Introduction:
The Industrial Revolution had a profound effect on all levels of society in the late 18th and early 19th centuries. How people lived and worked changed significantly during this time.
Thinking Skill: Organize, apply, produce, and communicate knowledge accurately and creatively
You will explore the following questions:
How did daily life change as a result of the Industrial Revolution?
Did the benefits outweigh the problems generated by these societal shifts?
Did living conditions improve or not as technological changes swept through England and the rest of Europe?
Did industrial growth contribute positively or negatively to society?
How did family life change as a result of the Industrial Revolution?
Using the website below each group of three will examine the Industrial Revolution and its impact on a specific social class-the lower class, the middle class, or the upper class and share their conclusions in a newspaper. Throughout your research the central question you will focus on is:
Group #1 will represent the interests of the lower class (male, female and child factory workers, agricultural laborers).
Group #2 will represent the interests of the middle class (professionals, merchants, craftsmen, overseers, factory managers, lawyers).
Group #3 will represent the interests of the upper class (factory owners, large land owners, capitalists, financiers).
Each group will research the question from the perspective of one social class and produce a newspaper that informs the reader of both the benefits and the problems for that social class.
Research the ways in which industrialization changed the life of your social class.
You will want to look at
- how the major inventions and other changes created new kinds of work,
- how people lived in terms of housing, food, clothing, education, the life of children, the role of women, growth of cities and other important topics.
The webquest will provide you will all the information necessary. It also provides books in the library that should be referenced as well.
Requirements: Each completed newspaper needs to address 9 of the 11 topics on the webquest from your social class’s point of view. Include the following:
- 1 political cartoon
- 1 map with key
- Letters to the Editors Section (each group member writes at least one)
- 1 Primary Document with citation
- Photos (with captions and citations)
- Headlines
- Minimum three articles (each group member writes one)
- Use at least one book
- Individual Self-Reflections
*On the day the newspaper is due your group will perform a 45 second Song, Rap or Poem about your newspaper to the class.
Your newspaper will have articles that cover most of the following topics:
1. Growth of Cities and Other Population Shifts
909 ROB The Age of Revolution, pp43-46.
330.9 OUT Industrial Revolution Almanac p83330.9 STE ABC-CLIO World History: Industrial Revolution (see population and see Immigration and Migration)
R 909.08 v.5 Modern World: Revolution and Change, p.625 (population shifts to city)
909.7 EVE Events that Changed the World, p.144, 2nd paragraph (population shifts)
330.9 COR The Industrial Revolution (p.15)
Websites:
History of International Migration: Industrial RevolutionABC-CLIO Modern World History (stoga database) - search "growth of the cities" and then click on the Visual tab on left.
Manchester: Growth of a City
Interactive map of changes to Wales during industrialization
2. Working Conditions in Factories
942.091 HOB Daily Life in Victorian England
909.81 EIG The 1800s (p.81-85)330.9 COR The Industrial Revolution(p.80-81)
330.9 ARN The Industrial Revolution Vol. 9 (p.16-17)
330 NAR The Industrial Revolution in Britain (.63+)
ABC-CLIO Modern World History (stoga database) - search "factory system"
Modern World History (stoga database) - search "Condition of the Working-Class in England in 1844"
The Life of the Industrial Worker in Nineteenth-Century England
3. Changing Role of Women4. Child Labor305.409 SWI Women of Victorian England
305.409 Women in 19th Century Europe
331 NAR The Industrial Revolution's Workers and Their Lives (chap.3)
942.091 HOB Daily Life in Victorian England
330.9 STE ABC-CLIO World History:Industrial Revolution (see women)
The Plight of Women's Work in the Early Industrial Revolution in England and Wales
"Women Miners in the English Coal Pits"331 NAR The Industrial Revolution's Workers and Their Lives (chap.4)
330.9 STE ABC-CLIO World History: Industrial Revolution
330.9 ARN The Industrial Revolution Vol. 9 (p. 22-23, 28-30)
330.9 OUT Industrial Revolution Almanac (p. 79-80 and 89-91)
ABC-CLIO Modern World History (stoga database) - search "child labor" - in addition to the article,be sure to click on the image.
Child Labour
5. Living Conditions in the Cities and Countryside331 NAR The Industrial Revolution's Workers and Their Lives (p.20-24)
R 940 ROO v. 3 Crafts and Trade, p.105-116 (includes pictures)
330.9 STE ABC-CLIO World History: Industrial Revolution (see Hours of Work)
330.9 ARN The Industrial Revolution Vol. 9 (p.18 yellow box)
6. Health and Sanitation331 NAR The Industrial Revolution's Workers and Their Lives (p.24-26)
Chadwick's Report on Sanitary Conditions (Primary Source)Florence Nightingale: Rural Hygiene
7. Education
330.9 STE ABC-CLIO World History: Industrial Revolution (see Education)
8. Housing330.9 STE ABC-CLIO World History: Industrial Revolution (see housework)
9. Income and Wealth Accumulation
330.9 STE ABC-CLIO World History: Industrial Revolution (see Ruling Class, and Middle Class, White-Collar Workers)
R 940 ROO v. 3 Crafts and Trade, p.114 (wages and prices)
330.9 STE ABC-CLIO World History: Industrial Revolution (see Standard of Living, Underclass)
Earning a living10. Role of Labor Unions
330.9 STE ABC-CLIO World History: Industrial Revolution (see Industrial Unions)
330.9 ARN The Industrial Revolution Vol. 9 (p.10-15)
Bricklayers Union
Association of Cotton Spinners
Agricultural Laborers Union
11. Impact of inventions on Life
(transportation, agricultural, manufacturing)
330.9 COR The Industrial Revolution (p.19-29)
330.9 ARN The Industrial Revolution Vol. 3 (p.16+)
330.9 STE ABC-CLIO World History: Industrial Revolution (see Mass Marketing, Textiles, Time)
Textile Industry
Signs of the Times: The "Mechanical Age"
Seamstresses: Industrial Revolution (Primary Source)
Steam Engine
Textile Industry
Resources:
Other helpful resources:
For charts and graphs
R 940 Roo v.3 Crafts and Trade, p.108, 141-142,
Lifestyle topics
Department stores see 330.9 STE ABC-CLIO World History: Industrial Revolution
Resources: Web Subscriptions
Stoga.net (from home or school)
1. launch your browser and go to http://stoga.net
2. select Research Guide
3. enter your Conestoga username and password
4. USe the following online databases.Student Research Center (under History section)
Gale Virtual Reference Library (under E-Reference section)
Modern World History (Under History section)
Resources: BooksR 909.08 HIS Cooke, T. (Ed.). (2000). History of the Modern World: Revolution and Change. NY: Marshall Cavendish.
330.9 STE Stearns, P. & Hinshaw, J. (1996). ABC-CLIO World History Companion to the Industrial Revolution. Santa Barbara, CA: ABC-Clio.
330.973 IND Dudley, W. (Ed.). (1998). The Industrial Revolution. San Diego, CA: Greenhaven Press.
Although this book focuses on the Industrial Revolution in America, the basic premises apply to England. This book gives opposing viewpoints on different aspects of the industrial revolution.
330.9 COR Corrick, J. (1998). The Industrial Revolution. San Diego, CA: Lucent Books.
942 BRI Briggs, A. (1994). A Social History of England. London: Weidenfeld and Nicolson.
See Chapter 7 for a description of the events and economic shifts leading up to the Industrial Revolution. Chapter 8 covers the experience of industrialization. Chapter 9 describes how new communication methods, including the railroad, affected the rate of societal change.
942.081 HIB Hibbert, C. (1975). The Horizon Book of Daily Life in Victorian England. NY: American Heritage.
Use this book to gain a clear view of what life was like for the various social classes as a result of the Industrial Revolution.
942 HIL Hill, C. (1967). Reformation to Industrial Revolution. NY: Pantheon Books.
Part IV is the section of the book which discusses the events leading up to the Industrial Revolution and the effects.
330.94 CLO Clough, S. (1952). Economic History of Europe (3rd ed.). Boston: D.C. Heath and Company.
901.9 MOR Moraze, C. (1957). The Triumph of the Middle Classes. NY: The World Publishing.
The section on "Capitalist and Industrial Europe" begins on page 191.
942.07 WOO Woodward, L. (1962). The Age of Reform 1815-1870 (2nd ed.). Oxford: Clarendon Press.
942.07 BRI Briggs, A. (1959). The Making of Modern England 1783-1867. NY: Harper and Row.
Chaper 1 offers a picture of English economy and society in the late 1700's. Other sections of the book may also be helpful. Use the index for specific topics.
OV 914 COB Cobban, A. (Ed.). The Eighteenth Century: Europe in the Age of Enlightenment. NY: McGraw Hill.
See chapters 3 and 4 for information on the scientific and technological revolution and its impact on the people.
609 PLA Platt, R. (1994). Smithsoniam Visual Timeline of Inventions. NY: DK Publishing.
This book will help you locate visuals for your newspaper. In this same call number area, you will find other books on inventions which will provide pictures and information about these important inventions.
R 314 MIT Mitchell, B. (1978). European Historical Statistics, 1750-1970. NY: Columbia University Press.
This book provides statistics about all aspects of life during this time.
Requirements: Each completed newspaper needs to address 9 of the 11 topics on the webquest from your social class’s point of view. Include the following:
- 1 political cartoon
- 1 map with key
- Letters to the Editors Section (each group member writes at least one)
- 1 Primary Document with citation
- Photos (with captions and citations)
- Headlines
- Minimum three articles (each group member writes one)
- Use at least one book
- Individual Self-Reflections
*On the day the newspaper is due your group will perform a 45 second Song, Rap or Poem about your newspaper to the class.
Industrial Revolution Webquest Names:
Newspaper Project Rubric Euro His HonorsContent: __/10
- 9 out of 11 topics addressed. (BE SURE I CAN EASILY IDENTIFY)
- Focus Question answered (Was life better as a result of the Industrial Revolution?)
- Class point of view evident throughout
Headlines and Photos __/10
- Headlines capture the reader's attention and accurately describe the content
- Photos with captions which effectively describe the people and/or action
- Photos have citations (MLA)
Editorials __/15
- Letters to the Editors section
- 1 Primary Document with explanation
- Minimum three articles
- Articles establish a clear purpose and demonstrate a clear understanding of the topic.
Other Required Elements: ___/10
- Political Cartoon
- Map with key
- Addresses content
Creativity and Neatness ___/5
- Columns are justified neatly
- Professional appearance
- Spelling and Grammar
Song or Poem ___/10
- 45 seconds in length
- Includes beat
- 15 specific facts found in lyrics
- All group members involved in some way
- Typed copy of lyrics turned in
MLA Bibliography ___/10
- Proper Format (one for the group)
- Minimum 9 sources.
- Use at least 1 book
Individual Self-Reflection ___/10
- 1 page typed response, double-spaced
- Your assigned responsibilities
- Group preparation/how the group functioned/obstacles
- Your actual contributions. WHAT DID YOU DO???
- Individual and Group grades according to the rubric
Total: ___/80
Each group (lower, middle, upper class) will publish a newspaper which advocates the views of the social class, answering the question: "Was life better or worse for people of this time?"
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Created by
Cathy Bond, Maria Bartolotti, and Todd Parker.
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cb, 1/08 updated