2012 Industrial Life Lesson

2012 Industrial Life Lesson Date your papers: Monday, February 27, 2012---Take Notes Tuesday, February 28, 2012---Take Notes Wednesday, February 29, 2012---Share Notes Thursday, March 1, 2012---Create Annotated Illustration Friday, March 2, 2012---Create Annotated Illustration Monday, March 5, 2012---Create Annotated Illustration Tuesday, March 6, 2012----Last Day To Create Annotated Illustration Wednesday, March 7, 2012---Presentations Thursday, March 8, 2012---Presentations Friday, March 9, 2012---Last Day of Presentations

Industrial Revolution Study Guide Questions Addressed With This Lesson 3. Why did factories develop? What were the positives and negatives to the factories? 4. Why did mines increase? Who were the workers? Dangers? Pay? Hours? Laws? 5. Why did they use child labor? What were the types of jobs they did? What were the effects? 6. What were the issues surrounding child labor? How were these addressed by reforms? 9. How did the Industrial Revolution affect the social classes? How were each of the social classes defined? 13. What were the advances made in transportation for roads, canals, and railroads? What role did the British government play with this? What were the positive and negative effects of each? 14. What was urbanization? Why did it happen? What were the key characteristics of urbanization? What were the effects?

• Guiding Questions: • How did western civilization move from an agrarian society to an industrialized society? • What major economic and social changes occurred as a result of mass industrialization during the 19th century?

Population Information---To Answer Questions From Friday • • • •

Philadelphia: 2010--- 1.5 million New York City: 2009--- 8,391,881 London: 2010---8,278,251 Paris: The city of Paris, within its administrative limits (the 20 arrondissements) largely unchanged since 1860, has an estimated population of 2,211,297[2] (January 2008), but the Paris metropolitan area has a population of 12,089,098[4] (January 2008),

Monday, February 27, 2012

• QQ: Using your Interactive Notes from the last lesson and your new knowledge from the last Talking to the Text, analyze the National Census Information on Population Growth to answer the corresponding questions. • Pair-Share: Of the seven reasons for why the Industrial Revolution began in Great Britain first, which do you think was most important and why? • • Class: Have pairs share their thoughts. Then have the class make predictions about how life would change due to the Industrial Revolution. • • Individual: Take the “Vile Victorian Factory Work” Quiz. Next to each, explain your chosen answer. • • Class: Ms. Barben is now going to tell you the correct answers. Which ones surprised you and why?

Monday, February 27, 2012 • Groups: Because the Industrial Revolution brought about such radical changes to the daily ways of life, we are going to break it up into four main areas for groups to explore. • • You must address all the characteristics identified in your notes in your Annotated Illustration. • • You must read and take notes in the provided graphic organizer from the following sources: – Photocopied Supplemental Reading: Three People – Ms. Barben’s Powerpoint: Three People – Textbook Pages: Add to another’s part

• • Graphic Organizer Notes: – Key Characteristics – Examples and Statistical Evidence – Primary Source Quotes: Capture the essence of the aspect, not too long, but powerful and descriptive

Period One: Groups • • • • • •

Group One: Factories Jade Carly James Frankie Rita---Disney Trip

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Group Two: Child Labor Megan Ian Colin Matt D

Period One: Groups • • • • • •

Group Three: Mining James G. Meg Ben Rachel---Disney Trip Alexandra

• Group Four: Transportation • Mikal • Jason • Liz---Disney Trip • Anthony • Dana

Period One: Groups • Group Five: Urbanization • Raphael • Alexis • Peter • Orrae---Disney Trip

Period Two • • • • • • •

Group One: Factories Shane Hannah Becca Joel Tara Brad

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Group Two: Child Labor Connor A. Hailey Jon Maranda Justin Alyssa

Period Two • • • • • • •

Group Three: Mining Deirdre Alec Hope Eric Sarah Nick Stallone

• Group Four: Transportation • Seamus • Matt • Brianna • Kevin • Kristina---Disney Trip

Period Two • Group Five: Urbanization • Danny • Cari • Connor N. • Tori • Jorge • Natalie

Period Three • • • • • • •

Group One: Factories Colin Kelsey---Disney Trip Jackie Evan Amber Jao

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Group Two: Child Labor Brennan Alexa Kevin Hannah---Disney Trip Matt M. Demi

Period Three • • • • • •

Group Three: Mining Cyree Emily---Disney Trip John G. Matt C. Gianna

• Group Four: Transportation • Lindsey---Disney Trip • Farrell • Katie M.---Disney Trip • Travis • Jon W.

Period Three • Group Five: Urbanization • Katherine • Nick D. • Laura • Katy • Matt F.---Disney Trip

Period Six • • • • • •

Group One: Factories Jess Josh David H. Frankie Charlie---Disney Trip

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Group Two: Child Labor Allyson Ashley Melissa Leah Brittany Austen---Disney Trip

Period Six • • • • • •

Group Three: Mining Holly Sandy Andrew David C. Sarah G.---Disney Trip

• Group Four: Transportation • Kevin---Disney Trip • Mary • Henry • Hannah • Connor P.

Period Six • Group Five: Urbanization • Jenna • Chris • Sarah D. • Evan • Matt ---Disney Trip

Period Seven • • • • • •

Group One: Factories Callan Tess Sydney B.---Disney Trip Sean F. Carly

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Group Two: Child Labor Garrett Sydney V. Frannie Zach Jack

Period Seven • • • • •

Group Three: Mining Jordan Anthony Hannah Ashley

• Group Four: Transportation • Saely • Dana • Josh • Jason • Izzy R.---Disney Trip

Period Seven • Group Five: Urbanization • Nick • Cailin---Disney Trip • Elise • Cole

Group One---Must Address All • Development of Factories: 1) Cottage Industries/Domestic System 2) Inventions and Inventors: Flying Shuttle, Spinning Jenny, Spinning Mule, Power Loom, Steam Engine, Puddling and Rolling Iron, Bessemer Process, and Open Hearth Furnace 3) Rise of Factories and Assembly Line Process 4) Geographic Placement of Factories 5) Workers Homes 6) Working Population 7) Workers Wages 8) Working Hours 9) Treatment of Women 10) Treatment of Children 11) Piecers 12) Scavengers 13) Factory Pollution 14) Factory Food 15) Factory Labor and Physical Deformities 16) Factory Accidents 17) Economic Benefits

Group Two: Must Address All • Child Labor: 1) Child Labor Before Industrialization 2) Early Industrial Work 3) Reasons for Child Labor 4) Factory Acts Limiting Child Labor 5) Child Labor Workforce---how many, ages, and percentages 6) Home Life 7) Work in the Coal Mines: trappers, drawers, pullers, hurriers, coalbearers, breaker boys 8) Work in the Factories: apprentices, scavengers and piecers 9) Chimney Sweeps 10) Street Children 11) Working Hours 12) Working Wages 13) Working Conditions 14) Dangers 15) Education 16) Economic Benefits

Group Three: Must Address All • Mining: 1) Use of Correct Terminology 2) Location of Mines and How Many 3) Building and Layouts of Mines 4) How Much Coal and Iron was Harvested 5) Inventions to Improve: steam pump, steam engines, and Davy lamps 6) Workforce: How Many, Ages, etc… 7) Overall Mining Accidents Statistics 8) Cave-ins 9) Flooding 10) Choke Damp and Explosions 11) Black Lung and Other Health Issues 12) Working Hours 13) Different Jobs for Child Labor 14) Use of Animals 15) Deforestation 16) Economic Benefits

Group Four: Must Address All • Transportation: 1) Need for Better Transportation 2) Role of British Government: Acts and Funding for Roads, Canals, and Railroads 3) Advances in Roads: Metcalfe, Telford and Macadam 4) How Many Roads Built and Where 5) Turnpike Trusts, Toll Roads and Rebecca Riots 6) Coaches and Mail Service 7) Effects of New Roads 8) Building of Canals: Why 9) How did they Build Canals 10) Role of James Brindley 11) Canal Mania 12) Effect of Canals 13) Reasons Railroads Developed 14) Inventors and New Types of Railroads: Trevithick, Blenkisop, Hedley, Stephenson 15) Railway Mania 16) Navvies 17) Railroads and Social Classes 18) Effects of Railroads

Group Five: Must Address All • Urbanization: 1) Reasons for Urbanization 2) Population Statistics and Life Expectancy 3) Housing: Buildings and Issues 4) Homeless 5) Poverty 6) Noise Pollution 7) Smog 8) Sanitation Issues 9) Polluted Rivers 10) Lack of Water and Cleanliness Issues---Lack of Hygiene 11) Diseases: Typhoid, Smallpox, TB, Typhus, and Cholera 12) Public Health Acts 13) Education and Newspapers 14) Leisure Time: Sports, Art, Music, Coffee Houses 15) Crime: Prostitution and Jack the Ripper 16) Development of the Police Force 17) The Great Exhibition 18) Impact on the Family

• __________A) An Annotated Illustration is a detailed drawing of a historical scene. • Key characteristics, events, people are incorporated into the scene like a photograph or an oil painting; they are integrated into the scene. IT IS NOT LIKE A COLLAGE! • You cannot repeat aspects. • Each of the main aspects is identified with either a number or letter that corresponds with the annotations below. • You should use historical images you have downloaded from the computer of the actual events, places, etc … to be as historically accurate as possible and also to save time---HALF OF THE IMAGES MUST BE PRIMARY SOURCE VISUALS • You may also draw in images and backgrounds to bring the scene to life. • Each should be numbered from 1-20, so they correspond with the annotations/key. • The illustrations should be in color. • You may go beyond the minimum of TWENTY for extra credit points. • __________B) There should be a minimum of TWENTY different historical aspects in the illustration for your assigned aspect: Factories, Child Labor, Mining, and Transportation. A and B together are worth 100 Points.

• __________C) The Annotations are the key that explains what is happening in the illustration/scene. • For each of the TWENTY historical images in the illustration, there should be THREE well-developed sentences that identify the facts, details, people, and events, for each historical image. • The annotations should address Who, What, When, Where, How, Why, Importance, and Effects. • In each annotation, you should include/embed a primary source quote or statistic that supports your point. • Each annotation explanation should be written in your own words. • This should be typed, spell-checked, grammar-checked, and edited for capitalization errors. It should be in Size 12 Calibri Font. • It should be attached to the bottom of the poster, so when they are hung, people can read the annotations and look at the images at the same time. • Worth 100 Points • __________D) The annotations should correspond with your numbers, be typed, spell-checked, and grammar-checked. If not, it is 5% off the value of the activity. • __________E) The students were ready for the start of presentations and put a good effort into teaching the class about their assigned aspect of Industrial Life. If not, it is 5% off the value of the activity. • Comments: Total: /200 Points

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Monday, February 27, 2012---Take Notes Tuesday, February 28, 2012---Take Notes Wednesday, February 29, 2012---Share Notes Thursday, March 1, 2012---Create Annotated Illustration Friday, March 2, 2012---Create Annotated Illustration Monday, March 5, 2012---Create Annotated Illustration Tuesday, March 6, 2012----Last Day To Create Annotated Illustration Wednesday, March 7, 2012---Presentations Thursday, March 8, 2012---Presentations Friday, March 9, 2012---Last Day of Presentations

Monday, February 27, 2012

• Homework: Work on Metaphorical Representation. It is the homework all this week and is due on Friday, March 2, 2012.

Common Grammatical Errors And Basic Historical Writing Errors As seen in Napoleon Report Cards

Spelling • There is no excuse for misspelled names, terms, and words. Most will be caught by spell-check: – Marrot is not merit. – Continental System not Componental System • Edit your work and use your supplemental readings and textbook to double-check the spelling of the historical terms. – These will not always be caught by spell-check.

Inconsistent Capitalization • The first letter of a person’s first or last name should always be capitalized. • The first letter of a government title like Emperor should always be capitalized. • The first letter of each part of a name for a government document like the Napoleonic Code should be capitalized. • The first letter of the names of religions should be capitalized.

Apostrophes and Possession • When you are discussing a person or groups actions, you need to use the apostrophe. • For example, Napoleon’s economic reforms involved …. • The Catholic Church’s use of the Inquisition…

I Statements • I statements do not belong in any historical writing…writing for Social Studies is different from writing for English…there are different rules for writing. • I know this is what you believe, because it is what you are arguing and writing about. • Just write strong persuasive sentences… • There should never be: – I believe – I think – I disagree – I agree

Historical Evidence

• You are never to write a vague, general, or broad statement. • And while providing the historical evidence, you should be explaining and providing analysis of how the evidence supports your points. – Examples: causes and effects relationships, positives and negatives, comparing and contrasting, main arguments

• You need to provide: – Supportive historical details/facts like who, what, when, where, how, why – Statistics involving how many, how much, percentages, etc… – Supportive primary source quotes from the historical readings

Wednesday, March 7- Friday, March 9, 2012 • Class: Groups will present their Annotated Illustrations, while the class takes notes in the graphic organizer. • – You cannot read from the poster key. – You must be able to present on your own using the project as a visual tool. – You will have half a class period to teach the content to the class. – There will be three days for presentations.

• • Individual: You will have half of the last class period to then move around the room to the hanging Annotated Illustrations to examine the visual primary sources more closely, to fill in any gaps in your graphic organizer, get down Primary Source Evidence, etc… •

Wednesday, March 9, 2012 • Homework: You will have a choice between ONE of the following: • • Write a Place Poem modeled after Carl Sandberg’s “Chicago” for Industrial England. • Write a Narrative Poem tracing the journey and life of a displaced farmer in Industrial England. • Requirements: a) In each poem, you must address a minimum of: a) b) c) d) e) f)

Three different aspects of Urbanization Three different aspects of Mining Three different aspects of Factories Three different aspects of Child Labor Two different aspects of Transportation And all should be explored in a logical context of what daily life was like in Industrial England.

a)

Length of each poem must be a minimum of THIRTY QUALITY LINES.

a)

They must be organized into stanzas to help the flow.

• Writer’s Purpose: You are to integrate your newfound knowledge of Industrial England into a piece of poetry that captures daily life for a working-class English citizen during the Industrial Revolution living in either London or Manchester. It is to explore the negatives and positives of life in Industrial England. • • Writer’s Role: You are a poet during the Industrial Revolution. William Wordsworth and the Literati Poets and Charles Dickens, a Realist novelist, are organizing poets to write and publish poetry that accurately depicts life for the working class in the major newspapers to draw attention to the abuses and injustices of Laissez-Faire Capitalism to the middle class to gain support for reforms. • In each poem, you must use a minimum of FIVE different poetic devices

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Romanticism: Rise of the individual  alienation Focus on idea of hero Dehumanization of industrialization Strove for freedom---Political freedom--American and French Revolution(liberty, equality, fraternity); antislavery and women’s suffrage movements Represented common people Focus and use of emotion Reaction against Industrial Revolution Simple language Focus on nature For some, on the other hand, the new age of industry and technology was itself exotic and exciting. Many romantic artists identified with the nationalist movements of the times and either supported their own country's fight for freedom (as in the case of Verdi) or championed the cause of others (as did Byron).

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Realism: Depicts life with absolute honesty Ordinary life Did not use emotional language Specific & verifiable details vs. sweeping generalities Vivid picture of life as poor but also using humor to show humanity Value impersonal, photographic accuracy vs. interpretation Influenced by science, reaction to Romanticism Stresses commonplace life & brutal nature of man Purpose was to identify the problems of society to the higher classes to motivate reform

• FCA One: Required Content: It examined the negatives and positives of Industrial Life through the eyes of a working class person in a logical flow and addressed a minimum of: Worth 80 Points – – – – – –

Three different aspects of Urbanization(15 Points) Three different aspects of Mining(15 Points) Three different aspects of Factories(15 Points) Three different aspects of Child Labor(15 Points) Two different aspects of Transportation in relation to other choices(10 Points) And all should be explored in a logical context of what daily life was like in Industrial England. (10 Points)

• FCA Two: The required length of each poem must be a minimum of THIRTY QUALITY LINES and written using stanzas to help the flow of the poem. Worth 30 Points • FCA Three: The student used a minimum of FIVE different poetic devices/strategies appropriately throughout the poem. These were identified at the end of the poem. Worth 25 Points • No Excuses: There was a self-edited rough draft with actual revisions on historical content and style comments. Then there was a final draft that was also spell-checked, grammar-checked, edited for capitalization errors. It was typed in size 12 Calibri Font. Worth 15 Points • Total: /150 Points

• Reading and Writing Poems About Place Overview: What makes a poem sing? Good readers know to look for images, metaphors and similes, personification, detail, inference, tone, meaning. They know to identify words, phrases, sentences they do and don’t understand, and to ask questions of themselves and others in order to expand their understanding. • Good writers know how to use tools such as image, metaphor and simile, personification, selective descriptive detail, and appeal to the senses in order to convey meaning and mood. They know how to edit and revise to make their writing speak to an audience. • In this activity, students will learn to be good readers as they study poems centered in a sense of place. Following their study, students will attempt to become good (or at least better) writers themselves by. With the Sandberg poem, consider what sort of a person he’s made Chicago, and examine the poetic strategies he has used.

• Narrative Poems: A narrative poem tells a story in an entertaining way: with rhyme. It follows a similar structure as that for a short story or novel. There is a beginning, a middle and an end, as well as the usual literary devices such as character and plot. A narrative poem can take the form of rhyming couplets, or it can go more in the direction of prose poetry, in that the rhyme scheme is flexible. There are many variations on the theme of the narrative poem. As narrative poetry has its roots in ancient oral traditions, it is thought that the rhyme schemes were a mnemonic device that allowed performers to carry many stories inside them, before the advent of literacy. It allowed for the history to be passed down generation by generation through word of mouth. In the modern era, many musicians use narrative poetry to tell a story within the framework of a song, as in the case of many folk, country and hip hop artists.

Homework Due Date:

• The Industrial Life Narrative or Place Poem is due on Monday, March 19, 2012!