Women During the Industrial Revolution
Industrial Revolution
From: Sarah Jordan
History Standards: 10.3
Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and
the United States.
CCSS Standards: Reading, Grades 9-10
1. Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
6. Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
9. Compare and contrast treatments of the same topic in several primary and secondary
sources.
Writing, Grades 9-10
1. Write arguments focused on discipline-specific content.
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
9. Draw evidence from informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
Guiding Question:
Compare and contrast the working conditions of women during the Industrial Revolution in
England and Japan.
Overview of Lesson:
This assignment is appropriate for the end of a unit on industrialization. Students should have
a solid understanding of industrialism and its costs. Further, students should be able to
analyze primary sources with minimal teacher assistance.
Students will read both primary source excerpts and analyze them, alone or with a partner (the
6Cs analysis tool is available here:
http://www.humanities.uci.edu/history/ucihp/wh/6cs_Primary_Source.pdf). Following their
analysis, they will be given the prompt and essay outline. The sources, along with their
background knowledge, will be sufficient evidence to construct the essay as outlined. Students
may have access to the textbook to assist them. The essay may be assigned as an “in class”
essay, “take home” essay, or a combination of both in which the teacher works on specific
concepts in class each day (i.e., thesis, topic paragraphs, quotes, conclusions, etc), and then the
student completes their own essay portion for homework.
This particular essay may be short and lacking in nuance, but is intended to be used as a
“beginner’s DBQ”, from which the teacher may begin building the students’ writing techniques.
Women During the Industrial Revolution
Essential Question:
Compare and contrast the working conditions of women during the Industrial Revolution in England
and Japan.
Introduction:
Body 1
First Category
of Analysis
Topic: identify the topic, the setting, and the era
Thesis: answer the question
Similarities
Differences
Example Place 1
Example Place 2
Example Place 1
Example Place 2
Working
Conditions
___________
Analysis of significance so what?
Conclusion: Re-state, Re-view, Re-emphasize
Topic, Evidence, Thesis
Analysis of significance so what?