Ms. Rodney-Williams

Christopher Columbus High School

Special Education Department

Problems related to the Industrial

Revolution (1750-1914).

CHILD ABUSE:

"How long," they say, "how long, O cruel nation,

Will you stand, to move the world, on a child's heart,— Stifle down with a mailed heel its palpitation

And tread onward to your throne amid the mart?"

" The Cry of the Children,"
by Elizabeth Barrett Browning

INTRODUCTION

The Industrial Revolution was a time of change from hand tools and handmade items to products which were mass produced by machines. Workers became more productive, more goods were produced and prices for goods were lessened. This allowed the poor to benefit greatly, as they were able to buy those exclusive and hard to make items Life for many improved, but for many poor this was harmful. Crime, pollution, overpopulation of the cities, urbanization and the working conditions of most workers which included children, as young as five years old were harmful and unreasonable.

You are a social worker assigned to an urban area in England. You have been selected to look at the evils of child labor. Your report will be an analysis of history, but history is a great teacher for present day public policy analysts. Your report will be critical. It will to shed light on the problems of child labor and these problems still exist in contemporary societies.

IS THIS CHILD ABUSE?

Cripples in the yard at children’s home in London

In the time of the Industrial Revolution, the children of the families who moved to the crowded cities had their work situation go from bad to worse. In rural areas, children worked long and hard on their families’ farm. However, in the cities, the children worked even longer and harder. In the absence of child labor laws treatment was harsh, rewards were few and sickness and injury was plentiful. Child labor today is still a part of many economies. Some researchers have suggested that about 59,600 of the workers in the U.S. are under 14 and many other countries have huge child labor troubles. Child labor came from the Industrial Revolution and is still around today.

TASK

You have noticed that there are many ills in the society. You have read the testimony of children and adults who have suffered and are now paralyzed or have their consciences sneered. Your task is to write a report. As a social worker explain all you have evidenced during your investigations. Use the documents provided in this assignment, proving the abuses of the children in the factories, coal mines and iron mines.

You will write a report of a minimum of 4 pages

You will use the 6 step Public Policy Analyst to gather information to complet your report: You will also include

• It should include pictures, graphs and other conditions.
• Make suggestions on how you could change the existing conditions
• The investigation should address the public policy of the time and address the social problems in Europe that evolved from child labor.
• Read the interviews with the doctors, male and female workers, manufacturers and a crippled worker
• Compare and contrast Child labor in America with that of Europe. Be prepared to give an oral presentation of your findings.

Prepare a poster and present an oral presentation using the poster.

Your oral presentation will be 5 minutes in length

• How did the intervention of new laws help the children
• Give suggestions to further improve the situation.
• How would you compare child abuse then with child abuse today?

Process

Follow the Global History Public Analyst guide in your investigation.

Use the worksheets to help guide you in the research.

You are expected to use multiple sources. Class notes, websites, textbooks.

Identify the Problem

Gather the Evidence

Determine Causes

Evaluate the Policy

Do a Comparative Analysis

  2. Each child is expected to discuss the issues of CHILD Labor as he/she completes the worksheets.

What were the causes of Child Labor?

What were the results of Child Labor?

What policies were introduced to change the existing problems?

How would you compare child abuse in our society today?

Resources: Websites

http://www.victorianweb.org/history/hist8.html

http://www.historyplace.com/Unitedstates/childlabor/young.jpg

http://www.spartacus.schoolnet.co.uk/IRdeformities.htm

www.Learninghistory.org/Industrialrevolution/women/childabuse

http://darteach.tripod.com/Unit4.htm

http://www.umassd.edu/ir/nbeudy/Bobbbins_and_Bibles2.html

http://nhs.needham.k12.ma.us/cur/Baker_00/2002_p7/ak_p7/childlabor.html

http://www.geocities.com/couple_colour/Worker/index2.html

http://www.boisestate.edu/socwork/dhuff/history/extras/kelly.htm

Evaluation:

Rubrics

5

· Shows a thorough understanding of the topic and policy

· Addresses all aspects of the task

· Shows an ability to analyze, evaluate, compare, and/or contrast issues and events

· Richly supports report with relevant facts, examples, and details

· Writes a well-developed report, consistently demonstrating a logical and clear plan of organization

· Includes a strong introduction and conclusion

· Oral presentation is outstanding.

4

· • Shows a good understanding of the topic and policy

· • Addresses all aspects of the task

· • Shows an ability to analyze, evaluate, compare, and/or contrast issues and events

· • Includes relevant facts, examples, and details, but may not support all aspects of the task evenly

· • Writes a well-developed report, demonstrating a logical and clear plan of organization

· • Includes a good introduction and conclusion

· Includes good oral presentation

3

· • Presents a satisfactory understanding of the topic and policy

· • Addresses most aspects of the task or addresses all aspects in a limited way

· • Shows an ability to analyze or evaluate issues and events, but not in any depth

· • Writes a satisfactorily developed report, demonstrating a general plan of organization

· • Uses some facts, examples, and details

· • Restates the issues in the introduction and concludes with a simple restatement of the issues.

2

· Attempts to address the theme, but uses vague and/or inaccurate information

· • Develops a faulty analysis or evaluation of the topic and policy

· • Writes a poorly organized essay lacking focus; uses few facts, examples, and details; and includes information that contains inaccuracies

· • Has vague or missing introduction and/or conclusion

· Weak oral presentation

1

· • Shows limited understanding of the theme; omits concrete examples; uses weak details or none at all

· • Lacks an analysis or evaluation of the issues and events beyond stating vague and/or inaccurate fact

· • Attempts to complete the task, but demonstrates a major weakness in organization

· • Uses little or no accurate or relevant facts, details, or examples

· • Has vague or missing introduction and/or conclusion

· Does not use websites

0

· • Fails to address the theme

· • Is illegible

· • Does no report or presentation

NEW YORK STATE STANDARDS:

English Language

Standard 1: 

  Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 3: Language for critical analysis and evaluation.
Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Social Studies

Standard 1:   History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

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:

Child abuse has been a tremendous concern over the years. There has been a shift in the countries that are practicing this evil work but it still exists in this modern era. In spite of the tremendous work by reformers like Michael Sadler and Jane Adams, manufacturers are still using children as a major source of the working force. As young people and conscious policy setters the work is left in your hands to help to make the necessary changes and awaken the consciousnesses of many. Envision the idea of making a difference and help ‘the children’. In today’s world as well.