Immigrants and the Industrial Revolution

Created and Compiled By:

Judy Vinzant

ISBE Standards (Late Elementary)

Social Science English/LA Other

14.F.2 1.A.2b 6.B.2a

15.A.2a 1.C.2b 10.A.2c

15.D.2b 1.C.2d 10.B.2b

16.A.2a 1.C.2f 13.B.2b

16.A.2b 2.B.2a 22.B.2

16.A.2c 2.B.2c 26.A.2f

16.C.2c (U.S.) 3.C.2a

16.C.2c (World)

5.C.2a

Industrial Revolution Background Information

The American Industrial Revolution occurred between 1790 and 1860.

It began in England in the 18th century and spread to the United States.

The invention of steam power allowed for use of manufacturing machines.

Industrial Revolution Background Information The machines could

produce more products faster than individuals could.

While the South had slaves, the North used cheap labor (usually immigrants and poor rural people) to man (and woman) factory and textile machines.

Irish Steerage - 1849

Industrial Revolution Background Information During this time, many

rural people moved to urban areas.

Many immigrants moved to the U.S., pushed away from their own countries for economic, political and religious reasons.

In the later years of the American Industrial Revolution, many immigrants were pulled to the United States for political and religious freedom, as well as, economic opportunity in urban factories and mills.

Standards 16.A.2a, 16.A.2b, and 16.A.2c Objectives:

Students will be able to: Read historical stories

and determine the reason for the story.

Compare different stories about historical events.

Ask questions and seek answers by analyzing primary documents.

Tasks/Assessments: Students will read Lyddie

by Katherine Patterson. Students will compare

Lyddie to “Investigation of Labor Conditions, 1845” answering who, what, where, when, how, and why.

Compare Lyddie to “Investigation of Labor Conditions, 1845” (for use with slide 6)

Question Lyddie “Investigation of Labor Conditions, 1845”

Who?

What?

When?

Where?

Why?

How?

“Investigations of Labor Conditions, 1845”http://library.uml.edu/clh/All/lab00.htm

Standards 1.A.2b, 1.C.2d, 2.B.2c Objectives:

Students will be able to: Clarify word meaning

using context clues. Summarize and make

generalizations. Relate literary works

and their characters, settings, and plots to historical events, people and perspectives.

Tasks/Assessments: While reading

Lyddie, students will come to reading group prepared to summarize, share connections, and clarify any unknown words.

Standard 15.D.2b Objective:

Students will be able to:

Describe the relationships among specialization, division of labor, and productivity of workers.

Tasks/Assessments: Introduce and discuss

specialization, division of labor, and productivity of workers.

Students will compare and contrast two primary documents to determine the importance of each, using a Venn diagram.

Compare and Contrast (for use with slide 10)

Compare and contrast the two primary documents (photographs). Keep in mind the key words—specialization, division of labor, and productivity of workers.

Standards 26.A.2f and 15.D.2b

Objectives: Students will be able to

understand specialization, division of labor, and productivity of workers by weaving.

Tasks/Assessments: Students will be separated

into two groups—one group will produce looms and weave individually, while the other group will mass produce looms and weave.

Discuss which group produced more and why.

Standards 1.C.2b, 1.C.2f, and 2.B.2a Objectives:

Students will be able to: Make and support

inferences and form interpretations.

Connect information presented in tables, maps, and charts to printed text.

Respond to literary material by making inferences and comparing it to prior knowledge and other texts.

Tasks/Assessments: Students will make 2

to 3 inferences based on the tables provided in the center.

Students will make 2 to 3 connections between Lyddie and the tables in the center.

Inferencing and Connecting Using Tables (center) (for use with slide

12)

http://www2.census.gov/prod2/decennial/documents/1860a-15.pdf pages 30—33

http://www2.census.gov/prod2/decennial/documents/33405927v1ch12.pdf pages 2—5

Where did people immigrate from?

Where did they settle? Infer why people moved

from their homelands. Infer why people moved

to these places. Connect this information

to Lyddie.

Immigration to Mill Towns (for use after

slide 13 is complete)

Standards 6.B.2a, 10.A.2c, and 10.B.2b Objectives:

Students will be able to: Select and perform

computational procedures to solve problems.

Make predictions/decisions based on data and communicate reasoning.

Collect, organize and display data using charts and graphs.

Tasks/Assessments: In a center, using

primary documents, students will complete a primary document quest (like a web quest).

Primary documents quest (center) (for use with slide 14)http://www2.census.gov/prod2/decennia

l/documents/1870a-17.pdf pages 21-26 and 38

Primary documents quest (center) (for use with slide 14)

1. Which states contain most of the cotton mill operatives?

6. Predict which states have the most mill and factory operative and woolen-mill operatives. Write your answers and explain your reasoning.

2. Where does the census direct you to go for more information on cotton mill operatives?

7. Using page 689 of the census, determine which five countries immigrants come to the U.S. from?

3. How many cotton mill operatives, mill and factory operatives, and woolen-mill operatives are there, combined, in 1870?

8. Give three reasons these immigrants might come to the U.S.

4. Make a bar graph, using the five states with the most cotton mill operatives and each state’s cotton mill population.

9. Which states do most immigrants live in? List the top five states.

5. Add the mill populations of the five states. What percentage of the total mill population is found in those five states?

10. Using pages 698 and 680—685, name the top five jobs in each state, using a chart. Which jobs do most of their population hold? Which jobs do most immigrants probably hold?

Standards 15.A.2a and 16.C.2c (U.S. and World) Objectives:

Students will be able to: Determine how

economic systems determine goods, how they are produced and who consumes them.

Describe economic events and how they influenced history.

Describe economic changes that led to and resulted from the industrial revolution.

Tasks/Assessments: Discuss mass production

(review pictures on slide 11).

Using primary documents, students will complete a chart on goods and services, production, and consumers (center).

Make a cause and effect chain (center), regarding women workers and suffrage.

Primary Documents (for use with slide 17)

                                     

Consumption, Production, and Distribution (Center) (for use with slide 17)

Job Title Produces what good or service?

Consumed by whom?

All/few/some

Demand or need?

H/M/L

Mass produced?

Y/N

Who does the work?

M/F

Cotton or woolen mill worker

cloth

Miners coal, gold, and other minerals and metals

Shoemaker shoes

Sawmill worker lumbar

Carpenters houses

Cause and Effect of Working Women Leading to Suffrage (Center) (for use with slide 17)

C ause and E ffect o f W orking W om en Leading to W om en's Suffrage

E ffe c t:

C a u se :

E ffe c t:

C a u se :

E ffe c t:

C a u se :

E ffe c t:

C a u se :

C a u se :W om e n b eg an

w o rk ing ou tsid e o fh o m e.

Primary Documents (for use with slide 20 and C & E Center)

http://library.uml.edu/clh/All/bos.htmhttp://library.uml.edu/clh/All/np04.htmhttp://library.uml.edu/clh/All/voi09.htmWomen’s Suffrage Co-equal w/ MenWhy Women Should Vote

Standard 14.F.2 Objectives:

Students will be able to identify inconsistencies between expressed U.S. political traditions and ideas and actual practices.

Tasks/Assessments: Students will be

given two primary documents to contrast.

Contrasting Primary Documents (for use with slide 22)

AMENDMENT XIV Passed by Congress June 13, 1866. Ratified July 9, 1868.

Note: Article I, section 2, of the Constitution was modified by section 2 of the 14th amendment.

Section 1.All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Contrasting Primary Documents (for use with slide 23)

U.S. Constitution, Amendment 14 1868

The Trade Union Woman 1915

Standards 3.C.2a, 5.C.2a, 13.B.2b, 22.B.2 Objectives:

Students will be able to: Write persuasive letters

to a specified audience. Create a variety of print

and non print documents.

Describe the effects on society of technological innovations.

Describe how individuals and groups influence the health of others.

Tasks/Assessments: Students will analyze a few

primary documents, showing or telling of the dangers in mills and factories.

Students will discuss dangers that employers put their employees in and how factories/mills effected society.

Students will write a persuasive letter to a mill owner, asking them to make their place of employment safer for employees (to offer solutions, if possible).

Primary Documents (for use with slide 25)

http://library.uml.edu/clh/All/mca.pdf Pages 1-38

Bibliography Slide 3—”Lowell Machine Shop—Spinning

Frame.” Mill Life in Lowell, 1820—1880 (University of Massachusetts, Lowell). [http://library.uml.edu/clh/All/lms08.htm] (July 9, 2007).

Slide 4—”Irish Steerage—1849.” Mill Life in Lowell, 1820—1880 (Lowell Museum). [http://library.uml.edu/clh/All/im02.htm] (July 9, 2007).

Bibliography (cont.) Slide 8—Special Committee. “Investigation of

Labor Conditions, 1845. 1845 March. Mill Life in Lowell, 1820—1880 (Massachusetts House Document, No. 50). [http://library.uml.edu/clh/All/lab00.htm] (July 9, 2007).

Slide 11A—Rils, Jacob. “Women Sewing in an Elizabeth Street Den.” 1889. (Picture History). [http://www.picturehistory.com/find/p/11412/mcms.html] (July 9, 2007).

Bibliography (cont.) Slide 11B—”Textile Machinery.” Stereoviews,

1870’s—1890’s (University of Massachusetts, Lowell). [http://library.uml.edu/clh/Lophoto/Lopho36.htm] [T3148 CN 03] (July 9, 2007).

Slide 14A—Kennedy, Joseph (Superintendent of the Census). “Population of the United States in 1860.” 1860. Population, Nativity, and Occupation (Bureau of the Census). [http://www2.census.gov/prod2/decennial/documents/1860a-15.pdf] (July 9, 2007).

Bibliography (cont.) Slide 14B—Merriam, William R. (Director).

“Population.” 1900. Nativity,1900 (United States Census Office). [http://www2.census.gov/prod2/decennial/documents/33405927v1ch12.pdf] (July 09, 2007).

Slide 15A—”Famine Irish Relief—Voice of Industry.” 1847 February 26. (University of Massachusetts, Lowell). [http://library.uml.edu/clh/All/voi11.htm] (July 9, 2007).

Bibliography (cont.) Slide 15B—”Ethnicity of Textile Workers,

1825—1880.” Charts (University of Massachusetts, Lowell). [http://library.uml.edu/clh/All/char01.htm] (July 9, 2007).

Slide 15C—”Immigrant Communities.” 1912. Lowell National Historical Park (National Park Service).

[http://www.nps.gov/archive/lowe/2002/loweweb/lowe_history/lowe_handbook/immigrants.htm] (July 9, 2007).

Bibliography (cont.) Slide 17—Walker, Francis A. (Superintendent

of the Census). “Population of the United States” 1870. Tables of Occupations (Bureau of the Census). [http://www2.census.gov/prod2/decennial/documents/1870a-17.pdf] (July 9, 2007).

Slide 20A—”Textile Workers in Lowell, 1825—1879.” Charts (University of Massachusetts, Lowell). [http://library.uml.edu/clh/All/char04.htm]. July 9, 2007).

Bibliography (cont.)Slide 20B—”[Gold Mining in Calif.]

Panning on the Mokelumne” 1860 Gold Rush, (Library of Congress). [http://lcweb2.loc.gov/cgi-bin/query/D?ils:110:./temp/~pp_ZPTW::@@@mdb=fsaall,app,brum,detr,swann,look,gottscho,pan,horyd,genthe,var,cai,cd,hh,yan,bbcards,lomax,ils,prok,brhc,nclc,matpc,iucpub,tgmi,lamb

] [cph 3b08488] (July 7, 2009).

Bibliography (cont.) Slide 20C—Wrigley, H. E. Cpt. “Engineers”

1862—1865. Civil War Treasures from the New York Historical Society. (Library of Congress). [http://memory.loc.gov/cgi-bin/query/D?cwnyhs:2:./temp/~ammem_ZkAc::@@@mdb=mcc,gottsch

o,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurston

bib,mreynoldsbib,spaldingbib,sgproto ] [ac03301] (July 9, 2007).

Bibliography (cont.) Slide 20D—Grady, Robert. “Personal History

of Ovide Morin” 1938—1939. American Life Histories: Manuscripts from the Federal Writers' Project, 1936-1940(Library of Congress). [http://memory.loc.gov/cgi-bin/ampage?

collId=wpa1&fileName=13/1312/13120310/wpa113120310.db&recNum=5&itemLink=D?wpa:57:./temp/~ammem_EBLv::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,afcpearl

,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib,spaldingbib,sgproto%23131203100001&linkText=1] (July 9, 2007).

Bibliography (cont.) Slide 23A—”Boston Transcript—1834,

Turnout in Lowell” 1834. Newspapers (University of Massachusetts, Lowell). [http://library.uml.edu/clh/All/Np.htm] (July 10, 2007).

Slide 23B—”Lowell Female Reform Association” 1844 Dec 28. Newspapers (UML). [http://library.uml.edu/clh/All/np04.htm]

(July 10, 2007).

Bibliography (cont.) Slide 23C—”Female Labor” 1847 April 2. Voice of

Industry (UML). [http://library.uml.edu/clh/All/voi09.htm] (July 10, 2007).

Slide 23D—National American Women’s Suffrage Association. ”Women Suffrage Co-Equal with Man Suffrage” 1910. An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera (Library of Congress). [http://memory.loc.gov/cgi-bin/ampage?

collId=rbpe&fileName=rbpe13/rbpe132/13200200/rbpe13200200.db&recNum=0&itemLink=D?rbpebib:15:./temp/

~ammem_r4gu::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gm ] [rbpe 13200200] (July 10, 2007).

Bibliography (cont.)Slide 23F—National American Women’s

Suffrage Association. “Votes for Women! The Woman’s Reason.” An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera (Library of Congress). [http://memory.loc.gov/cgi-bin/ampage?collId=rbpe&fileName=rbpe13/

rbpe132/13200400/rbpe13200400.db&recNum=1&itemLink=D?rbpebib:13:./temp/~ammem_m4Ug::@@@mdb=mcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bds

bib,dag,fsaall,gm] (July 10, 2007).

Bibliography (cont.)Slide 25A—Henry, Alice. “The Trade

Union Woman.” 1915. Votes for Women: Selections from the National American Woman Suffrage Association Collection, 1848—1921 (Library of Congress). [http://lcweb2.loc.gov/cgi-bin/ampage?collId=rbnawsa&fileName=n4465//rbnawsan4465.db&recNum=1&itemLink=r?ammem/

nawbib:@field(NUMBER+@od1(rbnawsa+n4465))&linkText=0] [rbnawsa n4465] (July 10, 2007).

Bibliography (cont.) Slide 25B—”Amendment XIV.” Constitution

of the United States. 1868 July 9. [http://www.archives.gov/national-archives-experience/charters/constitution_amendments_11-27.html] (July 10, 2007).

Slide 28A—Vates, O. K. ”Lines on the Great Calamity at Lawrence” 1860 January 10. An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera (Library of Congress). [http://memory.loc.gov/cgi-bin/ampage?

collId=rbpe&fileName=rbpe06/rbpe066/06600100/rbpe06600100.db&recNum=0&itemLink=D?rbpebib:32:./temp/

~ammem_RVPq::&linkText=0] (July 10, 2007).

Bibliography (cont.) Slide 28B—See Slide 29 (Lowell Machine

Shop—Spinning Frame). Slide 28C—”Merrimack Manufacturing

Company: Accident Reports 1890—1899.” Mill Life in Lowell, 1820—1880 (Lowell National Historical Park). [http://library.uml.edu/clh/All/mca.pdf] (July 10, 2007).

Slide 28D—See Slide 31 (Textile Machinery).