Ms. Waite-Johnson

Global Studies III

Workers of the Industrial Revolution

Introduction

The Industrial Revolution of the 1700’s began in England. The Industrial Revolution was a change in the way goods were made. During the Industrial Revolution, machines were used to make goods. The machines of the industrial revolution were often huge and needed to be housed in places called in factories. Factories are large buildings. Factories became important places in England. Cities developed around factories. The factories provided jobs. The wages, a man would make was very little; therefore, all members of the family had to work for the family to survive. Women and children became valuable members of their family and laborers of the Industrial Revolution. As the Industrial Revolution grew so did the role of women and children. You are a lawyer. Your job is to advocate changes for the working conditions of women and children.

Task

You are to prepare a lawyer’s brief. A lawyer’s brief is a written report that has facts that will support his/her case. Your case is to represent one type of worker. You will choose between representing a woman or a child. Based upon your argument, rights will or will not be given your client. Be sure to represent your client with strong facts, visuals, personal testimonies (interview) and relevant documents and statistics that will persuade a judge that the working conditions of your client needs to be improved.

Questions to consider when writing your brief

Why were women and children valuable workers?

What harsh treatments did women and children face in the factory?

Why were factories unsafe places for worker?

What changes would you make for the women and children workers?

How would your changes make them better workers?

How would your changes make for a better society?

Process

The following guidelines will help you to prepare your brief:

A. Research the websites.

B. Gather information from the websites, your textbook and handouts given in class that will help you to answer the brief questions stated above.

C. Use the 6-step public policy approach:

1. Define and describe the problem (social conditions, players, public policy)

2. Gather evidence for this problem

3. Identify causes for this problem

4. Describe and evaluate the existing policy for this problem

5. Develop solutions/policies for the problems for this existing policy

6. Select the best policy for this problem

D. Complete the six worksheets

E. Construct your brief using your research information. Remember, your brief should be persuasive and factual.

Resources

http;//65.107.211.206/Victorian/victotov.html

http://65.107.211.206/history/hist8.html

http://65.107.211.206/victorian/history/hist8.html

http://www.libertyhaven.com/countriesandregions/britain/childlaborbritish.html

http://learningcurve.pro.gov.uk/snapshots/snapshot13/snapshot13.htm

http://www.cwrl.utexas.edu/~benjamin/316kfall/316kunit2/studentprojects/group1/005sumsad.html

http://www.spartacus.schoolnet.co.uk/IRfood.factory.htm

http://www.fordham.edu/halsall/mod/1842womenminers.html http://www.fordham.edu/halsall/mod/robinson-lowell.html

http://www.libertyhaven.com/countriesandregions/britain/childlaborbritish.html

Presentation Rubric- Evaluating student presentation

Excellent	Satisfactory	Minimal Satisfactory	Unsatisfactory
Organization Student presentation is logical, clear and fully captivates audience interest.	Organization Student presentation is logical, clear and somehow captivates audience interest	Organization Student presentation is logical and somehow clear but not captivating	Organization Student presentation is illogical and distorted
Subject Knowledge Student demonstrates full knowledge of subject matter and beyond	Subject Knowledge Student demonstrates knowledge of subject matter	Subject Knowledge Student demonstrates a little knowledge of subject matter	Subject Knowledge Student does not know subject matter
Accuracy No grammatical errors	Accuracy Very few grammatical errors	Accuracy Some grammatical errors	Accuracy Too many grammatical Errors that distorts meaning of words

English Language Arts Performance Standards

E1c: Read and comprehend informational materials.

E2a: Produce a report of information.

Standard 2:   World History

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Conclusion

Your conclusion will be the lawyer’s brief. If your brief is good, it will result in reforms in the working conditions of women and/or children