Lesson 25 The Rise of Industrytah-americandream.wikispaces.com/file/view/Rise+of... · ·...

The Rise of Industry

OverviewIn this lesson, students learn about the rapid rise of industrialism in the United States at the turn of the century, and labor’s response to it. First, students participate in an Experiential Exercise that re-creates the experience of working onan assembly line. Then they read about industrialism and the Triangle Shirtwaist Factory fire and take notes that help connect the historical events to their classroomexperience working on an “assembly line.” Finally, students apply their learning in aProcessing assignment.

ObjectivesStudents will • identify factors leading to the rise of industrialism and urbanization.• experience assembly-line work and describe the conditions for assembly-line

workers.• explain why labor unions emerged to protect workers’ interests.

Materials• History Alive! The United States Through Industrialism• Interactive Student Notebooks• Graphic Organizer Placard 25• Information Masters 25A, 25B, and 25D (1 copy of each)• Student Information 25C (1 transparency)• CD Track 18• 8 1/2" x 11" scrap paper (100 sheets, cut in half)• 8 1/2" x 11" plain white paper (300–400 sheets) • stubby crayons (1 per student)• sharpened pencils (1 per student)

542 The Rise of Industry © Teachers’ Curriculum Institute

Lesson 25

© Teachers’ Curriculum Institute Lesson 25 543

Lesson 25

Preview There is no Preview for this lesson. The Experiential Exercise functions as

the Preview.

Experiential Exercise(Note: In this activity, you will simulate the behavior of a harsh factory super-

visor, verbally exhorting students, subjecting them to difficult conditions, and destroying“unsatisfactory” work. It is critical that you have a cooperative-learning environment inyour classroom and a strong rapport with your students because they may feel vulnera-ble, uncertain, or upset by the activity. Allow ample time to debrief the activity.)

1 Have students create their own designs for a woman’s blouse. Distribute a sheet ofplain white paper to each student. Explain that students will have three to five minutesto draw a picture of a woman’s blouse. Instruct them to use the whole page for theirdrawing. Explain that even though their work time is limited, they should create themost stylish, detailed blouses that they can. (This represents students working as indi-vidual artisans in cottage industries. At the end of the Experiential Exercise, you cancompare these drawings with those produced on the assembly line.)

2 Have students assume the role ofemployees in two garment factories.Choose approximately three students toobserve from the side of the room. Explainthat they will play the role of immigrantsand will participate later (in Step 7).Divide the remaining students into twogroups. Have them place their desks about six inches apart in two facing rows, as shownin the classroom map. Post Information Master 25A: Tri Company in front of one row,and Information Master 25B: Angle Company in front of the other.

3 Project a transparency of Information Master 25C: Making a Standard Woman’sShirtwaist Blouse, and explain the new method of production. Tell students they willnow draw the woman’s shirtwaist blouse as many times as they can in 20 minutes.Explain that each student will specialize in one feature of the blouse. Have students ineach group number off from 1 to 18. Make sure that all group members understandwhich blouse feature they are supposed to draw. Explain these rules: • There will be absolutely no talking, laughing, or horseplay during production.• Laborers who work hard and according to the guidelines will receive 10 points.• Employees of the “company” that creates the largest number of high-quality fac-

similes will each receive 5 bonus points.

4 Tell students to begin assembly-line production. Pass out stubby crayons. GiveWorker 1 on each team approximately 100 half-sheets of scrap paper. Instruct studentsto quickly draw their assigned blouse feature and pass the paper on to the next student inthe row. Take on the role of production supervisor. Urge the employees to speed up, toconcentrate, and to work harder. Make frequent loud demands, such as “Keep produc-tion moving!” and “Don’t slow down!”

Tri Company

Angle Company


Lesson 25

5 After five minutes, announce that technological advances have been inventedthat will help workers make better blouses. Distribute sharpened pencils to eachworker, and give 150–200 full sheets of plain white paper to each Worker 1. (The newpencils and the larger sheets of paper represent the technological advancements of theIndustrial Revolution.) Resume assembly-line work.

6 After five minutes, announce that “Tri Company” and “Angle Company” aremerging. Explain that as owner of Tri Company, you want to increase production,decrease overhead costs, and make more profit, so you will buy the Angle Company andcreate a new, larger business, called the Triangle Company. Remove the “Tri” and“Angle” company signs and post Information Master 25D: Triangle Company. (Thisstep represents the growth of big business during the Industrial Revolution.) Tell theworkers that to increase productivity and efficiency, and to encourage competition, theassembly line with the greatest number of high-quality facsimiles at the end of the les-son will receive 10 bonus points instead of 5. Resume assembly-line work.

7 After five minutes, announce that you will be moving the Triangle Company tothe city, for better access to workers, markets, and transportation. Tell the workersthat space in the city is expensive, so the workrooms in the new factory will be smallerfor the same number of workers. Have the students in each row move their desks together so that there is no space between them. (This represents the urbanization thatoccurred during the Industrial Revolution.) Resume assembly-line work. If/when workers begin to slow down or do poor work, ask the “immigrants” (who are lookingon), “Would you like to earn some points? These workers cost 10 points but are doing apoor job. I’ll fire them if you’re willing to work for 5 points.” If the immigrants hesitate,remind them that they need to feed their families. Have each immigrant replace a worker. (This step represents the use of cheap immigrant labor during the IndustrialRevolution.)

8 As workers continue to produce “shirtwaists,” make the working conditionsdeteriorate. Play CD Track 18, “Factory Sounds,” as loudly as possible. (The track is45 seconds long. Set the CD player on “repeat 1” to have the track play continuously.)Turn down the lights and, if possible, adjust the room temperature to be uncomfortablyhot or cold. Continue to make loud demands, such as “Work faster!” and “I demandhigh quality!” (These actions represent the poor conditions workers were subjected toduring the Industrial Revolution.)

9 Expect students to begin to complain or even to “revolt.” Act as quality controlsupervisor, and dispose of any drawings that don’t “measure up.” Monitor the workerscarefully, and punish those who misbehave by destroying their finished products and“barking” commands, such as “No talking! Pay attention to your work! Don’t wastetime laughing!” If students begin to talk about a strike, allow this to build and spread. If necessary, secretly encourage a student or two to say “strike!” (This represents theemergence of labor unions during the Industrial Revolution.)

10 After about 20 minutes, stop the assembly lines. Have two students count thenumber of finished products. Compare finished products with the model blouse and withthe “cottage industry” blouse, from Step 1.


Lesson 25

11 Debrief the exercise. Ask students: Did you enjoy this activity? What did you likeor dislike about it? What feelings did you experience during this activity? Expect themto identify feelings of frustration, stress, tedium, alienation, and even anger and physicaldiscomfort. Acknowledge these feelings, and allow students adequate time to expressthem. This is a crucial part of the debriefing process.

Graphic Organizer1 Introduce Chapter 25 in History Alive! The United States Through

Industrialism. Tell students they will now learn about the rise of industrialism in theUnited States at the turn of the century, and labor’s response to it. Explain that they willread an account of an infamous landmark in American history, the Triangle ShirtwaistFactory fire, and how it influenced the society, politics, and economy of the period.Have students read Section 25.1. (Note: You may want to have students use thePrereading Handout on page vii of this Lesson Guide to conduct a prereading of the chapter.)

2 Introduce Graphic Organizer Placard 25. Ask, What do you see? What are thepeople doing? What technology, new for that time, are the workers using? What makesthese working conditions difficult? Explain that students will use this graphic organizerto understand why industrialization expanded after the Civil War and the problemsworkers encountered as a result of this expansion.

Reading1 Have students respond to the Geography Challenge questions on

page 363. Explain that students will now learn about the factors that led to the industrialexpansion following the Civil War.

2 Have students read Sections 25.2 through 25.7. Direct them to turn to ReadingNotes 25 in their Interactive Student Notebooks. As they read the sections and completetheir notes, encourage them to think about how their experience in the earlier exercise connects to the history. You may want to complete the Reading Notes for Section 25.3as a class. Use Guide to Reading Notes 25 to check students’ work.

Processing1 Place students in pairs and prepare them to role-play a dialogue

between labor and management. Have one student in each pair assume the role of afactory owner. Have the other student assume the role of a worker. Tell students theywill respond to a series of prompts about factory conditions and will role-play a conver-sation that would likely occur between a factory owner and a worker. Emphasize thatstudents must stay in character. Explain that this exercise will prepare them for theirProcessing assignment.

2 Have pairs engage in the dialogue. Read Prompt 1, and have students playing the role of the worker repeat it. Then have pairs converse for about one minute. Encourage


Lesson 25

students to bring up points from the reading and their Reading Notes. Repeat thisprocess for each of the prompts.

Prompt 1 Worker: Why is the pay so low in this factory?

Prompt 2 Owner: Why do you put your personal interests over the good of the company?

Prompt 3 Worker: Why is work here so boring and repetitive?

Prompt 4 Owner: If you don’t like the job you’re doing, why don’t you get a better job?

Prompt 5 Worker: What are you going to do about the dangerous working conditions?

Prompt 6 Owner: Why is our factory being outproduced by our competitors?

Prompt 7 Worker: Why won’t management allow unionization?

Prompt 8 Owner: Why do you keep threatening to strike?

3 Have students complete Processing 25 in their Interactive Student Notebooks.

Investigating BiographiesAsk students to read “Inventions Improve Life for Many” on page 460 of

History Alive! The United States Through Industrialism and complete the correspondingassignment.

AssessmentMasters for assessment appear on the next three pages.

16. The bulleted points can provide a rubric for this item.

Online ResourcesFurther resources for Lesson 25: The Rise of Industry can be found at Online

Resources for History Alive! The United States Through Industrialism atwww.teachtci.com/historyalive/.• Internet Connections: The Rise of Industry• Enrichment Essay: Women Inventors

Options for Students with Special NeedsSee page 652 for tips on adapting this lesson to meet the needs of

• English language learners.• learners reading and writing below grade level.• learners with special education needs.• advanced learners.

1. C 2. A 3. A 4. D 5. B 6. C 7. A 8. B

9. D 10. C 11. B 12. A 13. D 14. A 15. B

Assessment 25


Fill in the bubble beside the best answer to each question.

1. Who said “Steel is king!” and made it happen?

0 A. John D. Rockefeller

0 B. Thomas Edison

0 C. Andrew Carnegie

0 D. Alexander Graham Bell

2. A corporation is a

0 A. business that is owned by manyinvestors.

0 B. group of businesses formed toreduce competition.

0 C. company that controls all produc-tion and sales of a product.

0 D. partnership between two business-people working together.

3. What attracted people to America’s rapidly growing cities in the late 1800s?

0 A. job opportunities

0 B. tenement houses

0 C. electric lighting

0 D. art museums

4. Most city factory workers lived in

0 A. homes that they owned.

0 B. ten-story skyscrapers.

0 C. spacious suburbs.

0 D. crowded slum neighborhoods.

5. The wages offered many factoryworkers were so low that

0 A. people would not take those jobs.

0 B. everyone in the family had towork.

0 C. one wage earner could support a family.

0 D. no one was able to make a profit.

6. What invention made it practical tolocate factories at the top of ten-storyskyscrapers in the late 1800s?

0 A. the electric lightbulb

0 B. the telephone

0 C. the electric elevator

0 D. the sewing machine

7. As businesses grew bigger after theCivil War, labor unions were organizedto represent the interests of

0 A. workers.

0 B. investors.

0 C. managers.

0 D. customers.

8. In the 1909 “Uprising of the 20,000,”striking garment workers in New YorkCity won

0 A. free lunches.

0 B. better wages.

0 C. safer factories.

0 D. paid vacations.

9. What simple change might have prevented the death of some of the 149workers who perished in the TriangleShirtwaist Factory fire?

0 A. allowing workers to join unions

0 B. building safer passenger elevators

0 C. using fire-resistant fabrics

0 D. keeping factory doors unlocked

Assessment 25


Use the cartoon and your knowledge of social studies to answer the questions below.

10. The setting of this cartoon is the

0 A. White House.

0 B. Supreme Court.

0 C. U.S. Senate.

0 D. Bank of the United States.

11. Who do the small men sitting in front represent?

0 A. wealthy bankers

0 B. U.S. senators

0 C. federal judges

0 D. cabinet members

12. Who do the men who look like giant moneybags represent?

0 A. business trusts

0 B. the Standard Oil trust

0 C. business investors

0 D. labor union organizers

13. The large men are shown using a special entrance at the right for

0 A. senators.

0 B. the people.

0 C. the president.

0 D. monopolies.

14. Which caption best fits the cartoon?

0 A. “Government by and for the trusts!”

0 B. “In the trusts we trust!”

0 C. “The United States of Trusts!”

0 D. “Put your trust in the Senate!”

15. What is the cartoonist’s message?

0 A. Trusts have made the nation richer.

0 B. Trusts are corrupting our government.

0 C. Trusts make business more efficient.

0 D. Trusts protect the free enterprise system.

Assessment 25


Follow the directions to complete the item below.

16. Draw the heads and faces of four people affected by the rise of industry in the early1900s: a factory owner, a factory worker, a union organizer, and a consumer. Makesure each drawing includes the following: • a simple piece of clothing, like a hat, scarf, or necktie, that is appropriate for

each person • a facial expression for each person that accurately reflects how he or she might

feel about the rise of industry• a thought bubble for each person that accurately reflects what that person might

think about the rise of industry and why

Information Master 25A


TR

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Information Master 25B

AN

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mp

any

Information Master 25C


Worker 1: Collar

Worker 2: Collar button (button #1)

Worker 3: Outline of body of blouse

Worker 4: Left sleeve

Worker 5: Left cuff

Worker 6: Right sleeve

Worker 7: Right cuff

Worker 8: Button #2

Worker 9: Button #3

Worker 10: Button #4



Worker 13: First pleat on right side

Worker 14: First pleat on left side

Worker 15: Second pleat on right side

Worker 16: Second pleat on left side

Worker 17: Third pleat on right side

Worker 18: Third pleat on left side

Making a Standard Woman’s Shirtwaist Blouse


Information Master 25D

TR

IAN

GLE

Com

pan

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Read Sections 25.2 through 25.7 in History Alive! The United States Through Industrialism.Answer the questions that correspond to each section.

G U I D E TO R E A D I N G N OT E S 2 5

25.3 Improved Technology

What technological advances did you experience whileon the assembly line?We were given sharp pencils and full-sized sheets of paper.

What technological advances and new production methods helped industries expand in this period?Industries were helped by steel, electricity, lightbulbs, power stations, motors, the telephone, and the division of labor for theproduction of goods.

What technological advances were used in the TriangleFactory?The Triangle Factory used electric motors, the division of labor,electronic freight elevators, and telephones.

25.2 Overview: A Nation Transformed

Why did business grow in the late 19th century?Business grew because of advances in technology and manufac-turing, because mining in the West was providing the needed capital, and because the government was not interfering in business practices.

What is meant by the term “Gilded Age”?“Gilded Age” refers to a time when many owners of big businessesbecame millionaires and built enormous homes with fancy furnishings to show off their wealth.


25.4 The Rise of Big Business

How did your teacher turn your classroom factory into abig business?The teacher combined the Tri Company and Angle Company intoone larger Triangle Company.

How did men like Rockefeller and Carnegie make theirbusinesses bigger?Rockefeller and Carnegie grew their businesses by setting up corporations (businesses owned by investors) and trusts (groups ofcorporations run by a single board of directors).

How big was the Triangle Factory?It was the largest shirtwaist factory in the country.




25.5 The Growth of Cities

What changed when your factory “moved” to the city?It became crowded. Immigrants replaced workers and agreed towork for fewer points.

What groups of people moved to the city? What wastheir life like there?Immigrants and rural Americans flocked to the cities where theylived in crowded, unclean, and dangerous tenements.

Why was the Asch Building unsafe for the workers inthe Triangle Factory?It had only two narrow staircases. Doors opened inward, not outward.

25.6 Working Conditions

What were working conditions like on the classroomassembly line?It was noisy, with poor lighting and uncomfortable temperatures.The teacher made unreasonable demands.

What were working conditions like in factories?Working people had to endure low wages, child labor, crowdedconditions, uncomfortable temperatures, and fire danger.

What were working conditions like in the TriangleFactory?People worked long hours at low wages. Workers were charged forsupplies and prohibited from leaving the factory floor to go to thetoilet or for a drink. Machines were crowded together. Fire danger was a real problem.


25.7 Labor Unions

What methods did workers in your class use to get better working conditions?They suggested going on strike.

What did labor unions do to improve working conditions? How did employers react to labor unions?Unions went on strike. Employers fired union workers and hiredguards to protect strikebreakers.

What happened at the Triangle Factory when ownersrefused to bargain with unions for better working conditions?When there was a fire, 146 workers died because they could notescape through locked doors.


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