Grade 6 Humanities – Industrial Revolution – Summative Assessment Name: Abhiraj Singh Statement of Inquiry: Industrial and agricultural advancements transform the social, cultural and economic aspects of human life. Answer all questions in complete sentences, and add as many details as possible to your responses. Section 1: Criterion A: Knowledge and Understanding (Strand i and ii) Question 1 A: List the innovations that helped the textile industry scale up during the industrial revolution (level 1-2) Answer here: The innovations that helped the textile industry scale-up and away are 1. Flying shuttle- John Kay 2. Water frame- Richard Arkwright 3. Spinning Jenny- James Hargreaves These were the main inventions that helped the textile industry scale-up. B) Outline how farming changed before and during the ‘agricultural revolution’? (level 3-4) Answer here: Farming before and after the agricultural revolution was an earth and sky difference. Before the agricultural revolution, farming depended on the seasons and the harvests were at the mercy of the sun, rain and wind. During the agricultural revolution, there were many changing factors. Some of these are ❏ Jethro Tull’s Seed drill ❏ Rotherham Plough patented by Joseph Foljambe ❏ Lord turnip Townshend introduced dutch 4 crop ration system By the end of the 18th-century framing had been transformed from the basic needs of the farmers into a commercial uproar that produced WAY more crops than anybody had EVER imagined C) Describe how different forms of transportation helped in boosting the industrialisation process. (level 5-6) Answer here: Varied forms of transportation had a drastic impact on boosting the industrialization process. Some like the Steam engine made coal mining more efficient and made travel easier, while others like canals made it possible to transport large quantities of goods in a reliable and economically safe way. Goods like coal and other necessities were transported across England which made it possible for more industrialization to happen. Because of steam engines, Trains were born and that made another way that goods could be transported and made industrialization even faster. D) Did the industrial revolution have a positive or negative impact on people’s lives? Explain your opinion. (Level 7-8) Answer here: Industrialization had negative and positive impacts on peoples lives. Let’s take positive impacts first 1. It made working faster and more efficient. Workers were given high wages. Highest in the world at the time. 2. It made many, many peoples lives better and more manageable. And many more! Now let’s take negative impacts 1. It made many skilled workers broke and their jobs were snatched away. Resulted in LUDDITES. 2. Bad waste management made diseases like Cholera, malaria and other diseases KILLING MACHINES. 3. It made many people die in the mine explosion and working conditions were bad. Section 2 – Criterion D Thinking Critically (Strand i, ii, iii, iv, v) Source A Examine the sources above and answer the following questions Question 2A) Explain why were children employed to work in mines and factories? Answer here: Children were employed in mine and factories because it was easy to buy them and the had VERY LOW “price tags”. The dead ones could also be replenished by new ones because the Britians population at that time was SKY HIGH. They also got children by advertising that they would be raising like gentlemen and gentlewomen and wair good clothes and go to school. All this was a SCAM to get more workers (Level 5-6 question) Question 2B) From the information above, outline how the government tried to limit the employment of children in mines and factories? Answer here: The government passed a law that children under 16 or something was not allowed to go to work in the mines. This made it better for younger children but it still did not stop the Mine owners from making their left-behind workers work more and more time in the deep, cold and deadly mines. (Level 3-4 question) Many children had physical deformities because of the lack of exercise and sunlight. The use of children as labour for such long hours with little pay led to the formation of labour unions. http://firstindustrialrevolution.weebly.com/working-and-living-conditions.html Source G My Lord, in the case of Taylor, Ibbotson & Co. I took the evidence from the mouths of the boys themselves. They stated to me that they started working on Friday morning at six A.M., and that, except for meal hours, they did not stop working till four o’clock on Saturday evening, having been two days and a night thus engaged. I didn’t think this was possible, so I asked every boy the same questions, and from each received the same answers. I then went into the office to look at the time book and found out it was true. Mr Rayner can verify my report. Extract from a Factory Inspectors report – British Parliamentary Papers (1836) No 353 http://www.nationalarchives.gov.uk/education/resources/1833-factory-act/source-1/ Question 2C) Use the information from the sources to write a description of a child’s life in the 19th-century factory town. Answer here: A child’s life in the 19-century factory town was worse than being punished in hell. They were forced to work for long hours and were often beaten and broken if they did not do enough work. In lay man’s terms, life was DARKER THAN THE DARK AGES AND EVEN DARKER THAN HELL. (Level 5-6 question) Question 2D) Source B on the previous page includes some laws that affected children’s lives in 19th century Britain. If you could write a further law limiting child labour, what specific changes would you demand? Answer here: I would demand that 1. Men under 20 should not be allowed to work in the mines of any other type of industry. 2. Men and Women would only be allowed to work in safe and secure environments. 3. As soon as a factory was created, a volunteer would inspect it. 4. Working hours soul only be from 10.am - 4 pm. INCLUDING lunch breaks. (Level 7-8 question)
