An Instructional Unit
The Industrial Revolution
A Turning Point in History
Student Work
  1. The student work assigned is listed in the Assessment section and explained in the context of the lesson in the Procedure section.
  2. We have included here representative examples of some of that work with a completed homework rubric as well as our comments on each piece of student work.

Lesson 1 - Write a journal entry discussing how you are hoping that your life will change as a result of the Agricultural and Industrial Revolution.


Homework Assignment Rubric
  B C D E
1 Elements strong =5 average=4 weak =3 non-applicable
2        
3        
4 demonstrates knowledge of a subject matter 5      
5 llustrates historical Accuracy   4    
6 reflects analysis and organization
 5      
7 indicates an awareness of problem solving
 5      
8 shows connections and bridges learning between eras
 5      
9 provides specific examples 5      
10 utilizes effective descriptions 5      
11 argues an unpopular point of view       X
12 exhibits legibility and neatness 5      
13 hands in assignment on time 5      
14 TOTAL PTS ATTAINABLE = 50 points 44/50      


Lesson 3 - Draft a Letter to Editor of The Manchester Times, describing concerns about the developments in working conditions and industrialized cities.

  • Dear Editor of The Manchester Times,

    I am a factory worker living in Manchester. I am 32 and I have been working in the same factory for 23 years. I am extremely unhappy with the conditions in the factory in regard to the treatment of the workers like myself, the condition of the cities, the new social class of industrial workers, and the new responsibilities on women. I would like the miserable conditions known to all who read The Manchester Times, even if it means the end of my job.

    The working conditions are as miserable as the living conditions outside the factory. The supply of unskilled workers is large, so the payments are unbearably low. Often a whole family has to work in order to survive. Children have to start work at the age of five. There is a greater demand on women and children because their payment is significantly lower than that of the males.

    Work days can last from twelve to sixteen hours. Men, women and children work six days a week with no holidays, vacations or sick days. Our factories are unhealthy, dangerous, and the fumes from machines combined with poor ventilation make the air unsafe to breathe. The loud noises of the machines often damage people's ears. The lighting is poor, and the machines are not equipped with safety devices so accidents frequently occur. A worker injured on the job receives no compensation and if he/she can no longer work, they are thrown out.

    The Industrial Revolution transformed the social structure of Europe. Before industrialization, the wealthy, landowning aristocracy occupied the highest social position. Below the aristocracy was a relatively small middle class, which included merchants, lawyers, and the clergy. Next came skilled workers such as shoemakers, potters, and silversmiths. Finally, the majority of the people were farm workers. After industrialization, the largely unskilled occupied the lowest rank in society. Industrial workers were aware that they belonged to a separate social class. They saw themselves as people with little political or economic power.

    The Agricultural Revolution and new farm machinery reduced the need for both men and women on the farms. As the Industrial Revolution got underway, the factory system replaced the domestic system. To help support their families in the industrial economy, many women went to work in the factories or the mines. Often, the entire family worked in the same place.

    Working in the factory added greatly to a woman's responsibilities. She worked outside her home for 12 to 16 hours a day. She still had to cook, clean and sew for her family.

    At the same time, the demand for domestic servants in the cities was growing. Middle class families could afford to hire domestic servants to work as cooks, maids and nurses for children. Many women, especially single women, left their homes to take these jobs.

    As you can see, living under these conditions is unbearable and cause the breakup of many families. I want my feelings to be known so maybe I can get some followers and start a reform group. I appreciate your time and understanding and I hope you decide to publish my thoughts.

    Sincerely,

Homework Assignment Rubric
  B C D E
1 Elements strong =5 average=4 weak =3 non-applicable
2        
3        
4 demonstrates knowledge of a subject matter 5      
5 Illustrates historical accuracy 5      
6 reflects analysis and organization
 5      
7 indicates an awareness of problem solving
 5      
8 shows connections and bridges learning between eras
 5      
9 provides specific examples   4    
10 utilizes effective descriptions 5      
11 argues an unpopular point of view   4    
12 exhibits legibility and neatness 5      
13 hands in assignment on time 5      
14 TOTAL PTS ATTAINABLE = 50 points 48/50      


Lesson 5 - Organize a debate between a supporter of laissez-faire capitalism and either a socialist reformer or a Marxist reformer.

Global Studies - pd.7
1-7-97

JOHN: As a supporter of Laissez - Faire, I feel that it is best for our people as a whole for the government to mind its own business.

CHARLES: Well, as a supporter of Marxism, I know it is best for the government to take strong involvement. Without it, tnere would be absolute chaos!

JOHN: Chaos! How could you possibly be ignorant enough to think there would be absolute chaos! What there would be is a nation who is benefitting. Profits that will be made by industrialists will pay the salaries of workers. We will be able to produce high quality goods, at low prices!

CHARLES: How could you be so sure? The people are not willing to rebel. They need their jobs, and they are threatened, and work well under pressure.

JOHN: Think about what you are saying. People should be able to enjoy what they do and not be threatened doing it. They will get the job done more nicely without government involvement.

CHARLES:Our way guarantees equality, instead of going in a downward spiral in which your decisions are causing. It is you who are making the rich, richer, and the poor, poorer.

JOHN: Alright, let's make a deal. We'll try it my way for a month or so, and if everything is going okay, we'll keep it

CHARLES: And if it doesn't?

JOHN: Then we'll try it your way for a month, compare the results, and whoever has better ones, is whose system we will use. Is it a deal?

CHARLES: Deal.

Homework Assignment Rubric
  B C D E
1 Elements strong =5 average=4 weak =3 non-applicable
2        
3        
4 demonstrates knowledge of a subject matter   4    
5 Illustrates historical accuracy       X
6 reflects analysis and organization
 5      
7 indicates an awareness of problem solving
 5      
8 shows connections and bridges learning between eras
 5      
9 provides specific examples 5      
10 utilizes effective descriptions 5      
11 argues an unpopular point of view       X
12 exhibits legibility and neatness 5      
13 hands in assignment on time 5      
14 TOTAL PTS ATTAINABLE = 50 points 39/50      


Culminating Activity - Establish a database to serve as a Revolutionary Museum catalog.
Homework Assignment Rubric
  B C D E
1 Elements strong =5 average=4 weak =3 non-applicable
2        
3        
4 demonstrates knowledge of a subject matter 5      
5 Illustrates historical accuracy 5      
6 reflects analysis and organization
 5      
7 indicates an awareness of problem solving
       X
8 shows connections and bridges learning between eras
       X
9 provides specific examples 5      
10 utilizes effective descriptions 5      
11 argues an unpopular point of view       X
12 exhibits legibility and neatness 5      
13 hands in assignment on time 5      
14 TOTAL PTS ATTAINABLE = 50 points 35/50