1. Content Obj: Describe the social and economic effects in the factories
Read like a Historian
Content Obj: Describe the social and economic effects in the factories
Language Obj: Students will read opposing views, discuss main ideas, and record key vocabulary

2. Essential Question
How do you make sense of contrasting accounts of historical events? What makes one source more reliable than another?
How does corroborating information across sources help confirm or discredit historical accounts?
How to engage in questions to evaluate and compare different types of primary source documents with different perspectives on working conditions in English textile factories at the beginning of the 19th century.

3. Opposing Views Break into groups of four
Read the four different accounts and answer the guided reading questions in your notebook
Be prepared to share your responses

4. Document A: Dr. Ward
(Sourcing) Why is Dr. Ward being interviewed by the House of Lords Committee?
(Close Reading) What does he mean when he refers to factories as “nurseries of disease and vice”?
(Close Reading) What evidence does Dr. Ward use to back his claim that factories were unhealthy and unsafe for children?

5. Document B: Dr. Holme
(Sourcing/Corroboration) How is the source information for this document similar to and different from document A?
(Close reading) What evidence does Dr. Holme use to back his claim about the health of children in factories? Do you think this is convincing evidence?
(Close reading) Why might it matter that Mr. Pooley asked Dr. Holme to examine the children at his factory?
Which document, A or B, do you think is more trustworthy? Why?

6. Document C: John Birley
(Sourcing) What type of document is this? When was it written?
(Sourcing) How old was John Birley when this account was published?
(Corroboration) Which document, A or B, does this account more closely match? How?
(Close reading) Why did John Birley not tell the truth about life working in the mill to the inspectors?

7. Document D: Edward Baines
(Sourcing) Who wrote this article? When was it written?
(Sourcing) Why did Baines write this article?
(Close reading) What does he mean in the second paragraph, when he states, “But abuse is the exception not the rule”?
(Close reading) What is Baines’ main point in the final paragraph?
(Corroboration) Which document, A or B, does this account more closely match How?
Who do you think is a more trustworthy source, Birley or Baines? Why?

8. Argumentative graphic org
Were textile factories bad for public health?
Make a claim
Support claim with three different facts/ quotes
Bring up the counterclaim

9. Ticket out the Door: Text home
Hi Mom/ Dad / Guardian, I wanted to text you and let you know we have parent teacher conferences tomorrow. Mr. Stearns will be there from 6:00-8:00 due to track practice

13. Industrialization changes life
Setting the stage
Led to better quality of life for most in the beginning but with massive human suffering
Pros vs. Cons
New jobs pollution
higher wages unhealthy working conditions
Heat homes child labor
Buy clothes class tensions
Buy food

14. Industrialization changes life
Change in life
Move from rural areas to cities early 1800’s
Caused by growth of factories
Rapid population change
1800 – 1850 European cities of 100,000 inhabitants rose from 22 to 47
Urbanization – the growth of cities and the migration of people to them
It made population grow faster than housing supply

15. Factories and industrial centers
Factories built close together
Built near sources of energy
Coal and water
Factors of productions- land, labor, and capital
London
Most important city
Large labor pool
Population - 1 million

16. Factories/ Industrial Centers
Birmingham and Sheffield
Iron smelting centers
Leeds and Manchester
Textile manufactories
Liverpool and Manchester
Center of Britain's cotton industry
Manchester grows
45,000 in 1760 to 300,000 by 1850

17. Population Growth Graph

19. Living Conditions Grew so fast: No development plans or sanitary codes
Lacked adequate
Housing
Education
Police protection
Unpaved street filled with garbage and no drains
Illness caused by living conditions contributed to the shorter lifespan of those living in cities as opposed to those in the country
Cholera
1842 life span 17 yrs compared to 38 in the country
Elbow Buddy:
Ask your neighbor how the living conditions would have been in your Growing Pains city?

20. Elizabeth Gaskeel
You went down one step even from the foul area into the cellar in which a family of human beings lived. It was very dark inside. The window-panes many of them were broken and stuffed with rags….the smell was so foul as almost to knock the two men down…. They began to penetrate the thick darkness of the place, and to see three or four little children rolling on the damp, nay wet brick floor, through which the stagnant, filthy moisture of the street oozed up.

21. Visit to London Reading

22. Working conditions http://www.youtube.com/watch?v=4_5bZwNicvY
14 hrs a day 6 days a week sim to farm workers
No change with season like farms: Repetitious
Dangerous
Boilers explode and Belts catch limbs Few had adequate light
Coal mines
10 yr shorter life span incredibly dangerous
Women and children – cheap labor

26. Class Tensions Though most were improvised the IR created great wealth
Middle class: social class made up of skilled workers, professional, business people
With new wealth they welded political and social power
Working class: day laborers/ factory workers
Put out of work due to machine production

28. Letter Home Activity
Based on the excerpt and the information discussed in class. Write a letter home as if you were a young boy or girl working in the textile mills or in the coal mines. Describe the working conditions, the hours, what you feel, what you see. The letter should be written from your personal point of view.
Must include vocabulary and specifics of conditions

32. Quick-Write
What can be done to reduce child labor and unsafe working conditions today?
Extra Credit:
List 2 things you can do to reduce child labor