: just as the adoption of farming led to a division of labor and changes to the basic structure of human society, so did the industrial revolution (and they are probably equally important to the story of human civilization and progress). The other way to use this principle is through the use of anchors and scaffold. The authors note that simple plus simple can equal complex if there are enough layers. This gives teachers an opportunity to add layers of information as needed by the class or even individuals who may be ready and eager for a more nuanced explanation.
When finding the core there is a false choice between accessibility and accuracy: the point is lost if either is lacking as all the accuracy in the world is useless if it cannot guide behavior or inform predictions. Another way to simplify the Industrial Revolution is to make the claim (which can then be debated) that it marks the beginning of modern society, with the foundations being laid for modern economics, modern conceptions of the roles of government, and an interconnected global economy.
Another suggestion for simplicity is to use the Industrial Revolution rap song from . Students can view this at the beginning and end of the unit and be asked to explain a few of the lines from the song after they are more familiar with the concepts. Finally, any textbook chapter can be distilled to 10 sentences or less, and students should always be given such a summary at the start of each unit (higher level classes or students can be asked to create their own after they have read the whole chapter). (See Appendix D for a rough draft of a 10 sentence summary of the Industrial Revolution. Students could be asked to write a paragraph on some or all sentences as the unit progresses).
Unexpected: Gap Theory of Learning
One of the best ways to engage students is to open gaps in their knowledge. The authors analogize the need to fill these gaps to the need to scratch and itch or to relieve pain; it is irresistible. Too often teachers close these gaps without first ever opening them. The key is to either violate an existing schema or to open up some sort of mystery. A great analogy is the nightly news teasers such as, “Which household product could kill your family? Tune in at 10 to find out!” While not quite as dramatic, these types of riddles can stimulate previously unheard-of levels of student interest. Below are a few possibilities for the Industrial Revolution. This method also highlights the need for pre-assessment in order to determine where the students have existing gaps that can be tapped. Possible “teasers” for the Industrial Revolution unit:
• What is the #1 manufacturing country in the world? (USA v. China)
• How could the minimum wage a bad thing? (Adam Smith v. 30 days)
• Why did the peppered moth change its color? (industrial melanism)
Concrete: Make it Understandable (Visual and Visceral)
The advice here is to ground ideas in sensory reality. Failing that, context must be given so that ideas are grounded in reality and numbers are not abstract. This emphasizes the need for pictures and videos rather than plain text or lecture. The authors advise teachers to make learning “visual and visceral.” Below is a brief list of ways to make the topic of the Industrial Revolution concrete, visual, and visceral.
• Field trips/ videos of processes such as spinning, weaving, mining, waterwheels, steam engines, etc.
• Photos: Jacob Riise, How the Other Half Lives or Lewis Hine’s work
• Video: Behind the Swoosh, Blood, Sweat and T Shirts, Wal-Mart, 30 Days
• Tragedy of Commons Goldfish Game
• Labor Union Negotiation Game (See Appendix E)
Credible: Authorities and Anti-Authorities
Showing an idea to be credible involves letting the students see for themselves, and emphasizes the need for primary source analysis. Vivid details add credibility while often also adding to the concreteness of the idea. Honesty and trustworthiness matter more than status and thus “anti-authorities” can be even better sources than traditionally “important” figures. Statistics can help credibility but must always be used for comparison and never in isolation. Possible credible sources are noted below.
• Engels, Manchester
• Young, Enclosures
• Life expectancy charts and comparisons
Emotional: Make a Connection
Here the authors note the power of “shock value” while also pointing out that analytical thinking can hinder the emotional connections that will hook students. Another important point made here is that feelings are generally what inspire actions, an idea that has great importance if we are to get students engaged to the point of social activism or civic action. As always with teaching history, students connect much better to one person than to the masses. A good way to make things emotional is to simply substitute the word “you” for “people.” Thus, instead of the question, “how do you think people felt sending their young children to work in mines?” the question should be posed as, “how would you feel sending your young child to work in a mine?” Below are several examples that could help students make emotional connections to the Industrial Revolution.
• Wal-Mart movie families
• Lewis Hine/ Jacob Riise Photos (creative writing prompts)
• Blood, Sweat and T Shirts, Behind the Swoosh
• Triangle Factory Fire reports, eyewitness accounts of factory or mine life
• Imaginative writing prompts: “how would you feel?” or “how does it make you feel?” questions.
Stories: Make it Personal
The lesson here is to let the story do the “heavy lifting.” Stories, “put knowledge into a framework that is more lifelike and truer to everyday experience.” Stories, “can inspire, uplift, motivate, and energize people” while also helping people see new possibilities. Stories can also help to limit skepticism as well as to, “engage the inner voice in problem solving.” Below is a list of possible stories from the Industrial Revolution that could be useful in helping students forge a personal connection to the content.
• Hard Times: book review/ movie poster or book cover
• Poor law reform or factory act passage
• Letters from factory workers, apprentices
• Triangle Fire
V. Other Ideas
Chance, Choice, & Cause
How one frames the stories of history can often be more important than the stories themselves. In many cases, the old adage that, “the medium is the message holds true.” Historical events can often be understood as being driven by some combination of chances, choices, or causes, and whichever is emphasized can have important consequences. The problem with emphasizing chance is that students will come to see history as a random series of events that cannot be controlled. This will make them lose any interest in the subject they may have had. A similar problem ensures from teaching history as an endless sequence of causes and effects; if students come to realize that if everything is predetermined then they will see no role for human agency in the shaping of history, and will lose interest just as quickly. This lack of respect for human effort in bringing about social change turns students off from any potential civic engagement or political action. The mindful history teacher will attempt to stress choice wherever possible, in order to make students realize that choices have consequences, that choices made in the present will constrain choices in the future, and that people can make a difference in history. This is also a good weapon in the ongoing battle of trying to make history come alive as historical choices provide an opportunity to reflect on, evaluate, and re-enact the decision and the decision-making process.
Applied to the Industrial Revolution this idea is difficult to implement. Textbooks often emphasize how one topic of study led directly to the next, which is often not the case. And as demonstrated in the historical connections section above, sometimes too many causes can cloud the real issues (demonstrated by Allen’s intricate causation chart of the Industrial Revolution). The role of chance has been highlighted by many historians, especially in the tradition of Guns, Germs, and Steel. Textbooks strongly emphasize this aspect when dealing with the Industrial Revolution by stressing Britain’s geographical luck in sitting on an island of coal. While this geographical blessing is clearly part of the story, as Allen demonstrates, it is only one part of an intricate web of relationships that still only begins to explain why the Industrial Revolution began in Britain. The choices that are relevant to the Industrial Revolution are the efforts of people to inform the upper classes of the plight of those below them, such as Charles Dickens or any of the people involved in lobbying for factory reform, union legalization, and/ or removal of trade restrictions. Personal choice can also be highlighted in stories of people who made the risky choice of investing in or adopting technology before it was commercially viable. The role of Parliament in encouraging the Industrial Revolution is still debated, but at least provides another chance to highlight the role of human agency in shaping history on a grand scale.
Top-Down v. Bottom-Up History
Another difficulty faced by history teachers is the struggle to teach the subject from a bottom-up rather than top-down approach. Too often textbooks are just litanies of “big men” with “big ideas” that are portrayed as the only movers and shakers throughout history. The Industrial Revolution provides somewhat of a mixed record of this with textbooks stressing the Tulls, Arkwrights, Watts, etc. while still giving attention to the lives of the common working people. This is clearly unavoidable as history is mixture of both; in some cases the big men lead and the little people follow, while in other times the little people demand change from the big men. Emphasizing the lives of miners, spinners, and families can provide a real hook to help students understand the problems created by industrialization while also helping them to see that ordinary people have had and continue to have an important role in shaping history. Also, telling one extremely powerful story will always be more powerful than all of the statistics and charts in the world.
Past, Present, Future
History can also be taught from three perspectives; the past, the present and the future. Most often textbooks take a “presentist” view of the past, which means that they are only interested in the past insofar as it helps explain our present situation. The major problem with this approach is that it tends to lead to the causation paradigm, which was criticized above. Another problem with this approach is that it encourages us to judge the past with the values of the present. Newton provides a good example of this. In a textbook he is simply a scientist, while in actuality he was also an alchemist and deeply religious thinker. Also, there are other important reasons for studying history besides just seeking to understand how we got to where we are. If we wish to teach skills such as empathy and cross-cultural understanding, it pays to teach history from the perspective of the past. This means asking students to step into the shoes of people in the past and try to imagine what life was like. This perspective is really the only way to emphasize choice and agency in history, but one must read carefully and avoid the pitfall of justifying immoral acts.
Additionally, the study of history is useful for helping to predict and influence the future. As Lamartine said, “history teaches everything, including the future.” From this perspective history is useful because it provides a examples that can guide future behavior and inform predications. The Industrial Revolution unit as conceived above is built on a mixture of all three approaches. Students are encouraged to step back into time through creative writing prompts, especially those dealing with imagining the pain and anguish of people facing tough choices. The unit also seeks to explain how the world came to be so economically disparate, while also encouraging students to use the ideas of the time period to approach problems of the future such as income inequality, social security, and population control.
Melodrama, Tragedy, Comedy
History is a story, and good teachers are good storytellers. However, the way in which one tells a story can often be more important than the actual story itself. Usually this process is unconscious and largely guided by the textbook framework. Thinking about the consequences of how we frame our stories can lead to some interesting and important insights. Historical units of study can usually be classified as melodrama, comedy, or tragedy. Some topics inherently lend themselves to one type of story (the rise of Hitler and WWII cannot be approached as anything other than a melodramatic struggle between good and evil) while other topics can be classified as multiple types (the American Revolution can be categorized as any of the three types).
The problem with melodrama is that it inherently suggests war or conflict as the only solution is good is to triumph over evil. Comedy and tragedy are much preferable. In the tragic type of story there is a good person (or group of people) that have good qualities and admirable ends but end up getting carried away and taking a good thing too far. Often times this is because they narrowly pursue their own self-interest. The Industrial Revolution seems to fit this mold as many factory-owners, members of Parliament, economists and philosophers (and others) were seemingly trying to help the country move forward, but often ended up getting swept away by their ideals. Malthus, Smith, Mill and others would fall into this category.
In the comedy paradigm people are portrayed as fools that either need to be educated or controlled. This could fit most of the people in the Industrial Revolution as well, as though not as closely as the tragedy paradigm.
VI. Conclusion
The “thrice-squeezed orange” of the Industrial Revolution provides an ideal testing ground for all sorts of pedagogical theories. Given that the topic is inherently relatable and relevant, it is a good place to experiment with different approaches and see what works and what doesn’t (and then evaluate the reasons for those successes and failures). The Industrial Revolution is also a perfect window into the Understanding by Design mindset. It is such a large body of material and theories that it is absolutely essential for the teacher to prioritize topics and learning outcomes prior to beginning the unit. Teachers must ask themselves the big questions; what do they need to know about this topic and why do they need to know these things? How will this information (or more accurately these skills) be useful to them in future? The important things to emphasize are clearly not longhaired sheep, respectability bundles, or algorithmic equations of supply and demand. What is essential about this topic is that students become aware of the range of choices in the political spectrum in order that they may intelligently assess the dilemmas of the present and future.
Appendix A: Unit Plan, Project Rubric and Description
Sweatin’ Through the Industrial Revolution
Length of Unit: 5 Lessons
ABSTRACT
This unit will build on information previously learned about the Industrial Revolution in Great Britain. We will focus on the effect the new inventions had on the American families after the Civil War. This unit will concentrate primarily on the children living during this time. This unit will incorporate the use of literature, photo-journals, technology, writing assignments, and hands on activities to develop a better understanding of the conditions children faced, things reformers did to bring about change, and how children today are still affected by these events.
OVERVIEW
A. Concept Objectives
1. Students will understand that people began inventing things to solve problems.
2. Students will understand why people moved into cities from the farms and the effect it had on populations.
3. Students will understand the role children played in the post-Civil War Industrial Revolution.
4. Students will understand the lifestyles of those living in factory towns during the Industrial Revolution.
5. Students will develop an understanding of what life was like once inside a factory.
6. Students will develop an understanding of labor unions and reformers and the effect they have on industry.
7. Students will appreciate the law protecting them from child labor.
B. Content covered from the Core Knowledge Sequence
1. The early factory system (p. 140)
C. Skill Objectives
1. Students will put information into a timeline.
2. Students will compare/contrast rural life and urban life.
3. Students will develop opinions and create constructive ways to express them.
4. Students will draw conclusions and writing about them.
5. Students will create Venn diagrams on the computer.
6. Students will use word processing skills effectively.
7. Students will enhance their Internet skills.
8. Students will write an essay.
9. Students will identify safety and health issues related to factories during the Industria l Revolution.
10. Students will develop a persuasive campaign both for and against child labor.
BACKGROUND KNOWLEDGE
D. For teachers:
1. European Industrial Revolution
2. United States Industrial Revolution
E. For Students:
1. European Industrial Revolution
Immigrants to the United States
RESOURCES
F. Clare, John D. Living History: Industrial Revolution. San Diego: Gulliver Books, 1994.
G. Hine, Lewis. Kids at Work. New York: Clarion Books, 1994.
[pic]
H. Hirsch, E.D., Jr. A First Dictionary of Cultural Literacy. Boston: Houghton Mifflin, 1996.
I. Hirsch, E.D., Jr. The Dictionary of Cultural Literacy. Boston: Houghton Mifflin, 1993.
J. Hirsch, E.D., Jr. What Your Sixth Grader Needs to Know. New York: Dell Publishing, 1993.
K. Jefferies, David. Industrial Revolution. California: Teacher Created Materials, 1993.
L. Langley, Andrew. The Industrial Revolution. New York: Viking, 1994.
M. McCormick, Anita Louise. The Industrial Revolution in American History. New Jersey: Enslow Publishers, Inc., 1998.
N. Patterson, Katherine. Lyddie. New York: Penguin Books, 1995.
[pic]
O. centerx.gseis.ucla.edu/otreach/projects/chssp/bpsources/industrial_revolution/industry6.html
P. 090024.shtml
LESSONS
Lesson One: The Industrial Revolution comes to America
Q. Daily Objectives
1. Concept Objectives
a. Students will understand that people began inventing things to solve problems.
2. Lesson Content
a. French Industrialism
3. Skill Objectives:
a. Students will identify inventions of the time.
b. Students will identify problems inventions solved.
c. Students will identify new problems the inventions created.
d. Students will put information into a timeline.
B. Materials
1. Review sheet (Appendix A)
2. Class set of books with inventions and inventors
3. Problem-solution-effect work sheet (Appendix B)
4. Class set of Lyddie
C. Key Vocabulary
1. Industrial-relating to or engaged in industry
2. Revolution-a fundamental change in the way of thinking about or visualizing something
3. Invention-a device, contrivance, or process originated after study and experiment
4. Inventory-an itemized list current assets
D. Procedures/Activities
1. Read review sheet (Appendix A)
2. Research inventors and inventions for this time period
3. Put inventions into a class timeline
4. Select three inventions from the timeline and discuss the possible problems they solved and the effects they could have created.
5. Start reading Lyddie (chapters 1-4)
E. Evaluation/Assessment
1. Students will select three additional inventions and identify the problems they solved and possible effects.
Lesson Two: Who will make the inventions?
A. Daily Objectives
1. Concept Objectives
a. Students will understand why people moved into cities from the farms and the effect it had on population.
2. Lesson Content
a. The early factory system
3. Skill Objectives
a. Students will research the relationship between the steam engine and other inventions and the growth of American cities.
b. Students will compare/ contrast rural life and urban life.
B. Materials
1. Encyclopedias
2. Dictionary of Cultural Literacy
3. T-chart (Appendix C)
4. Lyddie
5. Worksheet sun time versus clock time (Appendix D)
C. Key Vocabulary
1. Rural-of or relating to the country, country people or life, or agriculture
2. Urban-relating to, characteristics of, or constituting a city
3. Sun time-the measuring of time using the sun
4. Clock time-measuring of time using a clock
D. Procedures
1. Discuss Lyddie and why she felt the need to move from a rural farm to an urban factory town.
2. Locate information on factory towns and rural towns and their population growth and decline
3. Put this information into a chart using the computer lab.
4. Put information already learned on the T Chart (Appendix C)
5. Read Lyddie Chapters 4-8
E. Evaluation/Assessment
1. Students complete the sheet on Sun time versus Clock time (Appendix D).
Lesson Three: Life in the big city
A. Daily Objectives
1. Concept Objectives
a. Students will develop an understanding for the life styles of those living in factory towns during the Industrial Revolution.
2. Lesson Content
a. The early factory system
3. Skill Objectives
a. Students will write an essay comparing farm/rural life with city/urban life using information gathered on charts.
b. Students will create a Venn diagram on the computer.
B. Materials
1. T-charts
2. Lyddie
C. Key Vocabulary
1. Tenements-property that is held by one person from another; a house used as a dwelling
2. Sweat shops-a shop or factory in which workers are employed for long hours at low wages and under unhealthy conditions
3. Boarding house-a lodging house at which meals are provided
D. Procedures
1. Go through the sights, sounds, and smells of a city during the Industrial Revolution.
2. Discuss how Lyddie felt when she first saw the city. What did she see? What did she hear and smell? (Chapter 5)
3. Add this information to the chart.
4. Read Lyddie Chapters 9-12.
E. Assessment/Evaluation
1. Students will write an expository essay comparing and contrasting life on a farm and life in a factory town.
Lesson Four: Is it worth the money?
A. Daily Objectives
1. Concept Objectives
a. Students will develop an idea of what it was like once inside a factory.
2. Lesson Content
a. The early factory system
3. Skill Objectives
a. Students will research safety and health issues related to factories during the Industrial Revolution.
B. Materials
1. Access to the Internet for research
2. Lyddie
C. Key Vocabulary
1. There are no new words introduced in this lesson.
D. Procedures/Activities
1. Tell students they are going to be doing research about the environment people were forced to work in during the Industrial Revolution.
2. Look for information regarding safety and health risks.
3. Record this information.
4. Discuss student findings.
5. Read Lyddie Chapters 13-16.
E. Assessment/Evaluation
1. Assessment will be informal based on the life of facts gathered and class participation.
Lesson Five: Life as a child
A. Daily Objectives
1. Concept Objectives
a. Students will appreciate the law that has been put into place protecting them from child labor.
2. Lesson Content
a. The early factory system
3. Skills Objectives
a. Students will develop persuasive campaigns both for and against child labor.
B. Materials
1. What Your Students Needs to Know
2. Computers
3. Poster board
4. Colored pencils, markers
5. Lyddie
6. Children at Work
C. Key Vocabulary
1. strapping
2. over looker
3. unions
D. Procedures/Activities
1. Discuss the economic situation of the times and need for children to help.
2. Discuss findings already made in the previous lesson about the working conditions.
3. Use Children at Work to illustrate the types of jobs children from about age four up were expected to do.
4. Discuss Lyddie and Rachel and the consequences they faced if they were ill or failed
to perform their jobs at the expected level.
5. Divide students in half and have one group develop a campaign for child labor and the other group against. Each student should have a specific job such as poster makers, speechwriter, speech announcer, flyer producers, etc.
E. Assessment/Evaluation
1. Assessment will be on going based on participation in the group and their individual job.
CULMINATING ACTIVITY
Students will participate in an assembly line to produce a product. This culminating activity will show what students have learned about the industrial revolution and the impact it had in their lives.
HANDOUTS/STUDENT WORKSHEETS
R. Review Sheet
S. Problem, Solution, Effect worksheet
T. Rural Life versus Urban Life worksheet
U. Sun Time versus Clock Time worksheet
BIBLIOGRAPHY
A Clare, John D. Living History: Industrial Revolution. San Diego: Gulliver Books, 1994.
B. Hine, Lewis. Kids at Work. New York: Clarion Books, 1994.
[pic]
C. Hirsch, E.D., Jr. A First Dictionary of Cultural Literacy. Boston: Houghton Mifflin, 1996.
D. Hirsch, E.D., Jr. The Dictionary of Cultural Literacy. Boston: Houghton Mifflin, 1993.
E. Hirsch, E.D., Jr. What your Sixth Grader Needs to Know. New York: Dell Publishing, 1993.
F. Jefferies, David. Industrial Revolution. California: Teacher Created Materials, 1993.
[pic]
G. Langley, Andrew. The Industrial Revolution. New York: Viking, 1994.
H. McCormick, Anita Louise. The Industrial Revolution in American History. New Jersey: Enslow Publishers, Inc., 1998.
I. Patterson, Katherine. Lyddie. New York: Penguin Books, 1995.
[pic]
APPENDIX A
REVIEW SHEET
As a result of Enlightenment in Europe, people started thinking for themselves and making new discoveries. This led to new invention and technology that changed the way people worked and lived.
The first industry to see a change was the agriculture industry. Wooden plows were replaced with iron ones and seeds were no longer scattered by hand, but planted in neat, straight rows with Jethro Tull’s seed drill. This meant less people were needed to farm. Many of these farmers were forced to move into towns to look for work.
Since it was easier to produce agriculture products, the next industry that was affected was the textile industry. This moved from being a cottage industry to big factories with machines like the flying shuttle and the spinning jenny.
People became very competitive in an effort to invent the next great device. With this competitiveness also came greed. Factory owners wanted to have the fastest equipment in order to deliver more goods. This was often done at the workers expense. Working conditions were often very hazardous. Men, women, and children were forced to wo rk around dangerous equipment in poorly built buildings that were very hot in the summer for little money.
Britain became known as the “workshop of the world.” They developed a relationship with countries like America where they traded finished products for raw materials. In an effort to maintain this status, the Europeans made it illegal for anyone to leave the country with information on how to build machines used in the textile industry.
America stayed dependant on England until the war of 1812, which ended this trade agreement. Samuel Slater and others had already started working to bring this technology to the United States. Soon the Industrial Revolution would arrive to the U.S., despite objections from people like Thomas Jefferson, who had been to England and seen first hand the terrible working conditions the workers faced each day.
Problem Solut ion Eff ect
| | | |
Who’s got the answer to the problem?
The story of the Industrial Revolution.
from thinkinghistory.co.uk
Introduction
This activity comes into the category of a possible classroom idea not into the ‘this is bound to work’ category (though I doubt there is such a thing). The purpose of the activity is to create an overview of the Industrial Revolution, identifying a range of key developments but also emphasising ingenuity and problem-solving as well as the problems that flowed from the massive changes of the IR. The activity is based around a chain of problem-solution-problem-solution with students having to identify who’s got the solution to the new problem. Hopefully this will create a more positive view of the IR – of the intelligence and humanity that led to the search for betterment and so will increase students’ respect for the people of the time.
It’s important to note that this activity takes a very wide view of the ‘The Industrial Revolution’. In the context of KS3 I’m using it to refer to the wide range of developments taking place between 1750 and 1900, including agricultural changes, urban expansion, developments in power, transport and leisure and the work of philanthropists and politicians to counter the worst effects of the changes. So it’s really about a period of history, not a narrow focus on sources of power, factories, coal, iron and steel.
Hopefully this single activity does provide an outline of the key events of the IR and you could then plunge into whatever depth follow-up you wish. For further discussion of teaching the IR at KS3 see the teaching issue.
Objectives
This activity should help students develop:
a) an overview of the main areas of change between c.1750 and c.1900
b) an understanding that these developments arose out of contemporary problems and needs and demonstrate the great ingenuity and invention of people at the time.
c) an interest in investigating the Industrial Revolution further e.g. in the context of their locality.
Setting Up
The resources you will need are:
a) Characters cards – you need enough to match your choice of method. You also need to decide how many Character Cards (and developments) to include to match the concentration patterns of any particular class. The cards are provided as word docs so you can edit the text to suit your classes [download from website].
b) A flow chart or table for each student to complete [download from website].
c) You might want to think about using some props for additional memorability (turnip, toy train etc) – see below for a list of possible props for each character.
d) A PowerPoint sequence of pictures showing each breakthrough development would also be useful.
The Activity
This activity presents a series of problems – lack of winter feed for animals, what can we use railways for apart from industry – and the students’ task is to identify the person and the solution from the set of Character Cards. As you go through the sequence students can complete a table or flow chart identifying many of the major developments of 1750-1900.
1. Method
How you tackle the activity depends on your own sense of adventure and the nature of the class. You could
a) go for the adventurous approach and give each student a different character card and ask them to ‘act the role’. Then as you go through the sequence of problems the student playing Bakewell or Stephenson etc has to leap to his or her feet and explain their solution to the problem. To keep everybody focussed before or after their turn they would complete the table or flow chart as the activity moves forward.
b) a ‘safer’ route would be to split the class into groups and give each group a set of Character Cards. You’d still lead the way using the ‘script’ below but instead of ‘acting the role’ students would have to find the right card for each problem you identify before completing the table/flow-chart.
I’m sure there are other routes in between but these would seem to be the two basic approaches.
2. Working through the activity
As explained above, this activity works problem-solution-problem-solution etc . The script below provides an outline of how you might introduce each successive problem. As you’ll see, I’ve highlighted each problem and solution-provider but not included the details of the solution. They’re on the Character Cards.
Once you’ve introduced a problem you need a student to reveal the solution (if they’re in role) or someone to search amongst their group’s cards to find the answer. Then leave time for everyone to fill in their table/flow-chart or use a version of the chart on the board to stop the pace fading.
Variations – see notes further down but it’s important to note here that pace is something that will have to be judged in the context of each class. You may want to split the activity in two – using it across two successive lessons – if that helps concentration and absorbing the idea and information.
So here’s an outline of the ‘script’:
Script Outline
This is where we investigate the IR – discovering the people who created the IR and why each of them was so important. So let’s begin -
With the population growing in the 1700s there was need for food but the scrawny animals weren’t worth eating so
PROBLEM – how do get better fed, healthier, meatier, woollier animals? Has anyone got a solution?
SOLUTION – BAKEWELL (selective breeding)
Great idea but bigger animals need feeding well, especially across the winter. In the past many animals were slaughtered because there wasn’t enough food so …
PROBLEM – how do we feed farm animals across the winter
SOLUTION – TOWNSHEND (turnips)
Another grand idea – farmers had many more such ideas, helping the population to grow but more people meant greater demand, for example for clothes using the extra wool from those big sheep.
PROBLEM – spinners and weavers in their homes couldn’t work fast enough to create the thread and cloth. What’s needed is an invention that helps them work faster.
SOLUTION – HARGREAVES (spinning jenny)
Hargreaves’ jenny made domestic production in homes much more effective but there’s a limit to how many workers can work in one house
PROBLEM – how to make production more efficient and create more cloth by having more people working in one place?
SOLUTION – ARKWRIGHT (factories)
Arkwright wasn’t the only one working on mass production.
Another PROBLEM – was making enough good quality plates, cups, saucers, teacups for the growing population. We need a lot more pottery.
SOLUTION – WEDGWOOD (mass production)
So more and more things were being made in factories but
PROBLEM - how to get these goods round the country safely – Wedgwood’s plates are very breakable and roads are very poor.
SOLUTION – BRINDLEY (canals)
And canals were a great success but
PROBLEM - Canals were still slow, moving at the pace of a walking horse. Factories depended on water power – which disappeared in a dry summer. If only there was more power available
SOLUTION – WATT (steam engines)
PROBLEM - Now Watt was a great scientist but not an entrepreneur, someone who could turn his invention into a business. What he needs is a business partner
SOLUTION – BOULTON (invests money in Watt’s engines)
So, let’s look back, growing population, more food being grown, mass production, new forms of energy, animals to move around but
PROBLEM – we need better, faster transport than canal barges
SOLUTION – STEPHENSON (trains)
PROBLEM – trains have great potential but we need a few other things to make them work – we need bridges, cuttings, tracks that match. We need an engineer to solve all these problems.
SOLUTION – BRUNEL (everything engineering!)
Railways are a brilliant development thanks to Stephenson and Brunel –
PROBLEM - but what else can they be used for? Can they be used for anything other than industry and work?
SOLUTION - COOK (day trips and holidays)
So we’re now thinking about entertainment and enjoyment – and with more schools developing there’s a growing audience out there for good stories.
PROBLEM - Can anyone provide a good story?
SOLUTION - DICKENS
So people could sit and read – if only they could see. One PROBLEM not yet solved was that of light – candles were still a major source of light
SOLUTION – FARADAY (beginnings of electricity)
So to sum up – the population’s still growing, people are working harder and harder but conditions in those factories are poor and people’s homes are often built far too quickly – standards of living are poor, especially in the hearts of the industrial towns.
One particular PROBLEM created by factory owners is very long working hours – 12 hours a day for example.
SOLUTION – SHAFTESBURY [10 Hours Act etc]
PROBLEM - So, shorter working hours – but there were some people who felt that it shouldn’t need lords to initiate legislation, ordinary people should have a say in government
SOLUTION – ELIZABETH NEWSOME (Chartist)
Unfortunately the Chartist cause failed in the short-term but these political changes were introduced over the years.
But a more immediate PROBLEM still dogging many industrial towns was sickness and low life expectancy - there was no proof of the causes of disease
SOLUTION: - PASTEUR [germ theory]
Of course, theories only take us so far – towns were full of sewage, filthy water, problems beyond the scope of any individual it seemed …
SOLUTION – BAZALGETTE [sewerage]
So thanks to Bazalgette the streets were cleaner, the air fresher. Industrialization had changed Britain. Many working people had Saturday afternoons off work and a week’s holiday – but what could they go to see on their afternoons off?
SOLUTION – WG GRACE
And in winter SOLUTION: FATTY FOULKES
END – at least of the sequence of problems and solutions.
Debriefing
1. What range of changes took place – try to sort out categories e.g. agriculture, power, transport, leisure etc
2. What impression of this period do you now have? How would you describe the people you’ve investigated?
3. Relate this to everyday life – how different were the lives of people in the 1860s and 1870s from their own families a hundred years earlier? What could people of the 1870s do that their grandparents could not?
Notes and variations
1. There obviously isn’t complete agreement on the top sixteen inventions of the period – you may want to vary the list. Other possibilities include music, perhaps linked to Charles Halle and foundation of Halle orchestra. Music was a popular domestic entertainment and some period music playing during the activity might help the atmosphere.
You could also include a local hero – e.g. in a Leeds school it might be John Barran, the Leeds industrialist who bought Roundhay Park for the city, emphasising changing lifestyle not just the industrial side.
2. The balance of men and women is tricky, representing the dominance of men in public society but underplaying the influence of women. I’ve included a woman Chartist in recognition of the significance of women in the Chartist movement. Elizabeth Gaskell, the novelist, and Julia Margaret Cameron, the photographer, are two other possibilities – extra cards for them are at the end of the Character Cards.
3. As noted above, you’ll need to decide how many of these people/developments to include to fit into lessons and concentration spans. Splitting this across two lessons to allow consolidation of the first half is another possibility.
List of possible props
Bakewell stuffed sheep
Townshend turnip
Hargreaves photo of spinning jenny
Arkwright photo of factory
Wedgwood china plate
Brindley boat and spade
Watt kettle
Boulton monopoly money
Stephenson photo - train
Brunel tall black hat
Cook lemonade
Dickens books
Faraday light bulbs
Chartist Charter scroll
Shaftesbury photo of clock (10 hours Act)
Pasteur flask, medicine book
Bazalgette loo rolls
Grace cricket bat
Foulkes football
Historical Characters:
[pic][pic]
[pic]
Children in Victorian England
Children in Coal Mines:
Why was coal so important?
What were the 2 most important sources of energy in Victorian Britain?
_____________________________ _________________________________
Coal powered _______________ engines, which drove ___________________,
____________________________, __________________________________.
What were coalmines like?
Light in the coalmines came from________________, _______________________.
What were 3 ways you could fall ill or die in the coal mine? __________________
_______________________________________________________________________
How were coalmines run?
What did Parliament do in 1842? _________________________________________
_______________________________________________________________________
1860? ________________________________________________________________
1900?________________________________________________________________
What jobs did children do in the mines?
What were children called “putters” do? ________________________________
____________________________________________________________________
What were children called “trappers” do? ________________________________
____________________________________________________________________
How long was the average work-day for a child in the mines? ______________
Choose 1 of the 2 activities to do:
a) Draw a picture of a coal mine (on a separate piece of paper), showing the shaft, lift cage and tunnels. Examine the photos, videos and fun facts on this site to help in your picture.
b) Newspapers often carried reports of mine disasters, design your own Newspaper front page (on a separate piece of paper), with a report of a mine disaster.
Appendix B: Unit Plan, Project Rubric and Description
|Industrial Revolution |
|Cycle 2 Unit of Study 10 weeks |
|Summary: |
|This unit covers the drastic changes that took place in society between the years 1700 – 1920. The reasons for these changes will be assessed, as will the |
|reasons why these changes began in Britain. Students will compare and contrast factory life then and now and assess the success of society in dealing with the |
|problems created by industrialization. Students will be made aware that the process of industrialization that began in Europe in the 1700’s is still happening |
|in many parts of the world (and is still to reach many others). Students will also compare and contrast life before and after the Industrial Revolution and |
|assess whether the gains realized have been worth the costs. The unit will also focus on ethical and environmental issues raised by industrialization. A large|
|part of the unit will be spent analyzing the emerging economic and social ideas and evaluating their success and legacy today. The unit project will be a TV |
|Talk Show where historical figures of the Industrial Revolution are interviewed in order to elicit their views on the changes they witnessed during their lives,|
|while also imagining what they would say about modern society. Finally, students will view clips from the film Wal-Mart: The High Cost of Low Price and then |
|analyze it from the perspective of one of the historical figures they have studied. |
| |
|Major Topics of Study |
|New Kind of Revolution (reasons, agricultural changes, early factories in textile industry, why Britain, spread) |
|Factories and Workers (Factory life and towns, mass production) |
|New Ideas in a New Society (Capitalism v. communism, utopians v. utilitarians, changes in family/ home life, increasing standards of living) |
|Advances in Technology (electricity, light bulb, railroads, ships, cars, planes, telegraph, telephone, transatlantic cable, radio, phonograph) |
|Scientific and Medical Achievements (Darwin, particle physics, chemistry, radioactivity, Einstein, pasteurization, anesthetics, psychology, anthropology, |
|sociology, social Darwinism) |
|Daily Life in 19th Century (urbanization, education, leisure activities, Romanticism) |
| |
|Rationale: |
|This topic is perhaps the single most important area of study for understanding the current global disparity between North and South. It is also probably the |
|best topic from which to analyze the political spectrum and evaluate the proper roles of government. The question of the “social safety net” is one of the most|
|important and fiercely debated issues in American politics today, and the study of the Industrial Revolution will help students grasp the nature of this debate.|
|Several other important topics arose during this time, such as the issue of child labor, living/ working conditions, unions, and many others. Finally, this |
|unit gives students an understanding and appreciation of where the goods they buy come from, while encouraging them to be responsible and informed consumers. |
|Relevancy Connections and Suggestions for Student Engagement |
|Where are your clothes/ shoes made? |
|Should you buy American even if it costs more? (Why does it cost more?) |
|Should you shop at wal-mart? Does shopping at Wal-Mart help or hurt the American economy? |
|Do corporations have a responsibility to the community or their employees? or just to make a profit? |
|What does “outsourced” mean and why is it so common? |
|Would you ever work at a job that forbid you from joining a union (i.e. wal-mart)? |
|Should the government provide assistance to people who are struggling (Welfare, unemployment, health care, etc.)? |
| |
| |
| |
|Interdisciplinary connections: |21st century themes: |
|Science: new technologies, medicines, |Global workplace/ Outsourcing |
|Literature: Hard Times, Time Machine |Corporate Responsibility |
|Economics: Communism v. Capitalism |Global Awareness/ Empathy |
|Standards: |
|World History (6.2.12) |US History (6.1.12) |
|A.3.e: Analyze the relationship between industrialization and the rise of|A.5.a: Relate industrial growth to the need for social and governmental reforms. |
|democratic and social reforms, including the expansion of parliamentary |A.5.b: Assess the impact of governmental efforts to regulate industrial and financial |
|government. |systems in order to provide economic stability. |
|A.3.f: Compare and contrast the struggles for women’s suffrage and |B.5.b: Assess the impact of rapid urbanization on the environment and on the quality |
|workers’ rights in Europe and North America, and evaluate the degree to |of life in cities. |
|which each movement achieved its goals. |D.5.b: Evaluate how events led to the creation of labor and agricultural organizations|
|B.3.b: Relate the Industrial Revolution to population growth, new |that protect the rights of workers. |
|migration patterns, urbanization, and the environment. | |
|C.3.a: Analyze interrelationships among the “agricultural revolution,” | |
|population growth, industrialization, specialization of labor, and | |
|patterns of land-holding. | |
|C.3.b: Analyze interrelationships among the Industrial Revolution, | |
|nationalism, competition for global markets, imperialism, and natural | |
|resources. | |
|C.3.c: Compare the characteristics of capitalism, communism, and | |
|socialism to determine why each system emerged in different world | |
|regions. | |
|C.3.d: Determine how, and the extent to which, scientific and | |
|technological changes, transportation, and new forms of energy brought | |
|about massive social, economic, and cultural changes. | |
|D.3.b: Explain how industrialization and urbanization affected class | |
|structure, family life, and the daily lives of men, women, and children. | |
|Enduring Understandings |Essential Questions |
|The Industrial Revolution refers to a time in the 1700s when British |What makes an event or a time period “revolutionary”? |
|manufacturers took advantage of new processes and machinery which led to |What conditions must exist in order for an agricultural society to develop into an |
|rapid growth of the textile industry. |industrial society? |
|Industrialization transformed many types of industry and spread rapidly |Why would socioeconomic classes be affected by an increasingly industrial society? |
|to western Europe and the United States resulting in significant social, |How can new industry and technology affect the everyday lives of people? |
|political and economic changes. |Why should a government regulate business? |
|Consequences of industrialization created a need for relief and reform to|How do new technologies impact society? |
|improve the lives of people. | |
|Changes in science and technology accelerated rapidly during the 1800s | |
|until virtually every aspect of human experience was affected. | |
|Knowledge |Skills |
|Students will know… |Students will be able to and WILL: |
|The Industrial Revolution began in England because of the availability of|List the factors of production and explain their relationship to industrialization. |
|raw materials, markets and governmental support. |Explain how the steam engine advanced the industrial revolution. |
|The steam engine facilitated the movement of goods and people. |Describe the key inventions that helped move production of goods out of private homes |
|The Industrial Revolution inspired many new ideas including capitalism, |and propelled the Industrial Revolution |
|socialism and communism. |Discuss how and why the Industrial Revolution spread through Europe and other parts of|
|The Industrial Revolution included advancements in power, transportation |the world. |
|and communication. |Identify the changing economic theories of capitalism, socialism, communism. |
|Advances in science, medicine, and the social sciences led to an improved|Examine the advances in medicine, sciences and the social sciences in the late 19th |
|quality of life and longer life spans. These advances also inspired new |century. |
|ideas on the nature of humans and society. |Explain how the factory system affected workers. |
|Industrialization and urbanization created a whole host of social |Explain the role of government and workers in bringing about reform and unionization. |
|problems, many of which persist today. |Describe the emergence of romanticism in arts and how it expressed the changing times.|
| |Describe how new innovations created a new standard of living for urban and rural |
| |populations. |
| |Draw conclusions regarding the positive and negative impact of industrialization and |
| |urbanization on people’s lives. |
|Evidence of Learning/ Evaluation |
|Formative Assessments (throughout) |Summative Assessment |
|Guided readings (textbook, Hard Times, Communist Manifesto, Malthus, Smith, |TV Talk Show/ Interview Project (2 days) |
|Owen, Bentham) |Essay Test: What would IR figures say about Wal-Mart movie? |
|Quizzes | |
|4 Squares (on primary sources) | |
|Labor union negotiation game | |
| Lesson Plans |
|Lesson |Timeframe |
| Introduction |1 Day |
| Reasons for Industrial Revolution (changes in agriculture) |1 Day |
|Sec. 1 Guided Reading (Edible History) | |
|3.2 Early Industrialization (textile industry in England) |1 Day |
|Sec 1 Guided Reading (part 2?) | |
|3.3 Factories and Mass Production (Baraka clips?) |2 – 3 Days |
|Child labor (Lewis Hine) | |
|3.4 New Economic and Social Ideals |4 – 5 Days |
|Capitalism v. Communism (Smith v. Marx) | |
|Utopian v. Utilitarian (Owen v. Bentham) | |
|More’s v. Owen’s Utopia | |
|3.5 TV Talk Show Project |3 Days |
|3.6 Wal-Mart: The High Cost of Low Price |2 – 3 Days |
|3.7 Advances in Technology, Science, Medicine |2 – 3 Days |
|3.8 Daily Life in 1800s |1 Day |
|3.9 Final Assessment (Essay in class? Wrap discussion) |1 Day |
|Curriculum Development Resources |
|Books, Articles, Documents |Internet Sources/ Videos |
|The DBQ Project: Female Mill Workers in England and Japan: How Similar Were |Living during the Industrial Revolution (Discovery Video) |
|Their Experiences? (H) |The Industrial Revolution (Discovery Video) |
|DVD: Olivier Twist (Criterion Collection) (H) |Wal-Mart: The High Cost of Low Price |
|Sir Edwin Chadwick. Inquiry into the Condition of the Poor” (1842) (H) |Blood, Sweat & T-Shirts |
|Factory Rules, Foundry and Engineering Works, Royal Overseas Trading Company. |Gap and Nike: No Sweat? (BBC Panorama) |
|This selection is typical of company rules everywhere the factory system had |Behind the Swoosh |
|been established. (H) |PBS America Revealed: Made in USA |
|Relevancy Connections |
|Where are your clothes/ shoes made? |
|Should you buy American even if it costs more? (Why does it cost more?) |
|Should you shop at wal-mart? Does shopping at Wal-mart help or hurt the American economy? |
|Do corporations have a responsibility to the community or their employees? or just to make a profit? |
|What does “outsourced” mean and why is it so common? |
|Would you ever work at a job that forbid you from joining a union (i.e. wal-mart)? |
|Should the government provide assistance to people who are struggling (Welfare, unemployment, health care, etc.)? |
| |
|Connections for Relevancy and Engagement |
| |
|To Students: |
|To Today: |
|To Future: |
|Other subjects: |
|Other content: |
| |
|Clothes/ Shoes/ Phones |
|Global inequality |
| |
|America falling behind China |
|Literature |
|Colonization/ Slavery |
| |
|Jobs |
|Jobs |
|Jobs |
|Science/ Tech. |
|Utopia |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Made to Stick: “Success” Checklist |
| |
|Simple |
|Unexpected |
|Concrete |
|Credible |
|Emotional |
|Stories |
| |
|Made in America |
| |
|Why is your ipod made in China? |
| |
|Wal-Mart |
| |
|Hine/ Riis |
| |
|Triangle Fire |
| |
|Hard Times |
| |
|Blood sweat and t shirts |
|Why is customer support always in India? |
|Hine/ Riis |
| |
|BST? |
|Wal-Mart |
|Wal-Mart |
| |
| |
|Where are your clothes/ shoes made? |
| |
|UNHDR statistics on income (put into simple terms to compare) $1/day |
| |
|Hine/ Riis |
| |
|Triangle Fire |
| |
| |
| |
|Luddites |
|Life without electricty during 2011 storm |
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|Blood sweat and t shirts |
|Blood sweat and t shirts |
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|Teacher Notes |
Rubric: Industrial Revolution “Talk Show” Project
| |Amateur |Semi-Pro |Professional |All-Star |
|CONT| | | | |
|ENT |Complete and accurate answers to 60% |Complete and accurate answers to 70 – |Complete and accurate answers to 90 – |ALL of Professional PLUS: |
| |or less of questions |90% of questions |100% of questions* | |
| |Provides no accurate background |Some background material is missing or|Provides complete and accurate |Conveys what the historical figures |
| |information |inaccurate |biographical background information |would say about the modern industrial |
| |No figures are accurately placed on |1 or 2 figures are not accurately |for 3 historical figures** |world. |
| |the political spectrum |placed on the political spectrum |Explains where the 3 historical | |
| |Does not deliver any quotes |Delivers and explains at least 1 quote|figures fit along the political |Demonstrates understanding of modern |
| |Does not demonstrate an understanding |from 1 or 2 historical figures |spectrum |issues relating to industrialization. |
| |of the Industrial Revolution |Demonstrates partial understanding of |Delivers and explains at least 1 quote| |
| |Does not make connections between |the Industrial Revolution |from each of the 3 historical figures | |
| |topics or people |Makes only 1 connection between topics|Demonstrates thorough understanding of| |
| | |or people |the Industrial Revolution | |
| | | |Makes connections between topics OR | |
| | | |people | |
|FORM| | | | |
|AT |Less than 7 minutes long |7 – 9 minutes long |10 – 15 minutes long |ALL of Professional PLUS: |
| |Actors frequently break character |Actors break character on 1 or 2 |Actors maintain their roles/ stay in | |
| |Speech is inaudible or confusing |occasions |character throughout |Goes beyond the questions – finds a |
| |No public speaking skills |Speech is unclear or too vague |Speech is clear and concise |creative way to deliver the |
| |Presentation was clearly not rehearsed|Public speaking skills need |Image of confidence projected through |information*** |
| | |improvement |use of public speaking skills: eye | |
| |Presentation has no consistent tone |Presentation has been practiced but |contact, good posture, restraint from |Possibilities include: debate, |
| |1 or 2 group members do most or all of|clearly could have used more practice |fidgeting, etc. |discussion, skit, show, song, video |
| |the speaking |Presentation lacks consistency in tone|Presentation is well-rehearsed | |
| | |and demeanor |Maintains a consistent tone throughout| |
| | |Some group members speak more than | | |
| | |others |All group members contribute equally | |
* See the questions on the back of this rubric.
← Your task is to go beyond simply asking the questions – find a creative or funny way to get the information across
** The 3 historical figures are Thomas Malthus, Charles Dickens, and Karl Marx
← You may supplement, replace, or combine Malthus’ views with those of Adam Smith
*** If you perform/ record a song or video you MUST get approval
* Final product must be submitted prior to the day of the presentations
Subjects / Questions* for Industrial Revolution “Talk Show” Project
1. WHAT is industrialization?
2. HOW and WHY did industrialization happen? WHEN and WHERE did it first start? Why?
3. How did it CHANGE society and peoples’ lives? How did it change your life?
4. What BENEFITS did industrialization bring?
5. What PROBLEMS did industrialization create?
6. What SOLUTIONS did you propose for these problems? What did you hope / expect would happen?
7. Was industrialization “WORTH IT?” Did the benefits outweigh the problems?
8. What do you think of the world TODAY? How is it SIMILAR to and DIFFERENT from your time?
9. Do any of the PROBLEMS of industrialization STILL exist? Which ones? Why or why not?
10. Did your HOPES or PREDICTIONS for the future come true? Why or why not?
• NOTE: questions in bold must be addressed by ALL famous figures
Appendix B: Wal-Mart Writing Assignment/ Extension Activity
Industrial Revolution Writing Assignment
Wal-Mart: The High Cost of Low Price:
What Would Marx, Dickens, Malthus and Smith Say?
Complete a 5 paragraph paper in response to the question below.
This assignment will count as a test/ quiz grade.
Due:
You may either:
A) Pick ONE issue from the Wal-Mart movie (union busting, health care, monopoly, unfair competition, lack of charity, conditions of overseas factories, government subsidies) and discuss what 3 historical figures from the Industrial Revolution would say about this issue. The figures are Karl Marx, Charles Dickens, and Thomas Malthus and/ or Adam Smith. Discuss whether each person would be for or against the practice of Wal-Mart which you chose to discuss, and why you think so. Any quotes you include from the historical figures will lend weight to your argument and increase your grade.
OR
B) Pick THREE issues from the Wal-Mart movie (union busting, health care, monopoly, unfair competition, lack of charity, conditions of overseas factories, government subsidies) and discuss what ONE historical figure from the Industrial Revolution would say about these three issues. The figures are Karl Marx, Charles Dickens, and Thomas Malthus and/ or Adam Smith. Discuss whether your chosen person would be for or against each of the three practices of Wal-Mart which you chose to discuss, and why you think so. Any quotes you include from the historical figure will lend weight to your argument and increase your grade.
Appendix C: Modern Connection to the Industrial Revolution
Industrial Revolution Connections
What would they say about….???
⇨ Romney or Obama?
• Libertarian: attack Obama from right Romney to left
o Left on social, right on economic
⇨ Eurozone debt crisis
⇨ Bank bailouts
o Stimulus bill
Dickens
• Billionaire’s pledge
o Walton family’s 1% to charity
• Public schools today
• Internet piracy (SOPA)
• Wal-Mart’s union policy
Marx
• Occupy Wall Street
o Income gap
• Wal-Mart’s union policy
• Billionaire’s pledge
o Walton family’s 1% to charity
• Wal-Mart’s mistreatment of workers
• China’s “communism” today?
• Why didn’t the communist revolution happen?
• Globalization (worldwide capitalism)
Malthus
• 1 in 7 Americans on food stamps
• Walton family’s “charitable” donations
• Food aid to starving Africans?
• World population?
• Homosexuality…
Adam Smith
• Monopolies (ATT/ T-Mobile)
• Subsidies to Wal-Mart
• Raising the minimum wage
• Public schools
• American capitalism
• Globalization (worldwide capitalism)
Appendix D: 10 Sentence Summary of the Industrial Revolution
The Industrial Revolution….in 10 Sentences
1. In the 17th century the British and Dutch supplanted the Spanish and Portuguese as leaders of the colonial/ global trade network and became the richest and most powerful nations in the world.
2. Changes in farming helped fuel an agricultural revolution during which the population of Europe rapidly expanded.
3. New products from the tropics helped spur an “industrious revolution” in which families consumed more “luxury” goods and had higher aspirations for social and economic advancement.
4. In the middle of the 18th century technological breakthroughs in Britain revolutionized the textile industry leading to cheaper goods and changing work patterns
5. As work became increasingly mechanized and regular, violent protests erupted as people rebelled against the idea of machines taking their jobs and groups of workers increasingly joined together to pursue their common interests.
6. As the factory system developed women and children increasingly worked outside of the home in terrible conditions and more people transitioned from farming to full-time factory work.
7. Britain's abundant supplies of coal and iron led to many new technologies as people searched for ways to obtain, process, and use these resources more efficiently and profitably.
8. Industrialization drastically changed the way people lived and worked and many new influential ideas on politics, economics and social relations emerged during this time.
9. The invention and refinement of the steam engine dramatically sped up the process of industrialization and eventually led to the development of railroads and steam powered ships in the middle of the 19th century.
10. By the end of the 19th century the technologies and processes of the British industrial revolution had started spreading rapidly throughout the world and reshaping societies in its image.
Appendix E: Labor Union Negotiation Game (Lesson Plan & Materials)
I. Subject Area(s): US History 1
II. Topic and Core Standard(s): The Industrial Revolution
a. 6.4(H) 1: (American History) Analyze and evaluate key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation
b. 6.3(E) 2: (World History) Discuss how industrialization shaped social class (e.g., child labor, conditions of social class) and the development of labor organizations.
III. The Concept: Labor Unions
IV. Essential Question: Do we really need labor unions?
V. Objectives: The students will be able to:
Low Level
a. Recall the reasons for the emergence of the labor unions around the turn of the century.
b. Understand the role of labor unions in negotiations.
High Level
c. Analyze the ways in which labor unions give increased bargaining power to workers.
d. Participate in a mock negotiation between labor and management
e. Argue for their position on the question of whether labor unions are good or bad things
f. Debate whether Wal-Mart is a good place to work and support their arguments with facts
VI. Teacher Actions
1. Pre- Planning
Pre-assessment:
a. What do you know about labor unions?
b. Do anyone’s parents belong to a labor union?
c. Does anyone work at Wal-Mart?
d. Do anyone’s parents work at Wal-Mart?
Research:
e. What labor law violations has Wal-Mart been accused/ convicted of?
Materials/ Resources:
f. Handout giving background information for the role play
g. Index cards or handouts describing each role and the wants of each character
h. PowerPoint presentation on early unions and strikes
i. Online news clips, website, or articles about Wal-Mart’s business practices
2. Engage
a. Do Now: (5 minutes)
i. TICKET IN: List 2 ways labor unions give workers more power.
b. Lecture/ Discussion (10-15 minutes)
3. Explore: (30-45 minutes)
a. Mock Labor Negotiations
i. Individual negotiation
ii. Form a union(s), elect representatives, organize a strike
iii. Negotiate as a group (collective bargaining)
4. Explain (10 minutes)
a. Students work on homework questions: what did they learn from this game?
5. Elaborate (10 minutes)
a. Show pictures of Triangle Factory Fire and read historical newspaper articles detailing same.
b. Labor unions today
i. France
ii. Wal-Mart
6. Evaluate
a. Students will be evaluated based on their performance in the negotiation and their responses to the homework questions.
VII. Accommodations
a. ESL / ELL: Spend extra time with students explaining the game and their role
i. Assign another student to the same role and have them work together
b. Resource/ Special Education: Spend extra time with students explaining the game and their role
i. Assign another student to the same role and have them work together
1. If a student is incapable of participating in the mock negotiation they can act as a newspaper journalist, watch the activity and then write an article detailing what happened.
c. G&T: Write a newspaper article describing a famous strike from the time period
i. OR: Compose a poem or song relating to the life of workers at the time
VIII. Role of Auxiliary Personnel (N/A)
IX. Summary of Assessment Data
a. Number of students who completed the assessment task: ______
b. Proficient: #____ %_____
c. Satisfactory: #____ %_____
d. Needs Improvement: #____ %_____
X. Family/ Community
a. This lesson involves the family by having students speak to family members about their union associations or lack thereof.
XI. Reflection/ Self-Evaluation
a. Planning this lesson improved my teaching skills by forcing me to think logistically about the classroom. Coming up with the idea was easy but executing it has been difficult.
b. I think this lesson will have a lifetime impact on students. They are strongly identifying with their characters and hopefully will remember this lesson forever.
c. If student responses on the homework question are insufficient the lecture on labor unions will be repeated the following class.
Labor Union Negotiation Game
• Read pages 450-455 in your textbook.
• Read and become familiar with the introduction below and your character’s story.
• Next class you will act in the role of your character and try to negotiate a new contract.
o Your aim is to fulfill as many of your character’s wants as possible.
o You may make any demands you want of the boss, but be warned that (for most) you are easily replaceable and can easily be fired.
o You will have more than one chance to negotiate so try and learn from your mistakes.
o Between rounds of negotiations you will have the chance to speak to the other workers.
▪ You should talk about what did or did not work (and why) and discuss possible strategies to try in the next negotiation.
• After completing the negotiation game you will write a short essay describing what you learned.
INTRODUCTION
THE year is 1880.
Mr. Malagold
Mr. Malagold is a rich American industrialist. He grew up in a poor immigrant family and started working in a coal mine when he was 10 years old. After working for nearly 30 years Mr. Malagold saved enough money to start his own small company. Despite the vast sums of money his company generates, Mr. Malagold gives nothing to charity and has no concern for the plight of the people who work at his factories. In fact, Mr. Malagold does not even know the horrible conditions that some of his own employees live and work in, claiming that if the jobs are so terrible, the employees should just quit. Mr. Malagold is extremely nervous about the prospect of his employees unionizing. He has seen the negative effects that worker strikes have had on the profits of other large companies and is determined to keep his employees from unionizing by blacklisting any workers he is told have an association with the unions. Workers who have been hired in the last year have been asked to sign yellow dog contracts to prevent them from joining a union.
The Malagold Company
The Malagold Company is rapidly expanding and now owns and operates a textile mill and a foundry in Manhattan’s Lower East Side. The Malagold Company is known for buying out smaller companies in an effort to remove all competitors, allowing it to set its own prices. By being the only company of its kind (a monopoly) the Malagold Company can charge higher prices since people have nowhere else to turn for many of the goods the company produces.
List of Roles
1. Johnny (spindle feeder, child labor)
a. Anti-union
2. Elizabeth (textile workers, women)
a. Pro-union
3. Samuel (shoe-maker, skilled worker)
a. Craft Union organizer
4. Andrew (manager)
a. Union rat
5. Eugene (boiler, unskilled worker)
a. Socialist Union organizer (skilled and unskilled)
6. Pauline (textile worker, women)
a. Specialized union organizer
7. Pinkerton (strikebreakers, scabs)
a. Tool of owners
8. Scott (recent immigrant seeking work)
a. Undecided
9. Edward (older, skilled worker)
a. anti-union
10. Nicola (immigrant, unskilled)
a. Pro-union, socialist
11. Dorothy (textile worker, women, triangle factory)
a. Anti-union
12. William (skilled apprentice)
a. Undecided
13. Henry (unskilled labor)
a. Pro-union
14. Jacob (unskilled labor)
Anti- union: 3
Pro- union: 3
Organizers: 3
Company muscle: 1
Company spy: 1
Undecided: 3
1. Johnny
Background:
Johnny is a 12 year old boy who started working as a chimney-sweep at age 8. He is now the only working member left of his family after his mother was badly burned in a factory fire that also killed his father.
Job:
Johnny works 12 hour shifts in Mr. Malagold’s textile factory and earns 50 cents per day. His main job is to reload the spindles. Reloading is a very dangerous job and Johnny has already had two of his fingers severed by the machines while performing his duties. He received no compensation from Mr. Malagold for the loss of his fingers.
Wants:
• Johnny wants the workday shortened to 8 hours.
o Alternatively, he will continue working 12 hour shifts provided Mr. Malagold will pay him 75 cents per day (a raise of 25 cents).
• Johnny also wants a contract that protects him in the event that he is further injured while working
o Johnny wants a guarantee that he will be fairly compensated should he get injured so badly that he can never work again.
Unionize?
Johnny is totally opposed to joining any labor union because he knows that they will work towards ending child labor, something he simply cannot afford if he and his family are to survive. He has also heard that Mr. Malagold will immediately fire anyone suspected of starting or joining a labor union.
2. Elizabeth
Background:
Elizabeth, a 19 year old woman, left her family home in the New Jersey suburbs to work in the city at age 16. Elizabeth is trying to earn enough money so that she can help support her family, whose farm has not been profitable for the last several years.
Work:
Elizabeth works in Mr. Malagold’s textile factory as a weaver. She lives in a tenement apartment and often must bring her work home with her and finish it there while eating dinner. Elizabeth works a 12 hour days at the textile factory and is paid $1 a day.
Wants:
• Elizabeth wants her workday reduced to 8 hours.
o She refuses to work more than 8 hours regardless of the pay being offered.
• Elizabeth is also seeking a guarantee (in the form of a long-term contract) from Mr. Malagold that the women at the factory will not be replaced by the cheap immigrant labor that is flooding the city.
Unionize?
Elizabeth is an advocate (supporter) of trade unions. She feels the only way for the common worker to gain any power is by uniting. However, Elizabeth needs her job to survive and is careful not to let her views be known by any of her coworkers who she does not know well enough to trust. She fears being fired by Mr. Malagold if he learns she is “agitating” his workers by attempting to form a union.
3. Samuel
Background:
Samuel, age 24, was born in London and immigrated with his family to Manhattan’s Lower East Side at the age of 13.
Work:
Samuel was an apprentice and then a maker of shoes and cigars. Since he had to train at these jobs before working they are considered skilled jobs. Today Samuel works in Mr. Malagold’s textile mill producing shoes. His working conditions are better than most of the workers there, but Samuel often gets sick due inhaling the chemicals used in tanning the leather for the shoes.
Wants:
• Samuel wants a guarantee that Mr. Malagold will not fire workers who are attempting to unionize.
o He also wants Mr. Malagold to agree to stop using yellow dog contracts.
Unionize?
Samuel wants the different kinds of skilled (or craft) workers in Mr. Malagold’s factories to join together in order to form a huge skilled labor union. He wants the union to negotiate on behalf of all the skilled workers.
4. Andrew
Background:
Andrew was orphaned at the age of 6 when his parents gave him up because they could no longer afford to take care of him. Andrew started as an errand-boy for Mr. Malagold when he was 8 years old. One day after spotting a small fire and extinguishing it before it got out of control, Andrew was rewarded by Mr. Malagold with the opportunity to purchase shares of Mr. Malagold’s company. Using his savings from the last ten years Andrew was able to purchase a small amount of stock in the Malagold Company. This means that he makes money when the company does well.
Work:
Andrew is now 18 and is a floor manager at the Malagold Factory, overseeing about 100 women in the textile factory. Andrew’s job duties include keeping a close eye on the workers to make sure they are meeting their daily quota and reporting any shortages to Mr. Malagold. As a manager, Andrew must also report to Mr. Malagold any worker suspected of attempting to unionize the workers.
Wants:
• Andrew wants to keep his job so that he can keep climbing the corporate ladder.
o He hopes to emulate (imitate) Mr. Malagold and eventually start his own company
Unionize?
Andrew is opposed to any labor unions because he fears that if a union emerges the factory will be forced to pay higher wages to its workers. This would result in the company losing money, meaning the value of the stock that Andrew owns would be decreased.
5. Eugene
Background:
Eugene was born in Indiana to a wealthy family of French immigrants. Eugene started working at age 14 as a painter in the railway yards. At 17 years of age, Eugene left home to work on the railroads as a boiler, meaning his job was to shovel coal into the fire of the train’s steam engine, a tough, physical job. Eugene became an early leader of the railroad union and was jailed as a result of his involvement with a large strike. While in jail, Eugene became familiar with the writings of Karl Marx and became a socialist.
Work:
Eugene, now 25, works as a boiler at the Malagold Foundry.
Wants:
• Eugene wants guarantees from the Malagold Company that they will protect its workers by agreeing to raise wages in proportion to the rate of inflation and the increasing prices of consumer goods (like food and clothing).
• Eugene wants the workers to strike immediately so that they can gain the upper hand in negotiations.
o He believes that the strike is the “weapon of the oppressed.”
Unionize?
Eugene wants to unite as many workers as possible into a huge union in order to gain bargaining power for the common worker. Eugene wants to form the biggest union possible; he believes that there is power in numbers and he does not distinguish between skilled and unskilled workers.
6. Pauline
Background:
Pauline was born in Lithuania and immigrated to America when she was 11 years old. Shortly after immigrating she went to work in the textile factories to help support her family.
Work:
Pauline, now 16 years old, has been a garment worker since age 12. She weaves textiles on large machines called looms which can be extremely dangerous. She works in a dusty, poorly ventilated part of the factory and is constantly sick with headaches and coughing. She is paid $1 a day for 12 hours of work.
Wants:
• Pauline wants better working conditions for her and her fellow workers.
o She wants Mr. Malagold to provide a safe working environment for all the employees including;
▪ Fire exits
▪ Fire extinguishers
▪ Ventilation
• Pauline wants the work day shortened to 8 hours.
Unionize?
Pauline wants to form a union specifically for women in the garment industry. She would consider joining a larger union however, if she is unsuccessful in her efforts to organize a women’s garment worker union.
7. Pinkerton
Background:
Pinkerton (age 28) was born in New York and served as a soldier in the army since he was 16. Despite coming from a wealthy family, Pinkerton sees himself as a self-made man and believes that anyone who works hard enough can “pull himself up by the bootstraps” and rise to a high rank in society.
Work:
Last year Pinkerton started his own company working as a private detective (The Pinkerton Detective Agency). Pinkerton’s company is often called by factory owners who want to stop striking workers from disrupting their operations. These on-strike employees typically form a picket line to prevent the company from employing scabs during the strike.
Wants:
• He wants only to make money for his company and will even use violence to carry out his orders from the factory owners.
Unionize?
Pinkerton does not care about unions or about the lives of the workers.
8. Scott
Background:
Scott was born in Germany and immigrated to America last year at the age of 21. He lives in New York with his cousins who emigrated from Europe several years before he came.
Work:
Scott has not been able find steady work since arriving in America. His limited knowledge of the English language means that he is suited only for unskilled factory work.
Wants:
• Scott wants to work. He needs to earn money to live and pay his family back for their support.
o Scott is not concerned with working conditions, hours or pay.
Unionize?
Scott has heard talk of unions from his family but does not yet fully understand the concept. He is confused by the fact that people are willing to surrender their right to bargain with management to a collective organization which may not completely protect the individual’s interest. Scott does not want to jeopardize his hopes of finding a job by affiliating with a union but wants to learn more about how joining a union will enhance his value as a worker and protect his job security.
9. Edward
Background:
Edward was born in New York and has been working ever since he can remember. He started off as a paper boy but has worked many different jobs throughout the city. Edward’s eyes are severely damaged after being blinded by the light of the furnace for so many years.
Work:
Edward, now 40 years old, has been a steel worker in the Malagold Foundry for the last 20 years. He is a skilled laborer who was trained as an apprentice before becoming a full-time employee. Edward oversees the Bessemer process in the foundry and is responsible for ensuring the quality of all the steel produced at the foundry.
Wants:
• Edward wants a promotion to manager. He is getting old and tiring of physical labor.
• Edward wants the Malagold Company to pay his medical bills for his damaged eyes.
Unionize?
Edward is weary of joining a union so late in life and sees the unions as primarily something for the younger workers. Edward is somewhat curious about the unions but is careful not to stir up any controversy around the foundry, as he knows it will be very difficult for him to find a new job with his poor eyesight.
10. Nicola
Background:
Nicola, 18, emigrated last year from Italy with his brother Bartolommeo. They live together in a tenement house and hope to save enough money to bring the rest of their family over from Italy.
Work:
Nicola has worked in several jobs since his arrival in America but he and his brother recently found steady work at the Malagold Foundry. They both signed yellow dog contracts upon being hired, but because of their limited English skills neither man understood that this meant they would be fired if they joined a union. Nicola is paid $1 a day for 12-hour shifts in the foundry.
Wants:
• Nicola wants his pay raised to $1.50 a day (a 50 cent raise)
o He needs to support himself, as well as send money back to Italy to his wife and children, who he hopes to bring to America as soon as he can afford to.
• Nicola also wants Mr. Malagold to end the practices of yellow dog contracts and of hiring scab workers during strikes.
Unionize?
Nicola is very interested in socialism and trade unions. He reads and sometimes contributes to a socialist journal written in Italian and is becoming more active in the socialist party. He sees unions as a way to unite workers and thinks that a strike would benefit the workers at the Malagold Foundry.
11. Dorothy
Background:
Dorothy moved to New York from her family farm in Ohio at the age of 15. She has worked in textile mills and factories ever since. She is now 30 years old, and is the sole supporter of her 4 young children since her husband died in a train accident two years ago.
Work:
Dorothy works as a textile weaver 12 hour days in the Malagold Mill for $1 a day. Dorothy works on the top floor of the six-story building, and the factory is often locked to prevent theft meaning there is no easy escape should a fire break out.
Wants:
• Dorothy wants a raise to $2 a day (a raise of $1).
o She has been seeking a raise ever since her husband passed away as she is struggling to feed her family.
• Dorothy wants fire exits and better working conditions for the women in the factory.
Unionize?
Dorothy does not want to join a union because she fears she will be blacklisted if she joins. Her job is her only hope of feeding her 4 children and she knows that if Mr. Malagold blacklists her she will be unable to find work as a textile weaver again.
12. William
Background:
William’s family moved to America last year from Norway. He speaks decent English and has a dream that he will work his way up the ladder and eventually own a company of his own one day. He believes that if he does what he is told, keeps his out of the way and works hard, he will be rewarded with promotions.
Work:
William, age 15, is currently working as an apprentice to Edward in the Malagold Foundry where he is learning to smelt iron. The work is dangerous and William has already suffered a large burn on his face as the result of a recent explosion.
Wants:
• William wants to be promoted from apprentice to worker one month ahead of schedule, as he feels he has learned all he can learn as an apprentice.
o As an apprentice William made 10 cents a day. As a skilled worker he will be making 20 cents a day.
Unionize?
William is clueless about unions. He had never heard of a union before coming to America. Since he is an apprentice he has not yet signed a yellow dog contract forbidding him to join a union. He is also unaware of the fact that being associated with a union can put his job in danger.
13. Henry
Background:
Henry emigrated from Ireland to New York as a small boy. He found work as an errand-boy and chimney sweep, and later worked in a cannery. After losing his right hand in an accident in the cannery, Henry had difficulty finding a job which would support his family. Henry lives in a tenement house in the Lower East Side of Manhattan with his wife and 6 children.
Work:
For the last 2 years Henry (now age 25) has worked in the steel production plant of the Malagold Foundry. Henry’s primary job duty is to help move the finished products from the foundry onto railroad cars. He makes $2 a day for 12 hours of hard physical labor.
Wants:
• Henry wants a raise to $2.50 a day.
• Henry also wants the workday shortened from 12 to 8 hours.
Unionize?
Henry is intrigued by what he has heard about unions. In the newspapers Henry has read stories about labor unions beginning to form and organizing strikes. While most of these strikes have been unsuccessful, Henry believes that only by joining a union and working together for their common interests can the workers hope to gain anything in negotiations.
14. Jacob
Background:
Jacob emigrated from Ireland to New York as a small boy. He found work as an errand-boy and chimney sweep, and later worked on the railroads. After losing his right eye in an accident in the rail yard, Jacob had difficulty finding a job which would support his family. Jacob lives in a tenement house in the Lower East Side of Manhattan with his wife and 7 children.
Work:
For the last 3 years Jacob (age 28) has worked in the steel production plant of the Malagold Foundry. Jacob’s primary job duty is to help move the finished products from the foundry onto railroad cars. He makes $2 a day for 12 hours of hard physical labor.
Wants:
• Jacob wants a raise to $2.50 a day.
• Jacob also wants the workday shortened from 12 to 8 hours.
Unionize?
Jacob is clueless about unions. He had never heard of a union before coming to America. However, Jacob has been told by some of his coworkers that joining a union is their only hope for survival and he is curious to learn more. He is also unaware of the fact that being associated with a union can put his job in danger.
Homework:
• Describe your experience during the negotiations and explain what you learned by participating in the game.
• Do you thing labor unions are a good or a bad thing? Why or why not?
• Would you ever work at Wal-Mart? Explain.
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[1] An Edible History of Humanity
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This unit covers the drastic changes that took place in society between the years 1750 – 1900. The reasons for these changes will be investigated and debated, as will the reasons why these changes began in Britain. You will compare and contrast factory life then and now and assess the success of society in dealing with the problems created by industrialization. You will be made aware that the process of industrialization that began in England in the 1700’s is still unfolding in many parts of the world, and is still to reach many others. You will also compare and contrast life before and after the Industrial Revolution and assess whether the gains realized have been worth the costs. The unit will also focus on ethical and environmental issues raised by industrialization. A large part of the unit will be spent analyzing the emerging economic and social ideas and evaluating their success and legacy today.
This topic is perhaps the single most important area of study for understanding the current global disparity between North and South prior to the Civil War. It is also probably the best topic from which to analyze the political spectrum and evaluate the proper roles of government. The question of the “social safety net” is one of the most important and fiercely debated issues in American politics today, and the study of the Industrial Revolution will help you grasp the nature of this debate. Several other important topics arose during this time, such as the issue of child labor, living/ working conditions, unions, and many others. Finally, this unit gives you an understanding and appreciation of where the goods we buy come from, and encourage you to be a responsible and informed consumer.
American History: 1750 -1900
"We went to the mill at five in the morning. We worked until dinner time and then to nine or ten at night; on Saturday it could be till eleven and often till twelve at night. We were sent to clean the machinery on the Sunday."
Manchester Mill Child
What You Will Do Project Work 1. Group Project Presentation 2. Individual Project
Class Work 1. Contribute and Participate in lessons by keeping notes in some format, completing quality work. 2. Learn to prepare and write comprehensive essays for history tests. 3. Prepare and Annotate articles for Socratic Seminar Discussions.
What You Will Do
Project Work
1. Group Project Presentation
2. Individual Project
Class Work
1. Contribute and Participate in lessons by keeping notes in some format, completing quality work.
2. Learn to prepare and write comprehensive essays for history tests.
2. Prepare and Annotate articles for Socratic Seminar Discussions.
What You Will Do
Project Work
1. Group Project Presentation
2. Individual Project
Class Work
1. Contribute and Participate in lessons by keeping notes in some format, completing quality work.
2. Learn to prepare and write comprehensive essays for history tests.
2. Prepare and Annotate articles for Socratic Seminar Discussions.
What You Will Learn
1. New Kind of Revolution (reasons, agricultural changes, early factories in textile industry, why Britain, spread)
2. Factories and Workers (Factory life and towns, mass production)
3.New Ideas in a New Society (Capitalism v. communism, utopians v. Utilitarian’s, changes in family/ home life, increasing standards of living) Advances in 4.Technology (steam, coal, railroads, iron, steel)
Guiding Questions:
The overarching question that each group would need to answer (through some sort of product or presentation at the end of the unit) would be, “How and why did industrialization change that part of society?” Another useful question would be, “How did people react to and adjust to these changes?” Finally, this unit plan should also include a way to tie this time period to the present, through a question such as, “What can we learn about society today from this time period?” and/ or, “How similar or different are changes currently taking place in society?”
What You Will Learn
1. New Kind of Revolution (reasons, agricultural changes, early factories in textile industry, why Britain, spread)
2. Factories and Workers (Factory life and towns, mass production)
3.New Ideas in a New Society (Capitalism v. communism, utopians v. Utilitarian’s, changes in family/ home life, increasing standards of living) Advances in 4.Technology (steam, coal, railroads, iron, steel)
What You Will Learn
1. New Kind of Revolution (reasons, agricultural changes, early factories in textile industry, why Britain, spread)
2. Factories and Workers (Factory life and towns, mass production)
3.New Ideas in a New Society (Capitalism v. communism, utopians v. Utilitarian’s, changes in family/ home life, increasing standards of living) Advances in 4.Technology (steam, coal, railroads, iron, steel)
[pic]
1732-1792
John Kay. Lewis Paul. John Wyatt Jedediah Strutt. James Hargreaves Samuel Crompton. Thomas Highs William Nightingale. James Watt Spinning Frame 1769 Water Frame 1775
Connects to…
Richard Arkwright
The Spinning Jenny is a multi-spindle spinning frame. Invented in Lancashire England, the device reduced the amount of work needed to produce yarn, with a worker able to work 8 or more spools at once.
James Hargreaves
1764
Spinning Jenny
1704-1779
Joseph Stell. Edmund Cartwright Jedediah Strutt. James Hargreaves Thomas Highs
Flying Shuttle 1733
Connects to…
@2015
John Kay
Guiding Questions:
The overarching question that each group would need to answer (through some sort of product or presentation at the end of the unit) would be, “How and why did industrialization change that part of society?” Another useful question would be, “How did people react to and adjust to these changes?” Finally, this unit plan should also include a way to tie this time period to the present, through a question such as, “What can we learn about society today from this time period?” and/ or, “How similar or different are changes currently taking place in society?”
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