Name: _________________________________ Date: ___________________________

Do Now/Classwork (U5W23L3) Team:___________________________

The Factory SystemFocus: The Industrial Revolution was the change in the way people worked in the United States in the late 1700’s and the 1800’s. The main feature of this revolution was a huge increase in production that was made possible by machinery and factories. This meant that the US changed from a society based on farming (agriculture) into an urban industrial society (one where people lived and worked in factories in cities). Today we are going to examine how the development of factories led to increased production.

Activity #1: Do Now

Directions: Actively read the text for new information and claim and answer the questions below.

Cottage Industry To the Factory

1 The Industrial Revolution brought great change to people lives, especially in the area of work. Since machines weren't employed in the work area yet, all items were produced by hand and had no need for a large capital or separate workstations. The Industrial Revolution changed all that. Machines were expensive but there was a big profit to be made if a person could own a couple of machines and people to mass produce items.

2 The Cottage Industry was based on the concept of workers would buy raw materials from merchants and bring it back to their home where they would produce a specific item. This system was competent but slow and tedious. Since items were produced all by hand, goods were made slow and the workers productivity was very low. Subsequently, the prices of the products were high and only affordable to the rich. The worker/boss relationship was exceptional because the worker was frequently also the boss.

3 As the factory system shrouded over workers, conditions in the workplace declined, pay was low and animosities among the workers and the supervisor arose. The factory system was based on the principal of a person with his/her own money who sets up his or her own company. The person with the capital could buy numerous machines and store them in one building and hire people to come work in the building. This came to be known as the Factory System. The factory system was a reliable way to lower prices on goods but the quality of the worker's life declined. Children and women worked tedious hours, many developing diseases like spinal curvature.

1. ** What were some of the basic problems with making items in the Cottage System?

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2. Why was the relationship between the worker and the boss so good in the Cottage System?

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3. ** How did working conditions become poorer as factories replaced homemade products?

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Activity #2: Hook Directions: Preview the questions below, then watch the video and be prepared to share your observations.

Clip: https://www.youtube.com/watch?v=8NPzLBSBzPI

Questions:1. ** How did the manager treat Lucy and Ethel?

2. How do Lucy and Ethel’s reactions to the work change throughout the clip?

3. ** In what ways do they handle the increase in the volume of work? How might this relate to the quality of work being done or the quality of the item being produced?

4. What would it be like to do that task for the entire day – both mentally and physically? (Note: factory workers of the time received minimal pay, worked long hours and often had horrible working conditions)

Activity #3: Breaking Down the PromptDirections: Read, annotate and rewrite today’s inquiry prompt in your own words. Then record the historical thinking skill and annotation focus. Be sure to circle the key word that reveals the HTS.

Prompt: Evaluate the pros and cons of the change from the cottage system to the factory system during the Industrial Revolution.

Historical Thinking Skill Annotation Focus

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Activity #4: Simulation Round 1

The ‘cottage industry’ or ‘domestic system’ was a way of working that had been used by farming families to help them get a little money through the winter months. People made items in their own homes with little help.

Imagine that you are a flower maker plying your trade around the year 1700. You are using the ‘domestic system’: each flower you produce must be made entirely by hand using no machinery. After examining the example provided to you (below), estimate how many baskets you can make in a 5 minute period of time.

1. ____________________________ (Record estimate here)

2. Make flowers for 5 minutes. How many did you make? _________________

3. Why did your estimation vary from your actual flower production?

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4. List at least THREE ways you think would help you increase your ‘productivity’ (number of flowers made).

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5. Would a customer have bought your flowers(s)? Why or why not?

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Activity # 5: Simulation Round 2

Before the Industrial Revolution, sometimes the production of something included several different workers. Each had a tool necessary for part of an items construction. Again, we are going to be creating flowers. Record your observations below as the flowers are made.

1. ____________________________ (Record estimate here)

2. Make flowers for 4 minutes. How many did you make? _________________

3. Why did your estimation vary from your actual flowers production?

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Notes from Class Discussion:

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Notes from Class Discussion:

Activity # 6: Simulation Round 3

Your goal is to make the MOST flowers that you can make in the shortest amount of time possible. Below is the process that you MUST follow in order to ensure that you are making identical flowers as quickly and efficiently as possible.

Manager, it is your job to make sure that the products are being manufactured quickly. You need to watch the factory workers to make sure that everyone is keeping up the pace. Additionally, you need to keep an eye on the product to make sure it is up to code. If there is a flaw in one of the flowers, you can throw it out. If you think the error in production is due to one of your workers, feel free to fire the worker without any warning or explanation and hire another “worker” (i.e. student from the classroom).

Flower Production Process: Worker 1: Flower: Fold colored paper widthwise, then again so it is 4 pages deep. Trace the flower pattern on top and cut out the flowers (4 at a time). Worker 2: Cut 4 flower stems at a time

Worker 3: Cut 4 leaves at a time

Worker 4: Glue the flower to the stem

Worker 5: Glue the leaf onto the stem.

1. What are the major differences between the specialized vs. unspecialized workers (skilled vs. unskilled)?

2. Which would you rather be? Why?

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3. Would you prefer to buy a product from a specialized worker or an unspecialized worker? Why?

4. How did the conditions affect the work of the specialized artisan vs. the unspecialized factory workers?

5. From the perspective of the factory worker, what would it be like to do the same job for 12+ hours a day?

6. How did the manager influence the productivity and work environment for the factory workers?

7. Overall, what are the costs and benefits of the assembly line?

Activity # 7: Guided Discourse

Group Discussion: Evaluate the pros and cons of the change from the cottage system to the factory system during the Industrial Revolution.

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Thesis:

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Name: _________________________________ Date: ___________________________

Exit Ticket (U5W23L3) Team:___________________________

The Factory SystemDirections: Record your A/N response to the prompt below.

Prompt: Evaluate the pros and cons of the change from the cottage system to the factory system during the Industrial Revolution.

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RubricA Answers question and shows how or why ______/2

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N Names key historical term ______/2 Final Score: ______/4

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Name: _________________________________ Date: ___________________________

Homework (U5W23L3) Team:___________________________

The Industrial Revolution and the Growth of CitiesDirections: To stamp your learning, carefully read the following article on the growth of cities during the Industrial Revolution. Your annotations should be centered on central idea (CI) and you should include a final author’s claim (AC) note at the end. These will help you to answer the questions at the end of the excerpt. Consult the rubric at the back of the packet to ensure your annotations are strong.

An illustration of the textile factories in Lowell, Massachusetts, which you will be learning about next week. The textile factories wove cotton produced in the South using cotton spindle machines. By the

1850s, Lowell had the largest industrial complex of factories in the United States.

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1 The Industrial Revolution was a great economic and cultural shift that began in the late 18th century. It started in England and then spread to other parts of the world. City populations exploded during this period, which marked the shift from mostly agricultural economies to those dominated by machine-based manufacturing.

2 The Industrial Revolution had its roots in another major change—the Agricultural Revolution. Earlier in the 1700s, wealthy British landowners had taken advantage of poor peasants with the enclosure movement. They fenced off lands that had once belonged to everyone and turned them into private property. As a result, many poor families were forced to move. Some went to other villages or towns, and others poured into cities.

3 At roughly the same time, farming advancements such as crop rotation and steel plows greatly increased food production. This made it possible for much larger concentrations of people to live together. It also reduced the number of workers needed on farms, making more of them available for industry.

When Companies “Own” the Towns4 In England and the United States in the 1800s, many textile factories were built along rivers. This was so that water could be used to power the machinery. Some “company towns” for workers grew up around the factories, including towns like Lowell, Massachusetts. In a company town, workers lived in company-owned homes, shopped at company-owned stores and the company also might have run the schools.

5 After coal-fired steam engines began to replace water power, new factories were built in or near existing cities, where great numbers of workers were available.

6 These factories, in turn, helped to create rapid growth in cities. In 1801 in England and Wales, there were only 106 urban places that had 5,000 people or more. By 1891 there were 622, with 68 percent of the population. Similar developments soon took place in the United States, as hundreds of thousands of immigrants arrived seeking jobs.

7 In 1790, the largest city in the United States was New York with 33,000 residents. During the 1800s, New York City’s population multiplied 50 times, to 1.5 million, and many other cities also went through incredible growth. The cities of Western and Central Europe experienced similar development.

Concerns of Jefferson8 Many feared that city life would be harmful, especially for the massive populations of working poor. Founding Father Thomas Jefferson, a rural Virginian, was especially concerned. “The mobs of great cities,” he said, “add just so much to the support of pure government as sores do the strength of the human body.”

9 The French political commentator Alexis de Tocqueville was both impressed and disgusted with Manchester, England, in 1835. “Smoke, thick and black, covers the town,” he wrote. “Some 300,000 human creatures move ceaselessly through that stunted day. A thousand noises rise endlessly from out of this dark, dank maze… The steps of scurrying crowds, the cranking of wheels grinding against each other, the scream of steam escaping from furnaces… Yet out of this stinking drain the most powerful stream of human industry springs to fertilize the whole world. From this filthy sewer pure gold flows.”

Author’s Claim:

1. Why does the author include the section “Concerns of Jefferson”?

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a. To illustrate leaders’ initial reactions to citiesb. To show that city life was harmful to workersc. To illustrate differences between English and U.S. citiesd. To show how people were attempting to protect workers

2. ** Read the paragraph from the section “When Companies Own the Towns.”In 1790, the largest city in the United States was New York with about 33,000 residents. During the 1800s, New York City’s population multiplied 50 times, to 1.5 million, and many other cities also went through incredible growth. The cities of Western and Central Europe experienced similar development.How does this paragraph contribute to the article?a. The paragraph connects causes of the Industrial Revolution to different areas.b. The paragraph shows that New York City grew faster than most cities in Europe.c. The paragraph contrasts city populations before and after the Industrial Revolution.d. The paragraph suggests cities were unable to accommodate their growing populations.

3. ** Which of the following MOST influenced the rapid population growth of cities?a. Shifts in housing and transportationb. Developments in company townsc. Changes in farming and factoriesd. Advances in steel-cage construction

Rubric:- Multiple Choice: ________/12 (Each question is worth 4 points)- Use of POE _________/6 (2 points per question)- Annotations: _________/16 (Use rubric below)

Advanced4

Proficient3

Working Towards2

Needs Improvement1

Underlining

Only the most important diction underlined

Underlined diction is fully aligned to the annotation focus/intent of question

Most of the key diction is underlined

Underlined diction is mostly aligned to the annotation focus/intent of question

There are too few OR too many words underlined.

The most important diction has not been underlined.

Underlined diction is partially to the annotation focus/intent of question

Student is either underlining most of the words on the page OR underlining only a few words

Underlined diction is not aligned to the annotation focus/intent of question

Marginal Notes:End Note Demonstrating

Comprehension(AC)

Passage summary correctly identifies the central idea(s) of text

Passage summary identifies some of the important details, but not all of them

Passage summary is either too broad or too specific

Passage summary fails to identify the central idea(s) of text or is off topic

Labeling Text(Labeling E for prompts and question #s for MC)

Brackets area(s) of text question refers to for ALL questions

Labels the question number for ALL questions

Brackets area(s) of text question refers to for most questions

Labels the question number for most questions

Brackets area(s) of text question refers to for some questions

Labels the question number for some questions

Fails to bracket area(s) of text question refers to for any of the questions

Fails to label the question number for any of the questions

Marginal Notes:In Body Aiding Analysis

(CI & Key Ideas)

Makes accurate annotations directly related to what the question is asking

Most annotations relate to what the question is asking for, but a few are incorrect

Misidentifies what the question is asking for and creates annotations that summarize the text

There are either no annotations or they do not relate to what the question is asking for

Total Score: _____________/34= __________________ x100= ________________________

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