Teacher Overview Objectives: Effects of Industrialization on Workers

NYS Social Studies Framework Alignment:

Key Idea Conceptual Understanding Content Specification

10.3 CAUSES AND EFFECTS OF THE INDUSTRIAL REVOLUTION: Innovations in agriculture, production, and transportation led to the Industrial Revolution, which originated in Western Europe and spread over time to Japan and other regions. This led to major population shifts and transformed economic and social systems. (Standard: 2, 3, 4; Themes: MOV, TCC, GEO, SOC, ECO, TECH)

10.3c Shifts in population from rural to urban areas led to social changes in class structure, family structure, and the daily lives of people.

Students will investigate the social, political, and economic impacts of industrialization in Victorian England and Meiji Japan and compare and contrast them.

Differentiation:

Gardner's Multiple Intelligences Bloom’s Taxonomy Scaffolding for Special Ed/ENL Students

1. Verbal/Linguistic (primary source texts) 2. Logical (graphs and charts) 3. Spatial (video clip) 4. Kinesthetic (hands on document annotation) 5. Interpersonal (working with group, class

discussion)

Level 3­ Apply Level 4­ Analyze Level 5­ Evaluate

Special Education students­ Industrial Revolution Unit vocabulary ENL Students­ Industrial Revolution Unit vocabulary with images and native language translation

Objective Guiding Question and Activity Description

1. Describe what life was like for workers during the Industrial Revolution in Great Britain and explain how industrialization influenced their lives.

How did industrialization affect British workers? graph analysis, video, secondary text, images, graphic organizer

How did industrialization affect British workers?

Objective: Describe what life was like for workers during the Industrial Revolution in Great Britain and explain how industrialization influenced their lives.

Introduction Directions: Examine the painting below and read the description on the right, then answer the questions on the right.

The Harvesters by Pieter Brueghel the Elder (1565).

Source: https://en.wikipedia.org/wiki/File:Pieter_Bruegel_the_Elder­_The_Harvesters_­_Google_Art_Project.jpg

Before the Industrial Revolution, around half of the population in Great Britain lived in a rural area and worked on a farm compared to less than 1% in 2005. The work that needed to be done in rural areas depended on the time of year. For example, in the fall the seeds were sown, in the winter the livestock was butchered, in the spring the sheep were sheared, and in the summer the crops were harvested. The work day started when the sun rose and stopped when the sun set.

1. List at least 3 things you notice about this painting.

2. Based on this painting and the description above, describe what pre­industrial agricultural work was like.

Effects of the Industrial Revolution on Work in Great Britain As a result of the innovations in technology and technique of the Agricultural Revolution in Great Britain, farmers in the mid­1700s could produce more crops in less time and with fewer workers. People who lived in rural areas and relied on the farms for their money and food had to find new places for employment. Around the same time, the first factories were built in cities and towns nearby. People flocked to these new industrial centers for employment and resettled there.

Watch this Timelines.tv video on “Factories and Machines” then answer the questions below.

1. What effects of the Industrial Revolution are still a part of modern life?

2. What is an entrepreneur? What was his/her role in industrial England?

3. What were the positive effects of factory work? 4. What were the negative effects of factory work?

How did industrialization affect British workers? Primary Source Graffiti

The following process will guide your analysis of primary source documents related to the effects of the Industrial Revolution on work. Pre­Activity: Sit in a group of 3­5 students. Take a different colored pen than the other members of your group. Each student in the group should take a different document.

Step 1 Examine the document you have in front of you. Read the sourcing information first, then read the text closely, and carefully examine any images.

Step 2

Write any questions you have about the document or the information in it directly on the document.

Circle any words you do not know and would like to know the definition of.

Put a box around any evidence that will help you answer the guiding question: How did industrialization affect British workers?

Write out any observations or inferences you make in the margins of the document.

Step 3 Pass your document to the student sitting to your left. You should receive a new document from the student sitting to your right.

Step 4 Repeat steps 1 and 2.

Answer any questions that the student wrote on the document and define any of the words that they circled if you can.

Step 5 Pass your document to the student sitting to your left. You should receive a new document from the student sitting to your right.

Repeat steps 1­5 until all of the students have examined and annotated each document.

Step 6 Share your vocabulary words, questions, and boxed evidence with the class.

Step 7 After a class discussion on the documents, complete the writing task answering the question: How did industrialization affect British workers?

Example Document

Document Set 1 Document 1a

At Work in a Woollen Factory

The Illustrated London News, August 25, 1883

Source: NYS Global History and Geography Regents Exam, June 2006.

Document 2a

Illustration from Frances Trollope’s Michael Armstrong: Factory Boy (1840), a novel about a child laborer.

Source: https://commons.wikimedia.org/wiki/File:Scene_from_Factory_Boy.jpg

Document Set 2 The Sadler Committee (1832) In 1832 Michael Sadler secured a parliamentary investigation of conditions in the textile factories and he sat as chairman on the committee. The evidence printed here is taken from the large body published in the committee's report. The questions are frequently leading; this reflects Sadler's knowledge of the sort of information that the committee were to hear and his purpose of bringing it out.

Source: http://history.hanover.edu/courses/excerpts/111sad.html

Document 2a

This is an excerpt from William Cooper’s testimony before the Sadler Committee in 1832.

Document 2b

This is an excerpt from the testimony of Joseph Hebergam to the Sadler Committee.

Sadler: When did you first begin to work in mills?

Cooper: When I was ten years of age.

Sadler: What were your usual hours of working?

Cooper: We began at five in the morning and stopped at

nine in the night.

Sadler: What time did you have for meals?

Cooper: We had just one period of forty minutes in the

sixteen hours. That was at noon.

Sadler: What means were taken to keep you awake and

attentive?

Cooper: At times we were frequently strapped.

Sadler: When your hours were so long, did you have any

time to attend a day school? Cooper: We had no time to go

to day school.

Sadler: Do you know of any other children who died at

the R Mill?

Hebergam: There were about a dozen died during the

two years and a half that I was there. At the L Mill where

I worked last, a boy was caught in a machine and had

both his thigh bones broke and from his knee to his hip .

. . . His sister, who ran to pull him off, had both her arms

broke and her head bruised. The boy died. I do not

know if the girl is dead, but she was not expected to live.

Sadler: Did the accident occur because the shaft was

not covered?

Hebergam: Yes.

Document 3 Occupational Distribution in the 1851 Census of Great Britain

Occupational Category Males (thousands

)

Females (thousands)

Percent Female

Public Administration 64 3 4.5

Armed Forces 63 0 0

Professions 162 103 38.9

Domestic Services 193 1135 85.5

Commercial 91 0 0

Transportation & Communications

433 13 2.9

Agriculture 1788 229 11.4

Mining 383 11 2.8

Metal Manufactures 536 36 6.3

Building and Construction 496 1 .2

Wood and Furniture 152 8 5

Bricks, Cement, Pottery, Glass 75 15 16.7

Chemicals 42 4 8.7

Paper and Printing 62 16 20.5

Textiles 661 635 49

Clothing 418 491 54

Food, Drink, Lodging 348 53 13.2

Other 445 75 14.4

Total Occupied 6545 2832 30.2

Total Unoccupied 1060 5294 83.3

Source: B.R. Mitchell, Abstract of British Historical Statistics, Cambridge: Cambridge University

Document Set 4 Document 4a

Source: Created for the New York State K–12 Social Studies Toolkit by Agate Publishing, Inc., 2015. Based on data from Wade Thatcher, Child Labor During the English Industrial Revolution. http://wathatcher.iweb.bsu.edu/childlabor/. British Parliamentary Papers (BPP) (1818) Minutes of Evidence on the Health and Morals of Apprentices and

others employed in Cotton Mills and Factories. Sessional Papers, House of Lords, vol. 96, appendix. BPP (1919) Minute of Evidence on the State and Condition of the Children employed in Cotton Factories, Sessional Papers, House of Lords, vol. 110, appendix.

Document 4b

Child Employment in the United Kingdom in 1851

Mining Textiles and Dyeing

Males under 15 37,300 Males under 15 93,800

Females under 15 1,400 Females under 15 147,700

Males 15­20 50,100 Males 15­20 92,600

Females over 15 5,400 Females over 15 780,900

Total under 15 as % of workforce 13% Total under 15 as % of workforce 15% Source: Booth, C. “On the Occupations of the People of the United Kingdom, 1801­81.” Journal of the Royal Statistical Society (J.S.S.) XLIX (1886): 314­436. Data retreived from:

https://eh.net/encyclopedia/child­labor­during­the­british­industrial­revolution/

Primary Source Graffiti Graphic Organizer Directions: Cooperate with the other members of your group to fill in sourcing information and evidence sections of the graphic organizer below for each document you examined. Share these with the rest of your class and fill in additional information that you gain from class discussion.

Essential Question: How did industrialization affect British workers? Document Sourcing Information

(What type of document is it? Who wrote it? When was it written? What do you know about the author?)

Evidence to Answer Essential Question (How did the industrialization affect British workers?)

Example Document

Illustration, drawn by Thomas Allom in 1835 Women worked at machines in rooms crowded with them. They had to fix the machines if they were broken. Men worked there too but not with machines in the same way.

1a

1b

2a

2b

Document Sourcing Information (What type of document is it? Who wrote it? When was it

written? What do you know about the author?)

Evidence to Answer Essential Question (How did the industrialization affect British workers?)

3

4a

4b

Effects of Industrialization on Workers Formative Assessment Task Directions: After examining all of the documents complete the task below.

Task:

Using information from the documents and your knowledge of global history, write a response in which you

Describe two effects of industrialization on workers during the Industrial Revolution in Great Britain

Explain whether those effects were positive or negative

Guidelines:

In your response, be sure to • Answer each bullet completely • Incorporate information from the documents • Incorporate relevant outside information • Support the theme with relevant facts, examples, and details • Introduce evidence using source information from the documents • A minimum of three paragraphs

1. One effect of industrialization on workers during the Industrial Revolution in Great Britain 2. A second effect of industrialization on workers during the Industrial Revolution in Great Britain 3. Whether those effects were positive or negative