HISTORY KITS, Exercises of History

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HISTORY KITS

Industrial Revolution

STUDENT MATERIALS

GOLDIE’S HISTORY KIT STUDENT MATERIALS

Table of Contents

Read Iowa History........................................................................ 3

Pre-Lesson Activity 1: Think Like... Cards & Question Formulation Technique....................... 4

• Think Like... Cards
• Worksheet, Check for Understanding

Pre-Lesson Activity 2: “Rise of Industrial America: Work in the Late 19th Century”.................. 8

• Document, “Rise of Industrial America: Work in the Late 19th Century”
• Worksheets, Close Reading Strategy

Part 1: Skilled Craftspeople and the Industrial Revolution........................................

• Primary Sources
• Worksheet, Image Analysis
• Worksheet, Answering Questions and Citing Sources Part 2: Mill Workers...........................................................................
• Primary Sources
• Worksheet, K-W-L Chart
• Worksheet, Answering Questions and Citing Sources

Part 3: The Rise of Assembly Lines..............................................................

• Image, “Assembly Line at the Ford Motor Company’s Highland Park Plant”
• Worksheet, K-W-L Chart
• Worksheet, Sentence Starters

Part 4: Manufacturing in Iowa.................................................................

• Image, “Washing Machine Assembly Line in Maytag Plant in Newton, Iowa”
• Document, “More Than Just Washing Machines” Article about Maytag Plant in Newton, Iowa
• Worksheet, Triple Venn Diagram

Lesson Summative Assessment................................................................

• Worksheet, Opinion Writing about the Industrial Revolution

History Mystery..........................................................................

• History Mystery Worksheet

Vocabulary List...........................................................................

Think Like a Geographer

A person who studies the environment and how it impacts people.

• Describe details about this location. What do you notice that can help

figure out where this place is located? What is unique?

• Why would people move to or leave this place?
• How would people travel to this location? How has traveling to this

location changed over time?

• Describe details about people who live here and how they impact the

location? How does the location impact the people who live there?

Think Like an Economist

A person who studies the way people make decisions about money.

• Describe the people in relation to the location. What jobs or

occupations do you think people had? Why do you say that? How do

you think they met their needs and wants?

• How do decisions made by individuals affect themselves and the

economy?

• How do decisions made by businesses affect people?
• How do jobs impact people and the economy? Describe what happens

when jobs are lost.

Think Like a Historian

A person who explains changes that happened in the past.

• What happened in the past? Why is it important to understand what

has happened in the past?

• How did past decisions or actions significantly transform people’s

lives?

• What has changed or stayed the same over time? Who benefited from

the change? Why? Who did not benefit? Why?

• Who or what made changes happen? Who supported the change?

Who didn’t? Why?

Think Like a Political Scientist

A person who studies governments and how they work.

• What problems might people have faced in this society?
• What rights do people have? What rights are people missing?
• What might lead to people being treated fairly? What might lead to

people being treated unfairly?

• What information can be gathered about trends at this location or

time period that might change or impact the future?

How did the Industrial Revolution change the production of goods?

Occupational Portrait of a Woman Working at a Sewing Machine, ca. 1853

African-American Women Weaving Rug at Hampton Institute in Virginia, 1899

Sadie Pfeifer, Child Worker, at Lancaster Cotton Mills in South Carolina, November 30, 1908

“Assembly Line at the Ford Motor Company’s Highland Park Plant,” ca. 1913

Washing Machine Assembly Line in Maytag Plant in Newton, Iowa, 1949

“More Than Just Washing Machines” Article about Maytag Plant in Newton, Iowa, June 21, 2019

Rise of Industrial America

Work in the Late 19th Century

The late 19th-century United States is probably best known for the vast expansion of its industrial plant and output. At the heart of these huge increases was the mass production of goods by machines. This process was first introduced and perfected by British textile manufacturers.

In the century since such mechanization had begun, machines had replaced highly skilled craftspeople in one industry after another. By the 1870s, machines were knitting stockings and stitching shirts and dresses, cutting and stitching leather for shoes, and producing nails by the millions. By reducing labor costs, such machines not only reduced manufacturing costs but lowered prices manufacturers charged consumers. In short, machine production created a growing abundance of products at cheaper prices.

Mechanization also had less desirable effects. For one, machines changed the way people worked. Skilled craftspeople of earlier days had the satisfaction of seeing a product through from beginning to end. When they saw a knife, or barrel, or shirt or dress, they had a sense of accomplishment. Machines, on the other hand, tended to subdivide production down into many small repetitive tasks with workers often doing only a single task. The pace of work usually became faster and faster; work was often performed in factories built to house the machines. Finally, factory managers began to enforce an industrial discipline, forcing workers to work set--often very long--hours.

One result of mechanization and factory production was the growing attractiveness of labor organization. To be sure, craft guilds had been around a long time. Now, however, there were increasing reasons for workers to join labor unions. Such labor unions were not notably successful in organizing large numbers of workers in the late 19th century. Still, unions were able to organize a variety of strikes and other work stoppages that served to publicize their grievances about working conditions and wages. Even so, labor unions did not gain even close to equal footing with businesses and industries until the economic chaos of the 1930s.

To find other documents in American Memory relating to this topic, you might use the terms work or workers, factories, or specific occupations such as miner, machinist, factory worker, or machine operator.

Courtesy of Library of Congress, “Rise of Industrial America: Work in the Late 19th Century,” Date Unknown

Taking Notes about Reading Passage

Introductory Paragraph

The main idea is...

Paragraph 2

Details...

The big idea of the paragraph is

Paragraph 3

Details...

The big idea of the paragraph is

Paragraph 4

Details...

The big idea of the paragraph is

Conclusion Paragraph

The concluding idea is...

Summary of Reading Passage

Write summary of “Rise of Industrial America: Work in the Late 19th Century.”

Occupational Portrait of a Blacksmith, PART 1

between 1850 and 1860

A blacksmith is a craftsman who creates things out of iron. They made many things used in everyday life: nails, screws, bolts and other fasteners; horseshoes, sickles, plowshares, axes and other agricultural tools; hammers, candlesticks and other household objects. They also made swords, shields and armour; wheel rims and other metal parts in wagons and carriages; fireplace fittings and implements; spikes, chains and cables used on ships. Courtesy of Library of Congress”Occupational Portrait of a Blacksmith,” between 1850 and 1860

Occupational Portrait of Two African-American PART 1

Chimney Sweeps, between 1860 and 1870

A chimney sweep is a person who clears ash and soot from chimneys. Chimney sweeping was one of the more difficult, hazardous and low-paying occupations of the time period. In the northern United States, this trade transitioned from primarily white chimney sweeps to African-American “sweep-boys” from the South. Courtesy of Library of Congress, “Occupational Portrait of Two African American Chimney Sweeps,” Charles D. Fredricks & Co., between 1860 and 1870

Name

Analyze Two Images

**1. Stop and Source

2. Examine each image closely.**

Who is in the images? Describe the person(s) you see.

Image 1: Image 2:

What do the images tell us about the people in them? What are they doing?

Image 1: Image 2:

When were the images taken?

Image 1: Image 2:

Where were the images taken?

Image 1: Image 2:

Why do you think the images were taken?

Image 1: Image 2:

3. What questions do you have about each image?

Image 1: Image 2:

4. From which image did you generate more questions?

Image 1 Image 2

5. Where could we go to investigate/research our questions?

Question Notes

Source Cited:

Question Notes

Source Cited:

Question Notes

Source Cited:

PART 2

African-American Women Weaving Rug at Hampton Institute in

Virginia, 1899

This photograph shows African American women learning how to weave rugs in a home economics class. Devices like the weaving shuttles and bobbins were used to make cloth and rugs in larger looms, like the one in this photo. The bobbin carried the yarns to make the cloth. The weaver passed the shuttle from side to side, hand to hand, between the layers of the thread. The flying shuttle was invented in 1733, making it possible to weave wider fabrics, and to weave more quickly. This allowed for the invention of power looms, which were used in American textile mills. By the 1830’s, textile mills employed many young women. Courtesy of Library of Congress, Johnston, Frances B., “African-American women weaving rug in home economics class at Hampton Institute, Hampton, Va.,” 1899