Learning to Give, Curriculum Division of The LEAGUE

The LEAGUE

Industrial Revolution and Women (The)
Lesson 1:
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Lesson
Handouts
Academic Standards
Philanthropy Framework

Purpose:

This lesson is designed to introduce the industrial revolution to students. They will learn about some of the key inventions that affected people in the nineteenth century and their effects on families, especially women. The work of children in supporting the family will also be explored.

Duration:

Two Forty-Five Minute Class Periods

Objectives:

The learner will:

  • describe how the Industrial Revolution changed the work experience.
  • identify three key inventors and inventions and assess their effects on American society.
  • evaluate the impact of the Industrial Revolution on women and their families.

Materials:

  • Early Farm Life (Attachment One)
  • Inventors and Their Inventions (Attachment Two)
  • An old telephone and a cell phone (optional)
Handout 1
Early Farm Life
Handout 2
Inventors and Their Inventions (Teacher Key)

Instructional Procedure(s):

    Anticipatory Set:
    Hold up an older-style telephone and then show a new-style hand-held cell phone. Ask the students what the difference is between the two. Ask how the difference can affect daily activities. (List the responses.) Tell students that you will be discussing three major inventions of the Industrial Revolution and their effects on women and families.
  • Ask students to read the excerpt Early Farm Life (Attachment One). Discuss the life of people on farms prior to the Industrial Revolution, noting those items that have changed in modern times.
  • Introduce the term Industrial Revolution (great changes brought about by the factory system in which machines did the work previously done by humans). Explain that work, which was previously done at home by individuals, was now done in factories and in greater scale. Low wages were paid to workers (including women and children seven or older). No longer did homemakers have to produce everything needed at home but could buy goods if they had the money. What advantages and disadvantages are there in the production of products in a factory setting as opposed to the home?
  • Discuss the following inventions and their inventors: Eli Whitneythe cotton gin and the musket; Robert Fultonthe steam engine; and Francis Cabot Lowelltextile production. (See Bibliographical References for additional information.) Distribute the worksheet Inventors and Their Inventions (Attachment Two) and have students complete this worksheet in class or assign it for homework. Optional: If students have access to computers, they may research the three inventors and report their findings to the class.
  • Day Two: Review the topics from the previous day. Ask the students to describe how the inventions changed life at home.
  • Discuss the difficulties of people who left the farms and came to the city to find work. Introduce the role of women in society and how their lives were changed by the Industrial Revolution and working in the factories. (They had to work up to 16 hours a day and then go home to care for the family. Conveniences we have now did not exist at that time.)
  • On the chalkboard develop a list related to the role of women in society. (They lack general rights. They either belong to the husband or, if not married, to their father. They cannot vote and cannot be heard if they go to political assemblies.) Discuss how it would have felt to live in that time as a woman. Ask how women's rights are different now.
  • Tell the students that the next four lessons will introduce some of the women who helped to change the role of women in society.

Assessment:

The understanding of the first day of instruction will be identified by correct responses on the worksheet. Day Two's comprehension will be determined through oral discussion.

Extension:

Inventors and Their Inventions (Attachment Two) can be used for homework at the teacher's discretion.

Bibliographical References:

Lesson Developed and Piloted by:

Pamela McIntosh
Detroit Public Schools
Woodward Elementary School
Detroit, MI 48208

Handouts:

Handout 1Print Handout 1

Early Farm Life

Farming then was different from now. The main crops were hay, wheat, oats, corn and some mangolds, for the cows. There was not nearly as much corn grown then as it required too much hand labour. Corn was cut with a sickle. Two stalks or hills were left standing and their tops twisted together. Then armfuls of corn were cut and stood against this framework. When the shock was large enough, corn stalks were used to tie it around the middle. After the corn had dried, it was husked by hand and put into a wagon to be taken to the corn crib. The stalks were re-shocked into large shocks and later taken to the barn for cattle feed. Very little of the grain grown on the farm was sold as a cash crop. It was fed to the live stock. Grandpa kept horses, six or eight cows and some pigs and Grandma had chickens and geese.

There was always a garden to supply vegetables and fruit was home grown too. There were several varieties of apple trees, pears, plums, grapes, red currants, black currants and gooseberries. There was also one peach tree. Wild thimbleberries grew along the east line fence.

For winter use, apples, potatoes and mangolds for the cows were stored in a room in the barn, under the hay mow and next to the cow stable.

There seemed to have been several small buildings in the door yard. As well as the old kitchen, there was a milk house, an ice house, a smoke house, and even the potash kettle was partly covered. It had a roof over it and three sides.

In the winter farmers took their teams and sleighs to Belle River and cut blocks of ice. These were brought home and packed in sawdust in the ice house.

When a pig was butchered, it was scalded in the potash kettle. Some meat was put in brine in barrels. Some was hung in the smoke house. This was a hollow tree trunk with a lid on top and the smoke was produced by burning hickory wood and corn cobs.

The potash kettle was also used in making soft soap. The ashes from the living room stove were carefully saved in another hollow tree trunk which had a solid bottom. In the spring, water was poured over the ashes and the lye leached out at the bottom into a kettle. This lye along with the fats that had been saved were used to make soap. This soap was stored in a barrel in the old kitchen, and, on washday, a long handled dipper was used to scoop up the required amount.

Grandmother often said that they had a good living on the farm. There was plenty of food but cash was scarce. At one time they sold a good four-year-old horse for $50.00. A big fat hen would bring 25 cents.

Every three weeks Grandfather went to market in Windsor (Ontario, Canada) with butter and eggs. Some of the butter was put up in pound prints, using a wooden mold but most of it was packed in crocks. One customer regularly took ten pounds in a crock. One spring a customer asked if Grandfather would come more often in the warmer weather. The answer was no. He assured her that any butter that did not keep properly would be replaced.

Inside the house things were different too. Most of the floors were bare wood or painted. Homemade mats were used. Some were braided; others were woven. The housewife never wasted worn-out clothing. Heavier cloth, such as used in men's pants, was cut into strips and braided for mats. Cotton cloth was also cut into strips, but narrower, and the ends were sewn together and wound into balls. When enough balls of carpet rags were accumulated, they were taken to the weaver. There was wall to wall carpet in the living room. This was made by sewing lengths of rag carpet together. The underpadding was newspapers and the carpet was held down with carpet tacks.

Heating equipment usually consisted of two wood stoves, a cook stove in the kitchen and a heating stove in the sitting room or parlour. Because of the dust from the ashes, there was also sweeping and dusting to be done.

The usual cleaning equipment was broom and dustpan and sometimes a carpet cleaner. A goose wing was handy for dusting the stairs. The tip could get into the corners. None of these were as efficient as a vacuum cleaner. While heavier particles of dust were picked up, the finer particles were merely re-arranged.

Spring cleaning was a necessity. The carpet would be taken up, draped over a clothesline and beaten with a carpet beater. The old newspapers would be burned. The floor would be scrubbed and fresh newspapers put down and then the carpet would be relaid.

Another spring cleaning job was taking down the stove pipes. They were taken out into the yard and the soot tapped out.

Some houses had a cistern and cistern pump in the kitchen to provide water for washing. Drinking water was usually carried in pails. The kitchen stove had a reservoir on one side, and this, along with the tea kettle, provided hot water.

Quilts were made from pieces of cloth left over from other sewing. Perhaps they were not as beautiful as some that are made now, but they were very practical. My grandmother spun enough yarn to make a pair of blankets. When the blankets wore thin in the middle, she dyed one red and the other blue. From the best parts she cut quilt blocks, about six inches square. The quilt was lined with a dark striped flannelette.

Mattresses on the beds were not spring filled. Perhaps the most comfortable was a goose feather and down-filled tick. Children often slept on ticks filled with straw or corn husks. After threshing time, the straw tick would be taken outdoors and emptied. Then it would be washed and filled with clean straw.

Presentation given by Mrs. Grace Joyce (Christie), February 1988
www.geocities.com/heartland/hills/6401/joyce.html

Handout 2Print Handout 2

Inventors and Their Inventions (Teacher Key)

Directions: Use the provided space to write the effect of the given invention on nineteenth century society. (Example: The hand-held telephone makes it possible for us to talk to someone from any location.)

1. The cotton gin and musket invented by Eli Whitney:
Possible answer: The invention of the cotton gin made it easier to separate the cotton seed from its fibers. This made cotton more profitable for the landowner, increased the need for slaves in the South and strengthened the textile industry in the North, which relied on the use of women and children for long hours and at low wages.

Whitney introduced the idea of building arms with machines instead of the hand made muskets being made at that time. His idea was to use machines to generate identical and replaceable parts. Some machines were in use at that time, but none to do the precision work needed to make the weapons. The idea of interchangeable parts was also a brand new concept.

Eli Whitney's two greatest accomplishments were both causes of the American Civil War. The cotton gin created "King Cotton" and the use of machines and interchangeable parts industrialized the North.

2. The steam engine invented by Robert Fulton:
Possible answer: Robert Fulton built and successfully launched the Clermont which was the first commercial successful steamboat in American waters. It moved against the Hudson current from New York City at an average of five miles an hour and arrived in Albany in thirty-two hours (a trip that required four days by sail). Fulton's paddlewheel steamers enabled passengers and freight to be moved both upstream and down.

3. The advancements in the textile industry created by Francis Cabot Lowell:
Possible answer: Lowell developed the country's first working power loom. It was the first modern factory in the United States and the beginning of America's industrial revolution.

It was the first time in the world that spinning and weaving were done in one operation under the same roof; the first power loom to be used in the United States; the first time in the United States that young women were employed as the predominant workforce and paid actual cash for their labor; the first company-sponsored housing provided for employees; the first textile mill to be built of brick; the first large successful manufacturing company in the United States; the first industrial labor strike in the United States (in 1821) and the FIRST time silk was made by machine in the United States.

The workers were largely young immigrant women. They lived in tightly controlled boarding houses. The company regulated their lives. It ran churches and sponsored cultural events. It boasted that these were Utopian communities and compared them with English sweatshops. By the late 19th century, Lowell had become a big ugly industrial town.

Philanthropy Framework:

Comments

Maritsa, Educator – Berwyn, IL3/14/2008 3:37:33 PM

Great Lesson

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