Mr. Niebergall

In your home village in merry old England, you have worked for years as a maker of fine custom made clothing. You took pride in your hand made creations that everyone in your village were happy to buy and wear. However you have heard about new inventions that are taking away the jobs of other people in your village who make things by hand. These new inventions produce the same products those people made by hand except they are instead now made by machine. These machines are angering people in your village and some are taking matters in to their own hands. They call themselves the Luddites. Recently a merchant came to your village and offered the people clothing that was cheaper than you could make it for. The quality of the machine made product is just as good as the products you made by hand. The Industrial Revolution in England changed the way goods were produced. Previously goods were produced in people’s homes or cottages mainly by hand, and this was known as the cottage industry.

The Industrial Revolution replaced the cottage industry with the factory system. Goods that were produced in people’s homes could now be created in factories by machines. The goods or products were just as good as those made by hand. Your business has been ruined by the machines. You are now out of a job and now a victim of unemployment due to technological advancement.

The English government’s public policy has done nothing to help you and the thousands like you who have lost their jobs from the machines. Even worse, you and your children must now also work in the factories that have taken your job to support yourself and your family. You are now going on a quest to find out what caused you to lose your job. What machines have taken your job and the jobs of others? You will discover what life like in the factories is. And finally, you will find out the ideas of thinkers of you age and their solutions to the problems of the industrial revolution.

Your group’s task is to produce a newspaper on the Industrial Revolution. When completed, your product should look like a modern-day newspaper, one that you could buy at any newsstand today (with headlines, articles, pictures, even advertisements!). Your group will also do an oral presentation related to an article in your newspaper. Your goal is to describe the problems associated with industrialization and what might be done to deal with these problems.

I. You will be assigned to a group of four. Using a variety of resources (Internet websites, your textbook, handouts, etc.), each group will research the topic of the Industrial Revolution. Each Public Policy worksheet will be collected and graded as part of your final grade. You will record your research on the Public Policy worksheets (found at the following five links):

· Identify Problem

· Gather the Evidence

· Determine Causes

· Evaluate the Policy

· Do a Comparative Analysis

II. Your group will explore the reasons for why people of the era often lost their previous in their homes or cottages and now are forced to work in the factories. Your group will create a newspaper that answers the following questions through research:

1. What new inventions (identify six machines) were responsible for thousands of people in England to lose their jobs? Who invented these machines and why? What allowed these machines to create products just as good as those that were made by hand?

2. What were the causes why thousands of people in England had to work in factories? What was it like to work there for men, women and children? How are the experiences different in the factories for men, women and children?

3. What was the English government’s public policy towards those people who have lost their jobs to the machines? In the beginning of the Industrial Revolution, what was the English government’s public policy towards men, women and children working in the factories? Why did the English government later change their public policy in regards to men, women and children working in the factories? Why did they do this?

4. Explain the beliefs of the following thinkers of the Industrial Revolution regarding government policy, factory owners and factory workers:

a. Karl Marx

b. Adam Smith

c. David Ricardo

d. Herbert Spencer

e. Robert Thomas Malthus

Which groups (government officials, factory owners and factory workers) would have supported the beliefs of each thinker during the Industrial Revolution? What were the names of their beliefs? Explain which important thinker during the industrial revolution had the best belief to help the people? Explain which important thinker during the Industrial Revolution a belief that would hurt the people of England?

III. Your newspaper must have the following:

1. It must have a front page (with each group member’s name, class, and teacher, the title of the newspaper, and the first article).

2. It must include advertisements and any other items you would find in a modern newspaper (just make sure you relate all information to the Industrial Revolution).

3. I must be neatly typed, without spelling or grammatical errors.

4. It must end with a separate Reference Page, citing each source used.

5. It must be colorful and have as many visuals (illustrations, photographs, etc.) as you would like.

IV. FINALLY, each group will choose the best article in its newspaper and make a five-minute oral presentation to the entire class. Each group member must contribute to the presentation either by speaking, creating a visual (e.g., a PowerPoint slide, or poster board with pictures), or doing something else creative.

These are a list of internet sources that you may use as you complete your assignment. You are not limited to these sources/websites.

NEW INVENTIONS

Spinning Jenny

Flying Shuttle

Spinning Frame

The Cotton Gin

The Spinning Wheel

Power Loom

Factory Life for men, women and children during the Industrial Revolution

Factory Life for Men

Factory Life for Women

Factory Life for Children

What was the English government public policy during

the Industrial Revolution?

English Government’s public policy

English Government’s public policy

Thinkers of the Industrial Revolution and their Beliefs

Karl Marx Communism

Adam Smith Laissez Faire

David Ricardo Iron Law of Wages

Herbert Spencer Social Darwinism

Jeremy Bentham Utilitarianism

Robert Thomas Malthus Population Growth

HARRY S TRUMAN HIGH SCHOOL

THE INDUSTRIAL REVOLUTION

Presentation Rubric

Name: ________________________

Teacher: Mr. Niebergall

Date of Presentation: ____________

Title of Newspaper: ___________________

Criteria

Points

	1	2	3	4
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.	____
Content Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with content, but fails to elaborate.	Student demonstrates full knowledge (more than required) with explanations and elaboration.	____
Visuals	Student used no visuals.	Student occasional used visuals that rarely support text and presentation.	Visuals related to text and presentation.	Student used visuals to reinforce screen text and presentation.	____
Mechanics	Student's presentation had four or more spelling errors and/or grammatical errors.	Presentation had three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.	____
Delivery	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly.	Student used a clear voice and correct, precise pronunciation of terms.	____
				Total---->	____

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.

The Industrial Revolution changed the lives of the people in England forever. Before the Industrial Revolution, most products in England were hand-made. However, after the Industrial Revolution many products in England in were now machine-made. Many people saw their jobs of creating hand-made goods eliminated. In order to make a living, low income people had to work in the factories. The English government’s policies during the initial and later stages were influenced by the thinkers of the Enlightenment. Enlightenment thinkers had beliefs and solutions they hoped governments would accept as public policy to solve the problems of the people who lived during this era.