Did the Industrial Revolution Diminish Or Improve Quality of Life?

Did the Industrial Revolution diminish or improve quality of life?

Student Produced Historical Documentaries

Presenters: James Howell, Auburn University John Saye, Auburn University

Social Studies Council of Alabama Annual Conference – Birmingham Southern College October 18, 2010

Full unit available to PIH Network members. Industrial Revolution Culminating Activity Lesson Narrative

Persistent Issue: What, if anything, should society do to promote a fair, just society?

Unit-specific Central Question: Did the Industrial Revolution diminish or improve quality of life?

Day 1: Secondary Source Analysis Teacher overviews Documentary Instruction Packet including roles, checklist, brainstorming guide, and rubric.

Teacher distributes Group Profile Documents and Question Sheets, overviews their importance, and orients students to their assigned perspective.

Assigned Perspectives: 1. Artisan Profile Document / Artisan Q Sheet 2. Child Worker Profile Document / Child Worker Q Sheet 3. Communitarian Profile Document / Communitarian Q Sheet 4. Economist Profile Document / Economist Q Sheet 5. Middle Class Woman Profile Document / Middle Class Woman Q Sheet 6. Factory Owner Profile Document / Factory Owner Q Sheet 7. Socialist Profile Document / Socialist Q Sheet

Teacher orients students to PIH Website and Documentary Planning Resource Pages.

Day 2: Documentary Model & Brainstorming Teacher briefly reviews key points of Documentary Instructions and then leads students through examination of Documentary Model and Model Storyboards.

Teacher explains importance of brainstorming and Brainstorming Guide. Students brainstorm their documentary using the Brainstorming Guide. Students conclude brainstorming process by synthesizing profile document, primary source accounts, and images using the Brainstorm Web (Protest Reform Model provided for teacher modeling) or the Brainstorm Chart.

Day 3-4: Storyboarding and Production Students complete storyboarding and begin producing their documentaries.

Day 5: Presentations and Deliberation Students present their documentaries. After presentations, teacher breaks students into groups so that all perspectives are represented. In small groups, students deliberate responses to Unit CQ and Persistent Issue using the Small Group Deliberation Scaffold. Students select group spokesperson and teacher leads whole class in class wide discussion of CQ and Persistent Issue.

Students are assigned Editorial for homework. Editorial asks students to step out of their roles and answer the CQ from their own perspective.

Documentary Materials • Documentary Instructions (Version Implementation 2) • Blank Brainstorming Web • Brainstorming Web Model - Protestant Reformation • Brainstorming Chart Model • Storyboard

Documentary Model • Protestant Reformation Video (Large File) • Protestant Reform Storyboards • Protestant Reform Video Script

Deliberation Materials • Small Group Deliberation Scaffold (Version Implementation 2)

Editorial Materials • Editorial Instructions • Editorial Model - Protest Reformation

Documentary Instructions 1

Industrial Revolution Documentary Assignment

You have been hired to develop a multi-media documentary that will faithfully represent the beliefs and experiences of an assigned group from the Industrial Revolution. You will do this by explaining what life was like for your group and by making an argument about what, if anything should be done to improve society. Your teacher will tell you which group has hired your design team. Your documentary will be made using Microsoft Movie Maker and will be viewed by your classmates. Following the viewing of the documentaries of each group, the class will deliberate about whether the Industrial Revolution improved or diminished the quality of life for people living during the revolution.

Documentary Content:

Your documentary should address these issues: 1. Explain what life during the Industrial Revolution was like for the group you have been hired to represent. 2. Compare the experiences of your group to other groups’ experiences during the time. 3. Present your client’s views as to whether the Industrial Revolution has improved or diminished the quality of life for British citizens. 4. Address what, if anything, the client would want to be done to change things.

Your documentary must be 4-8 minutes long and contain the following components: 1. A minimum of 5 historical photographs (most teams will use more) 2. Include at least two historical quotes from primary sources.

It is optional, but recommended that you include music. You may include no more than one contemporary music selection. If you do include one contemporary piece, you must also include at least one musical piece from the historical period. Consult the Lesson Activity web page for some examples of historical music.

Remember that your documentary must gain attention and be persuasive in order to faithfully represent the experiences and beliefs of your assigned group. As you plan your documentary, consider how you may use music, photographs, video footage, and historical quotations to convey humor, fear, sympathy, etc.

Consult the models that your teacher has presented to help you as you plan for your own documentary.

Your documentary will be evaluated for its content and its composition according to the following criteria: 1. Documentary clearly communicates ideas. 2. Documentary demonstrates adequate understanding of the facts and arguments surrounding the issue. 3. Documentary presents persuasive evidence and arguments for the client’s point of view 4. Documentary scenes flow smoothly and work together to provide a consistent argument. 5. Documentary demonstrates a creative and unique combination of information to present a persuasive argument 6. Final documentary product is polished and appealing. 7. Storyboard clearly shows documentary content and cites sources for all historical information.

Documentary Construction Process:

A. Group Roles Each student will be assigned one of the following roles in the documentary process:

Narrator: Primary responsibility for documentary voiceover. Creates sketches of storyboard images for each scene.

Screenwriter: Primary responsibility for writing the script. Creates screen narrative for the storyboard.

Technical Director: Primary responsibility for producing the final product in Movie Maker, creating the technical directions on the storyboard, locating the visual images and any music that the group will use.

B. Project Checklist Have your teacher review your ideas and initial your Checklist at each stage indicated below:

1. Read and discuss Group Profile document. Narrator completes the accompanying question sheet. ______2. Examine resources for your group on the Documentary Planning Resource Page.

3. Use the Brainstorming Guide to help you plan for information, arguments, and media to be used in documentary. ______4. Use Storyboard to complete a rough draft for documentary. ______5. Produce a final Storyboard.

6. Use final Storyboard to produce the actual documentary.

IF YOU ARE A: Factory Owner, Child Laborer, Middle Class Woman, or Artisan:

. How does the information in the source documents support or expand the information available in your Group Profile? . Based on all of the information at your disposal, what key points do you wish to make about: o Life for your group o Your group’s experiences compared to those of others o Your answer to whether the Industrial Revolution has improved or diminished the quality of life o What, if anything, should be done to change things. . What quotes or factual details might be taken from the documents to make or support a key point? . What does each image in your collection depict? . Which images support the key points you wish to make in the voiceover narrative?

IF YOU ARE A Socialist, Communitarian, or Economist: . How does the information in the source documents support or expand the information available in your Group Profile? . Based on all of the information at your disposal, what key points do you wish to make about: o Particular benefits and problems your group sees as resulting from the Industrial Revolution o Your group’s opinions about particular societal groups that you believe have benefited or suffered and why o Your answer to whether the Industrial Revolution has improved or diminished the quality of life o What, if anything, should be done to change things. . What quotes or factual details might be taken from the documents to make or support a key point? . What does each image in your collection depict? . Which images support the key points you wish to make in the voiceover narrative?

Assessment Criteria Group Rating I. Documentary Content 1. Documentary demonstrates adequate understanding of the facts and arguments surrounding the issue.

2. Documentary presents persuasive evidence and arguments for the client’s point of view.

3. Storyboard clearly shows documentary content and cites sources for all historical information. II. Documentary Composition 1. Documentary clearly communicates ideas.

2. Documentary scenes flow smoothly and work together to provide a consistent argument.

3. Documentary demonstrates a creative and unique combination of information to present a persuasive argument.

4. Final documentary product is polished and appealing.

Assessment Totals

Overall Assessment:

Description of Criteria Ratings: 5 = Exemplary: Goes beyond expectations to create original, highly insightful work. 4 = Competent: Meets expectations. Work is accurate and thorough. 3 = Acceptable: Meets most expectations with only minor omissions or inaccuracies. 2 = Needs Significant Improvement: Work has major omissions, inaccuracies. 1 = Unsatisfactory: Fails to meet minimal standards for quality work.

Industrial Revolution Brainstorm Web Name:______

Industrial Revolution Storyboard Scene # ______

Scene Title: ______

Scene Description: ______

Video Transition(s): ______

Estimated Time of Scene: ______Storyboard Scene/Image(s) Here

Media (Images/Video) Needed: ______

Media Files Location / URL: ______

Audio Needed: ______

Audio Files Location / URL: ______

Narration Script for this Scene (use back if needed):

1830. My name is Josiah Carey and I am 48 years old. I am a master cabinetmaker, as were my father and my grandfather. At the age of eleven I began work in my father’s cabinet shop as an apprentice. At the time, Father employed one journeyman cabinetmaker and two apprentices. I was eighteen when I completed my initial masterpiece—an inlaid mahogany chair and table that demonstrated my mastery of the skills of the trade. I was then awarded the status of journeyman in my father’s shop. Five years later I applied to the local Cabinetmakers Society for admission to mastership of my craft. I completed a more elaborate masterpiece of four pieces of finely crafted furniture under the supervision of my father. My father and an assessor from the Society judged my work, and, at the age of twenty-two, I was declared a master of my craft. When my father died four years later, I became master of the shop.

. From Carey’s description, what is involved in becoming a master craftsman?

I think back fondly on those days and worry that my own sons may never know the joys of that life. My father was an honorable master. He worked daily in the shop with his workers. He was concerned for their welfare, and treated each man with respect. When a man fell ill, my mother would be sure that he had warm meals and whatever care she could provide. As the shop took in work, it was apportioned to each man according to his skill level. A man worked on a piece from beginning to end with my father ensuring that no piece left the shop that did not meet the high standards of quality for which we were known. He never rushed anyone to finish a piece, but insisted that each man take the time necessary to produce furniture of quality and beauty for which we could all be proud.

The shop was a lively place with constant conversation about politics, religion, and philosophy. The day was broken up by breaks for tea and sweets in the morning and afternoons, beer in the late morning, and the lunch hour. Apprentices were often sent to the local pub to keep the shop jug topped off. On important occasions work in the shop stopped altogether. I remember well the day-long celebration that accompanied the successful completion of my masterpiece. When a new journeyman arrived in the shop, everyone stopped to raise a glass and the commemoration carried on into the afternoon.

I do not mean to give the impression that life in the shops was a constant, drunken revel. Everyone knew that the work came first. Excessive drinking that threatened quality work was not tolerated. When the shop had a full workload, each man was expected to focus on the job at hand with concentrated effort. However, in other times, there might be fewer orders, and workers occupied themselves less strenuously with making shop repairs and chatting with shopmates.

. How would you describe the working life of those in the craft shops? . What things seem most important to the master craftsman? . How does the work of the craft shop compare to jobs today?

I must admit that I was lucky to be born the son of a master craftsman. Others who have entered the trade have been less privileged. In order to protect the integrity of our trade, there is only room for so many masters in our Cabinetmaker’s Society, and many who work in the shops have found it difficult to advance to master status. Indeed, the journeyman in my father’s shop when I began my work never became a master although he was very skilled. He eventually left my father’s employ and began producing cheap, shoddy goods for one of the greedy merchants who have begun setting up warehouses for selling such trash to the public.

Although I have some sympathy for those whose advancement has been blocked, I cannot condone such dishonorable work that diminishes the integrity and workmanship of the entire trade. Honorable craftsmen

© 2007 PIH Network must resist the cheapening of our trade. It takes many years of work for a craftsman to master the “mystery” of the trade so that we can produce beautiful, fine furniture that brings joy to the user. This mystery is our rightfully earned property, and these new business arrangements threaten to rob us of that property.

. Why did the craftsman societies block some journeymen from becoming masters? . What is the “mystery” of the trade, and why does Carey claim it is the rightful property of craftsmen? . Why is he worried about journeymen leaving the shop and working for the merchants of mass production furniture?

These conniving, greedy businessmen look only to maximize their profits without regard for the quality of the product. They use their money to buy machines and assemble unskilled men, women, and children to do work that skilled men have trained a lifetime to do. These dishonorable trades produce furniture, clothing, and other items that are so poorly made that they are not worth having. Rather than producing a fine item from start to finish, these unskilled workers spend their days placing spindles in fifty cheap chair backs or sewing fifty collars on ready-made shirts. They produce no finished product that they have crafted with their own hands. How can one feel pride in his or her work in such conditions?

Unfortunately, more and more craftsmen are finding it impossible to compete with the prices of these inferior goods. Like the journeyman who left my father’s shop, they submit themselves to becoming employees of these large enterprises in which they have no say over the quality of their work. In some cases, they may make more money as a wage earner than as a shop craftsman, but at what cost?

. What seems to be happening to craft shops during this time period? . Why does Carey question the wisdom of workers who choose to work in the new industries?

I will sell oranges on the street before I give up my independence or betray my craft to such wage slavery! As the master of a small shop, I control the conditions of my work. I own my tools and I sell the finished products of my labor. I decide the quality of those products, and I feel genuine joy in using my skills to produce quality furniture. My employees have a daily personal relationship with their employer rather than being faceless names on a payroll sheet. Even the apprentices in my shop have the advantages of meaningful work that allows them to produce a final product of real beauty and value. I could not lower the quality of my product to compete with these dishonorable businessmen if I wished to do so. My workmen’s sense of craft would cause them to refuse to do such work.

As an honorable craftsman, I will resist these evil trends to my last breath. I urge my brethren to band together, or we shall lose forever our way of life. I do not call for the violent destruction of a thousand manufacturing machines as we saw happen in 1811 and 1812 in Nottinghamshire. But authorities should know that desperate, proud men may do desperate things. Instead of violence, I encourage every craftsman to join and pay dues to a Friendly Society, an association of fellows from the same trades who work together to protect the rights and privileges of their craft, police the honorable behavior of their members, and provide mutual assistance and support to individual members when they are in need. Only by joining together can our collective strength fight off the dishonorable tide that threatens to take us all under.

. What does Carey mean by wage slavery? . What specific things does he think craftsmen will lose if they join the new manufacturing economy? . Why does he believe the Friendly Societies offer hope for the future of the craftsmen?

1. From Carey’s description, what is involved in becoming a master craftsman?

2. How would you describe the working life of those in the craft shops?

3. What things seem most important to the master craftsman?

4. How does the work of the craft shop compare to jobs today?

5. Why did the craftsman societies block some journeymen from becoming masters?

6. What is the “mystery” of the trade, and why does Carey claim it is the rightful property of craftsmen?

7. Why is he worried about journeymen leaving the shop and working for the merchants of mass production furniture?

8. What seems to be happening to craft shops during this time period?

9. Why does Carey question the wisdom of workers who choose to work in the new industries?

10. What does Carey mean by wage slavery?

11. What specific things does he think craftsmen will lose if they join the new manufacturing economy?

12. Why does he believe the Friendly Societies offer hope for the future of the craftsmen?

Child Factory Worker: Matthew Jenkins:

As a frail six year old, one of ninety orphaned children, (60 girls and 30 boys) I lived in an apprentice house where Samuel Greg bought children to work in the cotton factory. I became known as a pauper apprentice where I signed a contact that virtually made me the property of Mr. Greg. I received board and lodging and two pence a week. Although I was not accustomed to working in a household setting alongside my family members, many of my friends were used to this type environment and had a very difficult time adjusting to the separation as a result of the factory system in which they worked in a different building from their parents under the supervision of a shop foreman or factory overseer. During this period in time, 50% of the total workforce was composed of children.

I began in the factory as a “scavenger” where I had to pick up the loose cotton from under the machinery. This was extremely dangerous as I was expected to carry out this task while the machine was still working. The whirling motion and noise of the machinery horrified me and the dust and flue half suffocated me. My initial reaction to the horrific factory pollution resulted in sickness and headaches which later was labeled “mill fever”. The dust and floating cotton fiber in the atmosphere was a major factor in the high incidence of tuberculosis, bronchitis, and asthma amongst the young workers. Although I became accustomed to these conditions, visitors could only remain for ten minutes before they began gasping for air. I was also responsible for sweeping under the wheels while they were in perpetual motion. I frequently lay flat to avoid being run over or caught in the machinery. I watched as my friends, David Abrams, lost his left leg as it was caught in one of the machines, Hannah Karan lost her right arm, but the worst memory that I have is of poor Mary Richards’s screams as her entire body was sucked into the machine and whirled round and round; her blood was streaming over the machine and dropping to the floor and I listened as her bones were cracking one by one. I watched as they carried her lifeless body from the factory. Much to my surprise, David and Hannah returned to work as soon as they recovered.

1. Compare and contrast David and Hannah’s requirement to immediately return to work without monetary compensation to today’s injured worker.

As I grew in size, I became a “piecer” in the factory where I walked along the mule as it advanced or receded, catching up the broken thread and skillfully reuniting them. I was continually running to and fro and had great difficulty keeping up with the work. If I fell behind, I was beaten with a strap or sometimes a stick in an attempt to spur me on. This job was very rough on my hands; it made them bleed; the skin was often completely rubbed off; and in that case they bled perhaps in a dozen parts. My legs felt great pain as a result of my required fourteen hour work days which eventually resulted in deformities in both knees. This abnormality became known as “knock-knees” and actually caused me to loose twelve inches of my height due to my knees becoming so weak that they turned inward. The building that I had to work in was dirty; low-roofed; ill-ventilated; ill- drained; no-conveniences for washing or dressing; as well as an average of eighty –two

2. Describe Matthew’s life as a scavenger and a piecer. 3. Compare and contrast the life of a typical young boy on a farm fifty years before the Industrial Revolution to Matthew’s life.

My day usually began around five o’clock and lasted until nine at night. In reality there were no regular hours, masters and managers did with us workers as they liked. Our lives were literally dictated by the ringing of a bell. The doorkeeper looked the door punctually at 5 a.m. The clocks in the factories were often put forward in the morning and back at night, if there were any clocks at all. Though, this was known amongst the hands, everyone was afraid to speak and a workman was afraid to carry a watch, especially a young boy like me. I was required to walk to work and if I was late, I was beaten severely with a strap.

4. Describe how you would feel in a classroom setting where there were no clocks and if there were, the clocks were put forward in the morning and turned back in the evening, and your school day was a minimum of 12 hours.

I was not allowed time to sit and eat meals. The breakfast which the factory owners provided while I continued to work consisted of water-porridge, with oatcakes in it and onions to flavor it. Dinner mostly consisted of thick and coarse oatcakes, often covered by flues from the wool; and in that case had to be blown off with my mouth, and picked of with my fingers, before I could eat it. On rare occasions, I was given potato pie with boiled bacon in it, so thick with fat that I could scarcely eat it; though I was so hungry I would eat anything and was glad to get it. Once a year I was given cheese and brown bread.

Today, I still have nightmares about the terrible hardships that I endured as a result of my work in the factories and I have the physical deformities to remind me as well.

5. How was Matthew’s life changed as a result of the Industrial revolution? 6. Does Matthew believe that the Industrial Revolution improved or diminished the quality of life for 19th century citizens? Support your answer. 7. Does Matthew believe society should do something to promote fairness and justice as a result of the industrial revolution? Support your answer.

Child Factory Worker Group Profile Question Sheet

1. Compare and contrast David and Hannah’s requirement to immediately return to work without monetary compensation to today’s injured worker.

2. Describe Matthew’s life as a scavenger and a piecer.

3. Compare and contrast the life of a typical young boy on a farm fifty years before the Industrial Revolution to Matthew’s life.

5. How was Matthew’s life changed as a result of the Industrial revolution?

6. Does Matthew believe that the Industrial Revolution improved or diminished the quality of life for 19th century citizens? Support your answer.

7. Does Matthew believe society should do something to promote fairness and justice as a result of the industrial revolution? Support your answer.

Communitarian: George Holyoake (1817-1906)

As I consider the last 60 years of my life I cannot help but remember, with equal amounts of outrage and joy, the flowering of the Cooperative Movement. My outrage flows from the horrifying circumstances that forced workers to band together, while the source of my joy is the hope that these workers, cooperating for the benefit of all, still hold forth to our society.

At my birth, machines and factories had already begun to poison the soil from which the cooperative efforts of so many would struggle to sustain themselves. Robert Owen’s attempt1 to create a better place for the worker, while ultimately unsuccessful, opened the eyes and, more importantly, the hearts of many.

1. Is Holyoake being literal when he says machines/factories poisoned the soil? 2. What kind of negative things is he referring to?

Farmers had, by necessity, become factory workers. Skilled workers were now nothing more than dull and little-valued tools, existing only to maintain the valued machinery. Workers were easily replaced and consequently of little concern.2 Capitalistic greed led to overproduction. Competition between producers created more of the same, making a bad situation worse. Capitalists cut prices in an effort to convince people to buy goods that they didn’t need. At the same time, the wages of the workers were reduced in order to ensure that profits continued to line the pockets of the owner. Entire families were forced into the jaws of the factory in an effort to survive.

3. What motive does Holyoake think drives the capitalistic system? 4. What does Holyoake believe is the end result of competition between producers?

Many began to dream of a better, more moral, way. Some held firmly to the idea that giving everyone the right to vote would, through changing the laws, fix the ills of an immoral capitalistic society. But this would take much too long with too many suffering and dying while waiting for Parliament to act. Other reformers joined with those who saw the evils of alcohol to be the utmost concern for improving the lives of the workers. These “Teetotalers” were naïve, thinking that all the working man had to do to improve his precarious existence was stop drinking. Sobriety, while perhaps making him a better man, would do nothing to improve his treatment or wages.

In 1843, a group of desperate English workers3 began the adventure of ”taking their own affairs in their own hands”. They agreed to abandon capitalistic competition and instead work for their common good through cooperation. A store was opened that would, over time, provide basic needs for the workers. The goods were of the highest quality and affordable. It provided more than a chance to just survive; it provided hope. Both the investors and those who purchased items at the store shared in its profits. Instead of an “invisible hand” choking workers to death through competition, this collective effort demonstrated the value of a compassionate hand that seeks to benefit all of society through cooperation.4

The store was a humble, but powerful beginning. Not only would basic goods be made available to the workers, but eventually housing and land for farming would be provided as needed by those currently without jobs or being severely underpaid.5

5. What kind of conditions caused the workers to band together in an effort to improve their lives? 6. How would the store help the workers? Their community?

Capitalism is the monstrous machine of the Industrial Revolution. Greed is the corrosive steam that fuels it. Laws will come, but all too slowly…and this time will see too many families devoured. Parliament will not rescue us – we must rescue ourselves by returning to the moral foundation of cooperation. Treat others as you would like to be treated. By caring for others, we best care for ourselves.

7. Considering all that George says, what does he think of British society? What, if anything, might he argue should be done to improve British society?

Footnotes

1. Under Owen’s management the cotton mills and village of New Lanark became a model community, in which the drive towards progress and prosperity through new technology of the Industrial Revolution was tempered by a caring and humane regime. New Lanark had the first Infant School, a creche for working mothers, free medical care, and comprehensive education, including evening classes. Leisure and recreation were not forgotten; there were concerts, dancing, music-making and pleasant landscaped areas for the benefit of the community. The village attracted international attention.

2. “At the close of the year 1843, on one of those damp, dark, dense, dismal, disagreeable days…such days as occur towards November, when the daylight is all used up, and the sun has given up all attempt at shining, either in disgust or despair—a few poor weavers out of employ, and nearly out of food and quite out of heart with the social state, met together to discover what they could do to better their industrial condition. Manufacturers had capital ($ to invest), and shopkeepers the advantage of stock (goods to sell); how could they succeed without either?...What should they do? They would commence the battle of life on their own account. They would, as far as they were concerned, supersede (replace) tradesmen, mill owners, and capitalists: without experience, or knowledge, or funds, they would turn (become) merchants and manufacturers.” George Holyaoke. History of Rochdale Equitable Pioneers.

3. “[at our store] Pure quality, good weight, honest measure, and fair dealing within the establishment, buying without haggling, and selling without fraud (it was common for store owners to cheat by mixing other things in their products), are sources of moral and physical satisfaction of far more consequence to a well-trained person than a farthing in the pound cheaper which the same goods might elsewhere cost. How heavily are we taxed to put down vice when it has grown up—yet how reluctant are we to tax ourselves ever so lightly to prevent it arising. If there are to be moral sellers, there must be moral buyers. It is idle to distinguish the seller as an indirect cheat, so long as the customer is but an ambiguous knave…Our little Store thought more of improving the moral character of trade than of making large profits. In this respect they have educated their associates and customers to a higher point of character.” George Holyaoke. History of Rochdale Equitable Pioneers.

4. -"The establishment of a Store for the sale of provisions, clothing, etc. -"The building, purchasing, or erecting a number of houses, in which those members, desiring to assist each other in improving their domestic and social condition, may reside. -"To commence the manufacture of such articles as the Society may determine upon, for the employment of such members as may be without employment, or who may be suffering in consequence of repeated reductions in their wages. -"As a further benefit and security to the members of this Society, the Society shall purchase or rent an estate or estates of land, which shall be cultivated by the members who may be out of employment, or whose labor may be badly remunerated. (poorly paid)" George Holyaoke. History of Rochdale Equitable Pioneers.

Communitarian Group Profile Question Sheet

1. Is Holyoake being literal when he says machines/factories poisoned the soil?

2. What kind of negative things is he referring to?

3. What motive does Holyoake think drives the capitalistic system?

4. What does Holyoake believe is the end result of competition between producers?

5. What kind of conditions caused the workers to band together in an effort to improve their lives?

6. How would the store help the workers? Their community?

7. Considering all that George says, what does he think of British society? What, if anything, might he argue should be done to improve British society?

Economist: Andrew Ure (1778-1857)

Let me introduce myself. My name is Andrew Ure. My name rhyme’s with “pure.” Leave the “p” off, say the rest, and you’ve got it! I grew up in Glasgow, Scotland where I was raised by my mom and dad. They earned their living by making cheese. You might call them cheese mongers! I was fortunate to receive the best education available and so, when I reach adulthood, I decided to become a teacher. I taught chemistry and natural philosophy at Anderson College in Glasgow. My father wanted me to make cheese as he had so he was not happy when I chose a different path. His anger at my decision led him to write me out of his will. Not to be outdone, I stole the will and burned it! In my position as professor, I began giving evening lectures on chemistry and mechanics to artisans from the city. I have always believed that a taste for science elevates the character of men from the drudgery of the lower social classes. Any man whose Saturday night is spent in rioting or drunkenness will make a bad Christian on Sunday, an indifferent workman on Monday, and an unhappy husband and father through the week. Science can bring men out of this decay. I have seen countless artisans make something of themselves. My lectures were well received among these lower classes with sometimes as many as 500 people filling the classroom. They seemed to enjoy the demonstrations I made on electricity, magnetism, heat, light, mechanics hydraulics, pneumatics and astronomy. As my writings and outreach became more and more popular, the government and several private companies hired me periodically to do experiments on their behalf.

1. How might his youth impact his view of the artisans? 2. As a professor, what sort of man was Andrew Ure? What motivated him to work with the artisans?

It was in my role as a government employee that I became acquainted with the new factories and their inner workings. In 1835 I published my first book on the subject entitled The Philosophy of Manufacturers. My intention in writing this book was to provide factory owners and managers with directions on how to improve their production. When I visited the factories, I made special note of how well the workers lived. In spite of what others say, I never once saw children being abused. In fact, they seemed cheerful and alert, taking pleasure in using their muscles. It is almost as if these children were playing sport. By the day’s end, the children workers continued in their revelry and were not exhausted as so many contend. At Winslow in Cheshire, I saw a two-story, magnificent house built by the factory owner specifically for the female workers. Each woman was well fed, clothed, and educated. They ate milk-porridge for breakfast, potatoes and bacon for dinner, and meat on Sundays. Abundant food and excellent living conditions were common sights. Interestingly, I was shocked to see workers perform their duties with minimal perspiration (you might know that as sweat!).

3. How does Andrew Ure characterize the life of workers during the Industrial Revolution? Why do you think Andrew might be interested in portraying the workers’ lives in this manner?

Great Britain, an island nation of such prosperity, is too often taken for granted by people living right here. They say that industrialization has caused evil. How wrong they are! Any evils are the result of man! We should not forget that the industrial growth occurring right here is

allowing us to be independent of foreign products and foreign money. We should not forget the significance of becoming economically self-sufficient.

The factory and its machines have brought great benefits to society and have the potential to eliminate many of mankind’s problems. Some say that industrial production has resulted in workers being forced to work at increased rates. The reality is exactly the opposite; the machines have limited the work required of factory workers, thereby allowing them to save their energies for other endeavors. Work little and receive ample wages; what could be better? I suggest to you that if you investigate, you’ll find that non-factory workers find their work physically tiresome and that they would give anything for a factory position. Factory work is charitable. It saves the workmen from having to change body positions just to do their jobs. Scientifically managed factories are humane! People exert less energy, get paid a good wage, and gain the means to buy products that were once only available to the rich.

The whole point of the factory system is to replace hand skill with machine production so that no one person has to over exert themselves. When artisans did all the work before, labor was incredibly expensive and prevented our economy from growing as it should. In many ways, the artisans became arrogant. They believed that they were the only ones who had the right to produce quality goods. Their opposition to machine production is understandable – it represents a loss of power to them and no one likes to lose control. They should not fear, however. The advent of machinery is contributing mightily to the growth of our economy and to the creation of multitudes of jobs. Miners, engineers, shipbuilders, and sailors are desperately needed. If the artisans will only lay their pride aside, they, and anyone else seeking employment, can find meaningful work that will bring an excellent wage.

4. Does Andrew believe the Industrial Revolution has improved or diminished British society? List the arguments he uses to support his view.

We must maintain the open economic environment of Great Britain. Everyone must have an opportunity to improve their life but we mustn’t force people to do so through government regulation.

Each time the government tries to regulate industry, they wreak havoc. They simply do not understand the inner workings of factories and therefore provide “solutions” to problems that are absurd at best. Social evils are the result of man’s perversion and laws can not change that. It is up to the individual to seize the opportunities presently available. If each of us would do so, our nation would grow in wealth and prestige. National progress is the sum of individual industry, energy, and uprightness. National decay results from idleness, selfishness, and vice. Society should help individuals help themselves.

5. Throughout, Andrew seems concerned with foreign countries. How does he believe the Industrial Revolution benefits Great Britain internationally? 6. Who or what does Andrew blame for poverty? What, if anything, does Andrew argue should be done to improve British society?

Economist Group Profile Question Sheet

1. How might his youth impact his view of the artisans?

2. As a professor, what sort of man was Andrew Ure? What motivated him to work with the artisans?

3. How does Andrew Ure characterize the life of workers during the Industrial Revolution? Why do you think Andrew might be interested in portraying the workers’ lives in this manner?

4. Does Andrew believe the Industrial Revolution has improved or diminished British society? List the arguments he uses to support his view.

5. Throughout, Andrew seems concerned with foreign countries. How does he believe the Industrial Revolution benefits Great Britain internationally?

6. Who or what does Andrew blame for poverty? What, if anything, does Andrew argue should be done to improve British society?

Factory Owner: William Pierce (1793-1853)

It is an exciting time to be alive in Great Britain! Much has changed since the days of my father. Papa, as I called him, lost his cattle farm at age 30 and was forced to move to Lancashire to find work. Papa was fortunate to find a job in a small textile shop where he earned an adequate wage. Throughout his years of labor, Papa kept smiling, always thankful for the opportunity to work. Using his own experience as a guide, Papa taught me and my brothers the value of hard work. He instilled optimism and eagerness in each of us. I have tried to instill these same qualities in my own children.

When I reached adulthood, my brothers and I pooled our resources in order to set up our own textile shop using the knowledge we had gained from our father. After only a few short years, my brothers chose to pursue other avenues but I remained dedicated to growing the business we had started and to using all of my strength to improve it. As sole owner of the business, I willingly moved my business several times in order to find the location that proved most profitable. Each move proved very difficult for my family as we had to uproot ourselves and move to places that often seemed strange at best. I asked my family to make such sacrifices because I recognized the tremendous opportunities afforded by machines. More opportunity was on the horizon. I chose not to live solely in the moment as so many of the impoverished do today; instead, I always planned for the future by saving and by investing for future growth. So many people today just want to fill their present appetites only to starve the next day. It is time for more people to cease their complaining, to work hard, and to plan for their futures.

1. What values did William learn while growing up? 2. Who or what does William blame for poverty? How does his life experience confirm these beliefs?

After several years of moving around, I was fortunate to buy large factory space in a city called Ramsbottom. This was an expensive decision and one that was incredibly risky. In fact, I had to borrow additional money from several associates in order to cover the cost of equipping the factory with the latest machines. With each loan, I had to agree to hand over all of my possessions including the factory if I proved unable to pay my debts in a timely manner. My plans, however, were well conceived and my investments paid off. Within a few short years, the factory in Ramsbottom became the city’s largest employer.

After paying off my creditors, I continued to reinvest my profits into the factory in Ramsbottom but I also began opening several new factories in other cities. I equipped each new factory with the latest machinery which often required the expansion of the factory building itself. During the years of my business’ greatest expansion, most of my money had to be spent in equipping and upgrading the factories. On one occasion, I had to spend £20,000 to equip a factory. While the stress of managing my accounts and factories is often more than I can handle, I am encouraged by the material and moral improvements that such hard work brings. I have seen countless individuals improve their station in life through hard work and determination. I have seen people go from having nothing to living a life without fear of creditors. I have seen lazy, impoverished individuals grow in character and strength. I have always tried to instill the same optimism and

3. What business risks did William have to take to establish his factories? How does this risk-taking impact William’s view of the Industrial Revolution and of factory workers?

I have been criticized by radicals like the socialists and the communitarians who argue that I have exploited my workers for my own personal gain. Nothing could be further from the truth. I do not dispute that I have grown wealthy over the years but one must not forget the years of sacrifice and determination that brought me to that wealth. Likewise, we must not forget that many of my employees would have no work if it were not for my factories. If you consider the factories and everything it takes to build them, I have employed many hundreds of people who might not otherwise have had a job. Construction workers, transportation engineers, factory laborers, industrial designers, and many others benefited from my factories. Obviously though, the people I impacted most were the factory workers themselves. With their best interest in mind, I have always tried to publicly reward hard work and initiative. In this way, my laborers learn that if they work hard, they too can reap the rewards of machine production. Times have changed. The socialists and communitarians don’t seem to realize this. No longer does a worker have to waste large amounts of time and energy producing hand crafted tools. With factories like my own, the work is brought to the laborer where they manage machines which continually produce inexpensive but efficient products.

4. How does William respond to his critics? In what ways does he believe the socialists and communitarians have misjudged present working conditions?

Never before have people had so many opportunities. It is up to them to seize them! The government cannot legislate moral uprightness. Every time parliament has tried to enact laws regulating the economy or providing for the poor, they have only made things worse. You can not give people everything they want and then expect them to work hard. The poverty of today has resulted from ignorance and self-indulgence. Progress in society will only occur as people embrace work in order to overcome their own ignorance. The best thing that the government can do is nothing.

5. Considering all that William says, what does he think of British society? What, if anything, might he argue should be done to improve British society?

Factory Owner Group Profile Question Sheet

1. What values did William learn while growing up?

2. Who or what does William blame for poverty? How does his life experience confirm these beliefs?

3. What business risks did William have to take to establish his factories? How does this risk-taking impact William’s view of the Industrial Revolution and of factory workers?

4. How does William respond to his critics? In what ways does he believe the socialists and communitarians have misjudged present working conditions?

5. Considering all that William says, what does he think of British society? What, if anything, might he argue should be done to improve British society?

Middle Class Woman: Emma Burton Mackay

Background

Emma Burton the eighth child of twelve was born in Whitechapel (poor area within London), England in 1812 to a pawnbroker family. Emma was never formally educated and she lived in a small three room home with her parents and siblings. Emma meets and marries Newsome Mackay, an entrepreneur from Suffolk. Newsome who worked with his father as a coal merchant began to see his fortune rise and thus his interest extended to textile mills. He built several mills around the London area.

1) How might her childhood experiences influence her thoughts about the Industrial Revolution?

Life as a Victorian Woman

As a Victorian woman life for me is a daily treat. As my husband travels to his factory sites I provide a comfortable and quiet home to protect my family from the harsh realities of our fair city. It is my God-given role to cherish and nurture our 5 children as well as protect the morality of our people based on my Protestant beliefs. As I read my magazines the focus on scientific housework and efficiency is quite prevalent thus I ensure that my governess, laudress, ironer, dressmaker, cook and other domestic servants understand the importance of a schedule so that our home may work to its best potential. In today’s world, we all must focus on individual self- respect thus completing our jobs to the fullest extent. I employ hundreds of people despite the illusion that I stay at home and participate in no honorable occupation. Not only is it the domestic servants who make a good wage but others such as the tradeswomen, milliners, staymakers, straw-hat makers, furriers, and jewelers that are able to make a nice life for themselves and their families. It is important for me to dress well and take care of myself to provide steadiness and security to my husband who through his hard work outside the home provides for each of us.

2) What was the middle class woman’s role in society during the nineteenth century?

I have had eight pregnancies but regrettably lost three babies. I surely would have been lost too if not for the medical treatment by our wonderful physicians. I would never want to be at the mercy of those home remedies that my rural counterparts must rely on. Listen to their description. “To a handful of blue flag root add a pint of good spirits; let stand for a week. Dose, a spoon full three times a day, and increase by degrees to three tablespoons full a day. Or, apply a poultice of hot potatoes; renew as often as it becomes hard or cool. It is said to be a very excellent remedy." How awful!

I too realize and see that there are new opportunities for women to work and support themselves in factory work, retail or domestic service for those who wish to follow this form of lifestyle. Also there are movements toward equal education as well as the suffrage issue for women to gain political, social and economic status. However, for the majority of married women (95%) who remain in the home, our domestic tasks do more than fulfill our societal debt. It is the women of the home that help set up and run charitable societies whose motto is to “Help the

Poor to Help Themselves”. We are the patrons to such organizations as schools, clubs (The Society of St Leonard’s Archers), churches and the Infirmaries.

3) Do you think she would support the feminism movements for women? (Equal education, suffrage and legal rights) Why or why not?

I not only give monetary gifts to ensure the continued efforts of these entities but I also give my time and efforts. For instance, my family attends our church every Sabbath giving our tithes as well as paying for our reserved pew weekly. I too support the voices calling for closing the shops early on Saturday to encourage these shopkeepers and merchants in prompt attendance in our local churches. It is the church that provides our moral strength as individuals that enables us to hold our families together. This too is why I protest public alcohol usage because these people should spend their wages on clothing, food, shelter for their families; it is the decay of the family. Perhaps these workers should provide for their children and thus the youngsters would not have to devote so much time in labor. As for the infirmary, I visit as often as I can to bring knitted items and read to the patients in addition to my duties of running my home, taking care of the servants, keeping aware of the news and innovations around our community as well as taking house hold accounts of inventory of my glass and china and purchasing needed provisions. This time to help others is afforded to me while my girls are being taught by the governess their music, reading, and sewing and the boys are attending their grammar school.

4) How or why might she justify the use of child, and women labor in factories?

When I leave the infirmary, I will complete my shopping of bread, butter, potatoes, bacon, sugar, and fish. I have a sweet tooth and love to surprise the children with the peanut brittle, liquorice and those delicious chocolate bars. Once we finish dinner, we will gather around the piano and sing or perhaps I will read a story to the family before bedtime. Oh too, the opera is starting soon and my husband and I love to attend. I must purchase a new dress, and bonnet. As the season is soon changing and the weather is warming I must get my staff to change the winter curtains to the white summer curtains, pick up the carpets, paint and whitewash the kitchen and clean the dirt from all corners. The house must be clean as our trip to the seaside is approaching soon. The children and I are really looking forward to croquet, swimming and yachting this summer. Oh so much to take care of, I must have everything prepared before we leave.

5) How has her life changed as a result of the Industrial Revolution?

Overall Questions: 6) What were her values: a. Economic b. Social c. Political 7) How were her values important to the success and progress of the Industrial Revolution? 8) Is she satisfied with the way her life has evolved? Support your answer. 9) What is her future vision for women?

1) How might Emma’s childhood experiences and marriage influence her thoughts about the Industrial Revolution?

2) What was the middle class woman’s role in society during the nineteenth century?

3) What are Emma’s views on poverty? What are her views on feminism (equal education for women, voting rights for women, etc.)? How might her life experiences influence her views on these issues?

4) Overall, what does Emma think is wrong with society?

5) Overall, how has Emma’s life changed as a result of the Industrial Revolution? What, if anything, does she believe should be done to improve society?

6) What were her values: a. Economic

b. Social

c. Political

7) How were her values important to the success and progress of the Industrial Revolution?

8) Is she satisfied with the way her life has evolved? Support your answer.

9) What is her future vision for women?

Socialist: Karl Marx (1818-1883)

My name is Karl Marx. I was born in Germany to a middle class family. After I finished my university studies, I began writing articles and soon became editor of a newspaper in Cologne, Germany. My writings condemned contemporary politics and social conditions, and soon I was asked to resign. I moved to Paris where I met Fredrick Engels who shared my beliefs about society. Together we wrote about the unjust treatment of the working class. Soon I was asked to leave Paris. Over the next several years, I devoted myself to an intensive study of the history of the production of goods, particularly of the present system of production: industrial capitalism.

1. Why do you think Karl was asked to resign from his job and move away from Paris?

I have seen the profound effects of industrial capitalism on the European civilization. Industrial capitalism is the result of a historical process characterized by a continual conflict between classes. Capitalism has made much of the old aristocracy irrelevant, boosted the bourgeoisie factory owners to economic and political power, and drafted much of the old peasant class into its factories as little more than wage slaves. The new industrial modes of production have fundamentally changed people’s work lives and created immense new wealth.

2. How did the Industrial Revolution change Europe?

The present capitalist system is unfair, though superior to the socioeconomic system that preceded it. Even though under capitalism the workers freely sell their labor and receive wages in return, this system disguises a profound inequality. The capitalists cheat the workers by taking for themselves far more than they paid out in wages and other production costs. The profit that is left after all of the costs of producing a product have been paid is surplus value. Because the worker’s labor contributed to the value of the goods produced, he should receive a share of that profit. However the industrialists view themselves as the sole creators of this new wealth and see no reason why they should share their good fortune with their workers. Their accumulated profits give them great power over the economic development of society and great influence over those who make the laws that govern that society.

3. Why does Marx author feel capitalism is unfair? What does he mean by surplus value?

Under capitalism, the workers become all the poorer. The goal is always to get the most labor from the worker at the cheapest possible price. Vicious competition is the only rule. There is not enough work for everyone. Competition for jobs causes workers to take lower and lower salaries. To produce products for lower prices than his competitors, the owner forces the worker to work 14 hour days with the threat that he will be fired and replaced with a cheaper worker. And so a man’s wages continue to go down while his hours go up. Women and small children, who will work for even cheaper wages, are forced into the factories in order to supplement the father’s wages and help their families survive. Any owner who tried to treat his employees more fairly would be driven out of business by his more ruthless competitors.

Capitalism exploits workers, it degrades them, and it transforms them into beasts or machines. The workers are broken in body and spirit As British journalist William Cobbett observed: “men

© 2007 PIH Network are rendered old and past labor at forty years of age, and children are rendered decrepit and deformed, and thousands upon thousands of them slaughtered by consumptions [tuberculosis], before they arrive at the age of sixteen.”

4. How does competition affect the way the new economy operates? What does this mean for the lives of workers and their chances for improving their lives?

Caught up in this great societal change, workers have banded together to form labor unions. By joining together they hope to convince the owners to grant them respect for their skills and their work, a decent standard of living, and the right to leisure and recreation time with their families. But owners have refused to negotiate, claiming that the workers had no right to join together or to make demands about the conditions of work and wages. When workers have attempted organized strikes against factories, employers have locked them out of the factory, fired whole groups of strikers, and attacked strikers with armed policemen. The government is controlled by the wealthy and helps the factory owners continue to hold down the workers.

5. Why did workers form unions? Why were they unsuccessful in meeting their goals?

I believe that only a fundamental social and economic change will allow the new industrial society to work for all classes. Competition must be eliminated and replaced with a cooperative society where people work for the good of all. We must organize into political parties and trade unions that will represent the interests of the working class and reject any attempt to divide us on the basis of religion, ethnicity, nationality, and gender. A divided working class is the surest way to ensure the continuation of capitalist rule.

Capitalists will never surrender their power voluntarily. I believe the only way that real change can occur is for the proletariat (workers) to forcibly overthrow the bourgeoisie (the employers). We can see the change coming. In 1848, the poor rose up in revolutions all over Europe. In 1871, the workers took over Paris and for two months we had a government run by the working class. Each of these revolutions was put down violently by the wealthy, but there is strength in numbers, and workers far outnumber the owner class. The time is coming when the people will seize power from the wealthy and keep it. As I have said in my writings: “Workers unite! You have nothing to lose but your chains!”

6. Why does Marx believe that only revolution can solve the problems of industrial society? 7. How would his new society be different from the one it replaced? Why would he argue that the new society is fairer and more just?

1. Why do you think Karl was asked to resign from his job and move away from Paris?

2. How did the Industrial Revolution change Europe?

3. Why does Marx author feel capitalism is unfair? What does he mean by surplus value?

4. How does competition affect the way the new economy operates? What does this mean for the lives of workers and their chances for improving their lives?

5. Why did workers form unions? Why were they unsuccessful in meeting their goals?

6. Why does Marx believe that only revolution can solve the problems of industrial society?

7. How would his new society be different from the one it replaced?

Name(s) ______

Small Group Deliberation Scaffold

I. From Your Assigned Perspectives: A. Arguments that the IR Diminished B. Arguments that the IR Improved Quality Quality of Life of Life 1. 1.

2. 2.

3. 3.

II. Now As a Group, What Do You Really Think? : A. Group’s Decision: Did the Industrial Revolution diminish or improve quality of life?

Diminish or Improve

B. Group’s Responses to Arguments Against Your Decision: 1.

C. What, if anything, does your group think should be done to improve society?

Directions: Assume the role of an English journalist in ______. Take your own position on the central questions of this unit. Your writing should take the form of an editorial to be published in the London Times, the most widely read English newspaper of the time.

Central Questions: Did the Industrial Revolution diminish or improve quality of life? What, if anything, should be done to promote a more fair, just society?

Requirements: 1. Your editorial must include a minimum of 4 paragraphs as described below. 2. Your editorial should use persuasive language and should be written to the English people. 3. Your editorial should be written in the 1st person, plural tense – “we”.

Editorial Format:

Paragraph I: Take a clear position on the central questions.

Paragraph II: Support your position with historical evidence.

Paragraph III: A: Acknowledge the arguments of your opponents.

B: Respond to your opponents’ arguments.

Paragraph IV: Provide a conclusion that summarizes your position.