Immigrants and the Industrial Revolution

1
Immigrants and the Industrial Revolution

• Created and Compiled By
• Judy Vinzant

2
ISBE Standards (Late Elementary)
3
Industrial Revolution Background Information

• The American Industrial Revolution occurred
  between 1790 and 1860.
  
• It began in England in the 18th century and
  spread to the United States.
  
• The invention of steam power allowed for use of
  manufacturing machines.
  

4
Industrial Revolution Background Information

• The machines could produce more products faster
  than individuals could.
  
• While the South had slaves, the North used cheap
  labor (usually immigrants and poor rural people)
  to man (and woman) factory and textile machines.
  

5
Industrial Revolution Background Information

• During this time, many rural people moved to
  urban areas.
  
• Many immigrants moved to the U.S., pushed away
  from their own countries for economic, political
  and religious reasons.

• In the later years of the American Industrial
  Revolution, many immigrants were pulled to the
  United States for political and religious
  freedom, as well as, economic opportunity in
  urban factories and mills.

6
Standards 16.A.2a, 16.A.2b, and 16.A.2c

• Objectives
• Students will be able to
• Read historical stories and determine the reason
  for the story.
  
• Compare different stories about historical
  events.
  
• Ask questions and seek answers by analyzing
  primary documents.
  

• Tasks/Assessments
• Students will read Lyddie by Katherine
  Patterson.
  
• Students will compare Lyddie to Investigation of
  Labor Conditions, 1845 answering who, what,
  where, when, how, and why.
  

7
Compare Lyddie to Investigation of Labor
Conditions, 1845 (for use with slide 6)
8
Investigations of Labor Conditions, 1845

• http//library.uml.edu/clh/All/lab00.htm

9
Standards 1.A.2b, 1.C.2d, 2.B.2c

• Objectives
• Students will be able to
• Clarify word meaning using context clues.
• Summarize and make generalizations.
• Relate literary works and their characters,
  settings, and plots to historical events, people
  and perspectives.
  

• Tasks/Assessments
• While reading Lyddie, students will come to
  reading group prepared to summarize, share
  connections, and clarify any unknown words.

10
Standard 15.D.2b

• Objective
• Students will be able to
• Describe the relationships among specialization,
  division of labor, and productivity of workers.

• Tasks/Assessments
• Introduce and discuss specialization, division of
  labor, and productivity of workers.
  
• Students will compare and contrast two primary
  documents to determine the importance of each,
  using a Venn diagram.

11
Compare and Contrast (for use with slide 10)

• Compare and contrast the two primary documents
  (photographs). Keep in mind the key
  wordsspecialization, division of labor, and
  productivity of workers.

12
Standards 26.A.2f and 15.D.2b

• Objectives
• Students will be able to understand
  specialization, division of labor, and
  productivity of workers by weaving.
  
• Tasks/Assessments
• Students will be separated into two groupsone
  group will produce looms and weave individually,
  while the other group will mass produce looms and
  weave.
• Discuss which group produced more and why.

13
Standards 1.C.2b, 1.C.2f, and 2.B.2a

• Objectives
• Students will be able to
• Make and support inferences and form
  interpretations.
  
• Connect information presented in tables, maps,
  and charts to printed text.
  
• Respond to literary material by making inferences
  and comparing it to prior knowledge and other
  texts.

• Tasks/Assessments
• Students will make 2 to 3 inferences based on the
  tables provided in the center.
  
• Students will make 2 to 3 connections between
  Lyddie and the tables in the center.

14
Inferencing and Connecting Using Tables (center)
(for use with slide 12)

• http//www2.census.gov/prod2/decennial/documents/1
  860a-15.pdf pages 3033
  
• http//www2.census.gov/prod2/decennial/documents/3
  3405927v1ch12.pdf pages 25

• Where did people immigrate from?
• Where did they settle?
• Infer why people moved from their homelands.
• Infer why people moved to these places.
• Connect this information to Lyddie.

15
Immigration to Mill Towns (for use after slide 13
is complete)
16
Standards 6.B.2a, 10.A.2c, and 10.B.2b

• Objectives
• Students will be able to
• Select and perform computational procedures to
  solve problems.
  
• Make predictions/decisions based on data and
  communicate reasoning.
  
• Collect, organize and display data using charts
  and graphs.
  

• Tasks/Assessments
• In a center, using primary documents, students
  will complete a primary document quest (like a
  web quest).

17
Primary documents quest (center) (for use with
slide 14)

• http//www2.census.gov/prod2/decennial/documents/1
  870a-17.pdf pages 21-26 and 38

18
Primary documents quest (center) (for use with
slide 14)
19
Standards 15.A.2a and 16.C.2c (U.S. and World)

• Objectives
• Students will be able to
• Determine how economic systems determine goods,
  how they are produced and who consumes them.
  
• Describe economic events and how they influenced
  history.
  
• Describe economic changes that led to and
  resulted from the industrial revolution.

• Tasks/Assessments
• Discuss mass production (review pictures on slide
  11).
  
• Using primary documents, students will complete a
  chart on goods and services, production, and
  consumers (center).
  
• Make a cause and effect chain (center), regarding
  women workers and suffrage.

20
Primary Documents (for use with slide 17)
21
Consumption, Production, and Distribution
(Center) (for use with slide 17)
22
Cause and Effect of Working Women Leading to
Suffrage (Center) (for use with slide 17)
23
Primary Documents (for use with slide 20 and C
E Center)

• http//library.uml.edu/clh/All/bos.htm
• http//library.uml.edu/clh/All/np04.htm
• http//library.uml.edu/clh/All/voi09.htm
• Womens Suffrage Co-equal w/ Men
• Why Women Should Vote

24
Standard 14.F.2

• Objectives
• Students will be able to identify inconsistencies
  between expressed U.S. political traditions and
  ideas and actual practices.

• Tasks/Assessments
• Students will be given two primary documents to
  contrast.

25
Contrasting Primary Documents (for use with slide
22)

• AMENDMENT XIV Passed by Congress June 13, 1866.
  Ratified July 9, 1868.
  
• Note Article I, section 2, of the Constitution
  was modified by section 2 of the 14th amendment.
  
• Section 1.All persons born or naturalized in the
  United States, and subject to the jurisdiction
  thereof, are citizens of the United States and of
  the State wherein they reside. No State shall
  make or enforce any law which shall abridge the
  privileges or immunities of citizens of the
  United States nor shall any State deprive any
  person of life, liberty, or property, without due
  process of law nor deny to any person within its
  jurisdiction the equal protection of the laws.

26
Contrasting Primary Documents (for use with slide
23)

• U.S. Constitution, Amendment 14 1868

• The Trade Union Woman 1915

27
Standards 3.C.2a, 5.C.2a, 13.B.2b, 22.B.2

• Objectives
• Students will be able to
• Write persuasive letters to a specified
  audience.
  
• Create a variety of print and non print
  documents.
  
• Describe the effects on society of technological
  innovations.
  
• Describe how individuals and groups influence the
  health of others.

• Tasks/Assessments
• Students will analyze a few primary documents,
  showing or telling of the dangers in mills and
  factories.
  
• Students will discuss dangers that employers put
  their employees in and how factories/mills
  effected society.
  
• Students will write a persuasive letter to a mill
  owner, asking them to make their place of
  employment safer for employees (to offer
  solutions, if possible).

28
Primary Documents (for use with slide 25)
http//library.uml.edu/clh/All/mca.pdf Pages
1-38
29
Bibliography

• Slide 3Lowell Machine ShopSpinning Frame.
  Mill Life in Lowell, 18201880 (University of
  Massachusetts, Lowell). http//library.uml.edu/cl
  h/All/lms08.htm (July 9, 2007).
• Slide 4Irish Steerage1849. Mill Life in
  Lowell, 18201880 (Lowell Museum).
  http//library.uml.edu/clh/All/im02.htm (July
  9, 2007).

30
Bibliography (cont.)

• Slide 8Special Committee. Investigation of
  Labor Conditions, 1845. 1845 March. Mill Life
  in Lowell, 18201880 (Massachusetts House
  Document, No. 50). http//library.uml.edu/clh/All
  /lab00.htm (July 9, 2007).
• Slide 11ARils, Jacob. Women Sewing in an
  Elizabeth Street Den. 1889. (Picture History).
  http//www.picturehistory.com/find/p/11412/mcms.
  html (July 9, 2007).

31
Bibliography (cont.)

• Slide 11BTextile Machinery. Stereoviews,
  1870s1890s (University of Massachusetts,
  Lowell). http//library.uml.edu/clh/Lophoto/Loph
  o36.htm T3148 CN 03 (July 9, 2007).
• Slide 14AKennedy, Joseph (Superintendent of the
  Census). Population of the United States in
  1860. 1860. Population, Nativity, and
  Occupation (Bureau of the Census).
  http//www2.census.gov/prod2/decennial/documents/
  1860a-15.pdf (July 9, 2007).

32
Bibliography (cont.)

• Slide 14BMerriam, William R. (Director).
  Population. 1900. Nativity,1900 (United States
  Census Office). http//www2.census.gov/prod2/dec
  ennial/documents/33405927v1ch12.pdf (July 09,
  2007).
• Slide 15AFamine Irish ReliefVoice of
  Industry. 1847 February 26. (University of
  Massachusetts, Lowell). http//library.uml.edu/c
  lh/All/voi11.htm (July 9, 2007).

33
Bibliography (cont.)

• Slide 15BEthnicity of Textile Workers,
  18251880. Charts (University of Massachusetts,
  Lowell). http//library.uml.edu/clh/All/char01.ht
  m (July 9, 2007).
• Slide 15CImmigrant Communities. 1912.
• Lowell National Historical Park (National Park
  Service). http//www.nps.gov/archive/lowe/2002/l
  oweweb/lowe_history/lowe_handbook/immigrants.htm
  (July 9, 2007).

34
Bibliography (cont.)

• Slide 17Walker, Francis A. (Superintendent of
  the Census). Population of the United States
  1870. Tables of Occupations (Bureau of the
  Census). http//www2.census.gov/prod2/decennial/
  documents/1870a-17.pdf (July 9, 2007).
• Slide 20ATextile Workers in Lowell, 18251879.
  Charts (University of Massachusetts, Lowell).
  http//library.uml.edu/clh/All/char04.htm.
  July 9, 2007).

35
Bibliography (cont.)

• Slide 20BGold Mining in Calif. Panning on the
  Mokelumne 1860 Gold Rush, (Library of
  Congress). http//lcweb2.loc.gov/cgi-bin/query/D
  ?ils110./temp/pp_ZPTW_at__at__at_mdbfsaall,app,brum,d
  etr,swann,look,gottscho,pan,horyd,genthe,var,cai,c
  d,hh,yan,bbcards,lomax,ils,prok,brhc,nclc,matpc,iu
  cpub,tgmi,lamb cph 3b08488 (July 7, 2009).

36
Bibliography (cont.)

• Slide 20CWrigley, H. E. Cpt. Engineers
  18621865. Civil War Treasures from the New York
  Historical Society. (Library of Congress).
  http//memory.loc.gov/cgi-bin/query/D?cwnyhs2./
  temp/ammem_ZkAc_at__at__at_mdbmcc,gottscho,detr,nfor,wp
  a,aap,cwar,bbpix,cowellbib,calbkbib,consrvbib,bdsb
  ib,dag,fsaall,gmd,pan,vv,presp,varstg,suffrg,nawbi
  b,horyd,wtc,toddbib,mgw,ncr,ngp,musdibib,hlaw,papr
  ,lhbumbib,rbpebib,lbcoll,alad,hh,aaodyssey,magbell
  ,bbcards,dcm,raelbib,runyon,dukesm,lomaxbib,mtj,go
  ttlieb,aep,qlt,coolbib,fpnas,aasm,scsm,denn,relpet
  ,amss,aaeo,mffbib,afc911bib,mjm,mnwp,rbcmillerbib,
  molden,ww2map,mfdipbib,afcnyebib,hawp,omhbib,rbaap
  cbib,mal,ncpsbib,ncpm,lhbprbib,ftvbib,afcreed,aipn
  ,cwband,flwpabib,wpapos,cmns,psbib,pin,coplandbib,
  cola,tccc,curt,mharendt,lhbcbbib,eaa,haybib,mesnbi
  b,fine,cwnyhs,svybib,mmorse,afcwwgbib,mymhiwebib,u
  ncall,afcwip,mtaft,manz,llstbib,fawbib,berl,fmueve
  r,cdn,upboverbib,mussm,cic,afcpearl,awh,awhbib,sgp
  ,wright,lhbtnbib,afcesnbib,hurstonbib,mreynoldsbib
  ,spaldingbib,sgproto ac03301 (July 9, 2007).

37
Bibliography (cont.)

• Slide 20DGrady, Robert. Personal History of
  Ovide Morin 19381939. American Life Histories
  Manuscripts from the Federal Writers' Project,
  1936-1940(Library of Congress).
  http//memory.loc.gov/cgi-bin/ampage?collIdwpa1
  fileName13/1312/13120310/wpa113120310.dbrecNum5
  itemLinkD?wpa57./temp/ammem_EBLv_at__at__at_mdbmcc,
  gottscho,detr,nfor,wpa,aap,cwar,bbpix,cowellbib,ca
  lbkbib,consrvbib,bdsbib,dag,fsaall,gmd,pan,vv,pres
  p,varstg,suffrg,nawbib,horyd,wtc,toddbib,mgw,ncr,n
  gp,musdibib,hlaw,papr,lhbumbib,rbpebib,lbcoll,alad
  ,hh,aaodyssey,magbell,bbcards,dcm,raelbib,runyon,d
  ukesm,lomaxbib,mtj,gottlieb,aep,qlt,coolbib,fpnas,
  aasm,scsm,denn,relpet,amss,aaeo,mffbib,afc911bib,m
  jm,mnwp,rbcmillerbib,molden,ww2map,mfdipbib,afcnye
  bib,hawp,omhbib,rbaapcbib,mal,ncpsbib,ncpm,lhbprbi
  b,ftvbib,afcreed,aipn,cwband,flwpabib,wpapos,cmns,
  psbib,pin,coplandbib,cola,tccc,curt,mharendt,lhbcb
  bib,eaa,haybib,mesnbib,fine,cwnyhs,svybib,mmorse,a
  fcwwgbib,mymhiwebib,uncall,afcwip,mtaft,manz,llstb
  ib,fawbib,berl,fmuever,cdn,upboverbib,mussm,cic,af
  cpearl,awh,awhbib,sgp,wright,lhbtnbib,afcesnbib,hu
  rstonbib,mreynoldsbib,spaldingbib,sgproto23131203
  100001linkText1 (July 9, 2007).

38
Bibliography (cont.)

• Slide 23ABoston Transcript1834, Turnout in
  Lowell 1834. Newspapers (University of
  Massachusetts, Lowell). http//library.uml.edu/cl
  h/All/Np.htm (July 10, 2007).
• Slide 23BLowell Female Reform Association 1844
  Dec 28. Newspapers (UML). http//library.uml.edu
  /clh/All/np04.htm
  
• (July 10, 2007).

39
Bibliography (cont.)

• Slide 23CFemale Labor 1847 April 2. Voice of
  Industry (UML). http//library.uml.edu/clh/All/vo
  i09.htm (July 10, 2007).
  
• Slide 23DNational American Womens Suffrage
  Association. Women Suffrage Co-Equal with Man
  Suffrage 1910. An American Time Capsule Three
  Centuries of Broadsides and Other Printed
  Ephemera (Library of Congress).
  http//memory.loc.gov/cgi-bin/ampage?collIdrbpe
  fileNamerbpe13/rbpe132/13200200/rbpe13200200.dbr
  ecNum0itemLinkD?rbpebib15./temp/ammem_r4gu
  _at__at__at_mdbmcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,c
  owellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gm
  rbpe 13200200 (July 10, 2007).

40
Bibliography (cont.)

• Slide 23FNational American Womens Suffrage
  Association. Votes for Women! The Womans
  Reason. An American Time Capsule Three
  Centuries of Broadsides and Other Printed
  Ephemera (Library of Congress).
  http//memory.loc.gov/cgi-bin/ampage?collIdrbpe
  fileNamerbpe13/rbpe132/13200400/rbpe13200400.dbr
  ecNum1itemLinkD?rbpebib13./temp/ammem_m4Ug
  _at__at__at_mdbmcc,gottscho,detr,nfor,wpa,aap,cwar,bbpix,c
  owellbib,calbkbib,consrvbib,bdsbib,dag,fsaall,gm
  (July 10, 2007).

41
Bibliography (cont.)

• Slide 25AHenry, Alice. The Trade Union Woman.
  1915. Votes for Women Selections from the
  National American Woman Suffrage Association
  Collection, 18481921 (Library of Congress).
  http//lcweb2.loc.gov/cgi-bin/ampage?collIdrbnaw
  safileNamen4465//rbnawsan4465.dbrecNum1itemLi
  nkr?ammem/nawbib_at_field(NUMBER_at_od1(rbnawsan4465
  ))linkText0 rbnawsa n4465 (July 10, 2007).

42
Bibliography (cont.)

• Slide 25BAmendment XIV. Constitution of the
  United States. 1868 July 9. http//www.archives.
  gov/national-archives-experience/charters/constitu
  tion_amendments_11-27.html (July 10, 2007).
• Slide 28AVates, O. K. Lines on the Great
  Calamity at Lawrence 1860 January 10. An
  American Time Capsule Three Centuries of
  Broadsides and Other Printed Ephemera (Library of
  Congress). http//memory.loc.gov/cgi-bin/ampage?c
  ollIdrbpefileNamerbpe06/rbpe066/06600100/rbpe06
  600100.dbrecNum0itemLinkD?rbpebib32./temp/a
  mmem_RVPqlinkText0 (July 10, 2007).

43
Bibliography (cont.)

• Slide 28BSee Slide 29 (Lowell Machine
  ShopSpinning Frame).
  
• Slide 28CMerrimack Manufacturing Company
  Accident Reports 18901899. Mill Life in Lowell,
  18201880 (Lowell National Historical Park).
  http//library.uml.edu/clh/All/mca.pdf (July
  10, 2007).
• Slide 28DSee Slide 31 (Textile Machinery).