wrapup

Industrial Revolution Wrap-Up

1. Read over your answers from our day in the computer lab. From your research, write down 2 important facts or generalizations IN COMPLETE SENTENCES about the group you are representing in the Industrial Revolution.

2. As a group, you and your fellow workers or owners will create a list of the 5 most important facts IN COMPLETE SENTENCES about the Industrial Revolution that your classmates MUST know to know anything about your group in the Industrial Revolution. Everyone must write the ideas. Class findings.

3. As a group, design the front page of a newspaper from the Industrial Revolution targeting other members of your group from the perspective of your group. For example, factory owners will design a newpaper for other factory owners. Your newspaper needs a title, a date the location published. Your headlines, for example can be from a factory fire or a labor union meeting. You need 4 headlines and one picture with a caption. You may draw the picture, or use one from the folder. Some ideas for city names are on the board. Turn it in when you are finished. You may use colored pencils, pens, etc. Click here for samples of student newspapers.

4. Write a healthy journal entry (6 sentences) as if you were a member of the group you researched. (Men who are in the women's group can write as if you were writing about your wife or daughter). Write about your daily activities, what time you get up, what time and what you eat, what task you have at work, your relationship with your overseer, what time you got to sleep, if you have children, siblings, etc. Sample journal excerpts.

Tableau ExerciseA tableau is a still picture that tells a story without dialogue or movement.
    *The most effective tableaus use body language and facial expressions. The audience needs to see your face with
    EXPRESSION.
    *The most effective tableaus use levels and depth. They are more interesting when people are not all standing in a straight
    line. (hint: DO NOT just stand in a straight line.)

5. Collect a group where there is one person representing women, children, factory workers, factory owners, and mine workers. (5 people per group) In that group, design a tableau so that someone looking at the pictures can figure out what group you represented and the relationships between the other group members. For example, the factory owner might be standing in a way that would show that they are somehow more influential in the Industrial revolution than a factory worker.

6. We will take pictures of the tableaus at the end of class, and talk about them more next class.

HOMEWORK: Write a caption for your tableau if it were going appear on the front page of a newspaper.

Class findings.

Women Women workers worked just as hard as man and often did more dangerous jobs.
Working conditions for women laborers were poor.
The amount of women that worked in factories was more than twice the amount of male factory workers.
Women were paid less than men, even when they worked the same jobs as men.
Women workers were looked down upon because at work they were dirty and wore men's clothing.
Seamstresses were on the higher end of the working scale and miners were at the lower end.
Many women could not work because of their children.

Factory Owners Factory owners looked for ways to get the cheapest workers.
Andrew Carnegie and other factory owners helped, rather than hurt their workers.
The factory act stopped most factory owners from hiring underage workers and reduced children's working hours.
Owners make more profits when they pay thier workers less.
Factory owners wanted to be left to their own devices, without government interference.
The subdividing of skills between people (each person had single, specific task) was known as division of labor.
Adam Smith classified people into 3 orders of society: those who live by rent, labor and profit.

Children The working conditions were poor and often hazardous.
Children were overworked and underpaid.
Children lacked proper education because they were forced to go to work to support families. 20% went to school and the majority of children could not read or write.
Children were unfit for factory work and repitition of labor stunted growth.
Children were often beaten when they did not meet quotas.

Factory workers People started working long hours (14 hr days) in the factories at the age of six.
Factory workers migrated to cities, where factories were located.
New inventions and machinery allowed factory workers to produce manufactured goods faster; led to an increase in jobs; and made manufactured goods more affordable.
Factory Acts helped improve working conditions.
Worker unions helped better working conditions through worker strikes and pickets. Unions looked after the rights and well being of the factory workers.

Mine workers Miners worked in harsh conditions that were often life threatening.
Miners mined coal that was used to keep the great machines running.
Miners were paid very low wages for the work they did.
Mining was a dangerous professions because of coal dust and accidents.
Children faced the same harsh conditions as adults did until the Coal Mines Act of 1843.
The Coal Mines Act of 1843 prohibited boys under the age of 10 and women from working underground; also inspectors were appointed to inspect the mines.
Many young people died in mines.

Women	Women workers worked just as hard as man and often did more dangerous jobs. Working conditions for women laborers were poor. The amount of women that worked in factories was more than twice the amount of male factory workers. Women were paid less than men, even when they worked the same jobs as men. Women workers were looked down upon because at work they were dirty and wore men's clothing. Seamstresses were on the higher end of the working scale and miners were at the lower end. Many women could not work because of their children.
Factory Owners	Factory owners looked for ways to get the cheapest workers. Andrew Carnegie and other factory owners helped, rather than hurt their workers. The factory act stopped most factory owners from hiring underage workers and reduced children's working hours. Owners make more profits when they pay thier workers less. Factory owners wanted to be left to their own devices, without government interference. The subdividing of skills between people (each person had single, specific task) was known as division of labor. Adam Smith classified people into 3 orders of society: those who live by rent, labor and profit.
Children	The working conditions were poor and often hazardous. Children were overworked and underpaid. Children lacked proper education because they were forced to go to work to support families. 20% went to school and the majority of children could not read or write. Children were unfit for factory work and repitition of labor stunted growth. Children were often beaten when they did not meet quotas.
Factory workers	People started working long hours (14 hr days) in the factories at the age of six. Factory workers migrated to cities, where factories were located. New inventions and machinery allowed factory workers to produce manufactured goods faster; led to an increase in jobs; and made manufactured goods more affordable. Factory Acts helped improve working conditions. Worker unions helped better working conditions through worker strikes and pickets. Unions looked after the rights and well being of the factory workers.
Mine workers	Miners worked in harsh conditions that were often life threatening. Miners mined coal that was used to keep the great machines running. Miners were paid very low wages for the work they did. Mining was a dangerous professions because of coal dust and accidents. Children faced the same harsh conditions as adults did until the Coal Mines Act of 1843. The Coal Mines Act of 1843 prohibited boys under the age of 10 and women from working underground; also inspectors were appointed to inspect the mines. Many young people died in mines.