Secondary School Teaching Unit on The Industrial Revolution in Britain
Scott Malagold
Randolph High School
Randolph, NJ
2012 NEH Seminar for School Teachers
Historical Interpretations of the Industrial Revolution in Britain
I.
II.
Introduction and Overview
Unit Plan
A. Unit Rationale
B. Unit Plan Summary
C. Alternate Unit Plans
III.
Relevancy
A. Critical & Creative Thinking
B. Historical Connections
C. Interdisciplinary Connections
IV.
Made to Stick
A. Introduction & The Curse of Knowledge
B. Simple
C. Unexpected
D. Concrete
E. Credible
F. Unexpected
G. Stories
V.
Other Ideas
A. Chances, Choices, Causes
B. Top-Down v. Bottom-Up History
C. Past, Present, & Future
D. Tragedy, Comedy & Melodrama
VI.
Conclusion
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VII.
Appendices
A. Industrial Revolution Unit Plan (including project rubric and description)
B. Wal-Mart Writing Assignment/ Extension Activity
C. Modern Connections to the Industrial Revolution (with hyperlinks)
D. 10 Sentence Summary of the Industrial Revolution
E. Labor Union Negotiation Game (Lesson Plan and Materials)
I.
Introduction and Overview:
Teaching history is all about relevance. To put it bluntly it’s about trying to find legitimate and
engaging answers to the eternal question, “Why do we have to learn this (blank)?” The
Industrial Revolution is probably the easiest topic to make relevant to students. The modern
connections are seemingly endless and include many issues of real interest to students including
child labor, welfare and other forms of social security, global and national income inequality,
and even the proper balance between freedom and equality. The Industrial Revolution is also one
of the most studied topics in history (hence De Vries’ notion of a “thrice-squeezed orange”).
Thus this unit can be used as an exemplar with which to highlight effective teaching methods,
investigate alternative strategies for relevancy and engagement, test out various assessment
methods, and provide a template for other topics. What follows below is an attempt to apply
various pedagogical theories to the topic and see how well they are suited to this topic, and by
extension, to other topics throughout history.
II.
Unit Plan
Unit Rationale:
No issue is more central or relevant to a history course than the debate over the proper
role and size of government. This question provides a lens through which to view any topic and a
constant link to modern-day social issues. By constantly referring to two or three overriding
themes throughout the year the students have a few anchors which they can relate to their
increasing knowledge of both history and current events. This topic is perhaps the single most
important area of study for understanding the current global disparity between North and South,
or between the West and “the Rest.” It is also probably the best topic from which to analyze the
political spectrum and evaluate the proper roles of government. The question of the “social
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safety net” is one of the most important and fiercely debated issues in American politics today,
and the study of the Industrial Revolution will help students grasp the nature of this debate.
Additionally, the Industrial Revolution is the most dramatic change to human society
since the Neolithic Revolution and followed a similar pattern of increasing division of labor. It
is also the time at which society becomes recognizable as “modern,” in terms of both the global
economy and liberal democratic state. Finally, this unit gives students an appreciation of where
the goods they buy come from and encourages them to be responsible consumers.
For a bibliography and many primary sources on the Industrial Revolution in Britain, see
the Industrial Revolution website developed for the National Endowment for the Humanities
Summer Seminars for School Teachers by Gerard M. Koot, History Department, the University
of Massachusetts Dartmouth at: http://www1.umassd.edu/ir/ .
Unit Plan Summary:
This unit covers the drastic changes that took place in society between the years 1750 –
1900. The reasons for these changes will be investigated and debated, as will the reasons why
these changes began in Britain. Students will compare and contrast factory life then and now
and assess the success of society in dealing with the problems created by industrialization.
Students will be made aware that the process of industrialization that began in England in the
1700’s is still unfolding in many parts of the world, and is still to reach many others (although in
a modified form). Students will also compare and contrast life before and after the Industrial
Revolution and assess whether the gains realized have been worth the costs. The unit will also
focus on ethical and environmental issues raised by industrialization. A large part of the unit
will be spent analyzing the emerging economic and social ideas and evaluating their success and
legacy today. The unit project will be a live (or prerecorded) “Talk Show” where students will
act as historical figures of the Industrial Revolution and express their views on the changes they
witnessed during their lives, while also imagining what they would say about modern society.
As an extension activity, students will view clips from the film Wal-Mart: The High Cost of Low
Price and then analyze it from the perspective of one or more of the historical figures they have
studied. (See Appendix A for an incomplete version of the UbD unit plan on the Industrial
Revolution. See Appendix B for Wal-Marx writing assignment).
Alternative Unit Plans:
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An alternative plan for this unit is to have small groups focus on only one of the major
historical figures. The groups would spend roughly one week learning about the life and work of
one major thinker from this time period and then present their findings to the class in any
appropriate form such as a PowerPoint, a skit, an interview, a film, etc. These expert groups
would then rotate with the other groups and assure that the rest of the class has a good grasp of
their person’s major ideas (this could also including quizzing the rest of the class). Finally, the
Wal-Mart movie would be shown and students can analyze it from the perspective of one or
more of the famous figures studied. There are two options for completing this assignment (paper
or other product such as an interview) and the teacher can pick one or let the students pick: either
analyze any three issues from the movie from the perspective of one of the historical figures or
analyze it from the perspectives of 3 or more historical figures.
A second alternative way to cover this topic is to categorize the changes that took place in
different areas of society during this time. This unit plan would still cover the idea of the
political spectrum (then and now) but would be focused more on the revolutionary restructuring
of all aspects of society during this time, rather than simply focusing on the political spectrum in
and of itself. For this unit students would be broken up into groups from the outset of the unit
and given a few questions to answer at the end of the unit. Students can self-select their groups
based on interest or the teacher can assign groups. The overarching question that each group
would need to answer (through some sort of product or presentation at the end of the unit) would
be, “How and why did industrialization change that part of society?” Another useful question
would be, “How did people react to and adjust to these changes?” Finally, this unit plan should
also include a way to tie this time period to the present, through a question such as, “What can
we learn about society today from this time period?” and/ or, “How similar or different are
changes currently taking place in society?” The possible groups/ areas of society for this option
include but are not limited to: art and literature, family life, economics/ regulation, social
security/ poor relief, purchasing/ consumption patterns, demographics/ urbanization,
environmental impact, gender roles, political life, labor relations, science and technology, class/
national consciousness.
III.
Relevancy Suggestions and Content Connections
Critical/ Creative Thinking: The Holy Grail of Social Studies
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Critical thinking is the ability to think creatively and apply what one has learned about
one topic to another situation. The “Holy Grail” of critical thinking is analyzing real-world,
unpredictable situations using knowledge gleaned from the study of academic content. The
Industrial Revolution unit supplies an ever-increasing overabundance of opportunities for this
kind of thought.
The mantelpiece of this unit is to imagine what the historical figures would say were they
to rise from the dead. Below is a list of possible questions that can be posed to students as they
role-play one of the historical figures they have studied. Ideally, several suggestions should be
given to get the students thinking, incentives should be offered for finding their own connections,
and several should be “saved” so that students must think on their feet (from another’s shoes)
during their presentations.
What would they (Marx, Malthus, Dickens) say about? (See Appendix C for a categorized and
hyperlinked, but less complete, version of these questions).
China? Wal-Mart? Walton family? Billionaire’s pledge? Minimum wage? Public
schools? Charter schools? School vouchers? Union busting in Wisconsin? Food
aid to Africa? Eurozone debt crisis? Stimulus bill? Romney or Obama?
SOPA/OWS? Income gap? Bush tax cuts? 1 in 7 Americans on food stamps?
Corn subsidies? Wal-Mart subsidies? Sugarcane tariffs? AT&T T-Mobile merger
being blocked? Obama-care?
Historical Connections:
Another useful thing about this topic, and one that was made abundantly clear throughout
the summer seminar, is the way in which it relates to literally every other major historical topic
as well as providing limitless opportunities for interdisciplinary learning. The more ways in
which a student can engage with the more material, the more likely they are to understand and
remember it. Below are some suggestions for connections to other topics in history and other
subjects of study.
Plague: According to Robert Allen, the Plague is where the story of the Industrial
Revolution begins, and is also key to explaining why it began it Britain. First, the Plague
reduced the population, thus increasing opportunities for wealth accumulation among those left
behind, while also destroying the feudal system that tied serfs to the land. It was also a start of a
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long trend of urbanization that was especially marked in London. Allen also argues that British
sheep benefited from so much land reverting to pasture, and that a better diet led to longer wool
which made the British textile industry possible. Allen also demonstrates that England’s
population recovered much slower than in Europe, which led to the high English wages that he
sees as the key to explaining why the Industrial Revolution first happened in Britain. Of course,
this theory neglects to address why the plague started in the first place – the “global” trade
between East and West that brought the plague into Europe via Italian merchants.
Reformation: Weber’s The Protestant Ethic and the Spirit of Capitalism is one of the
greatest works of ideological history, but has also been called into question by modern (mostly
economic) historians. Nonetheless, textbooks still emphasize Methodism and the Protestant
work ethic as contributing to England’s success during this time, and most modern historians
have acknowledged the role of dissenters in advancing early forms of business and industry, as
they were locked out of many other areas of society.
Renaissance: The rise of early forms of banking can provide a link as well as a contrast to
the development of the banking and insurance during the Industrial Revolution. There is also a
comparison to be made between the ways in which science was funded during these two time
periods. Another useful point of comparison is Thomas More’s vision of utopia with that of the
social utopians of the 19th century. Of course, the Renaissance is often linked to the Scientific
Revolution (and contemporaneous with the “Age of Exploration”, and the connections of that
topic to the industrial revolution are explored directly below.
Exploration/ Colonization: Much as been said about the connection between industry and
empire, (especially by Hobsbawm). While the exact nature of Britain’s early “empire” can be
debated and debunked, it is clear that Britain’s success in colonizing the world and establishing
trade dominance gave it both the supplies of raw materials and markets for finished goods that
added fuel to the fire of industrialization. Of course, slavery played a large part in making this
intercontinental trade profitable. Moreover, while the idea that profits from the slave trade
funded the industrial revolution in Britain has been disproven, the sugar plantation can be seen as
the first prototype for the factory system as it contained a series of processes taking place in one
location and carried out by a series or workers who each were responsible for one stage of the
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processing1. This is also an opportunity to explore the differences between mercantilism and
capitalism.
Scientific Revolution: The links between the Scientific Revolution and the Industrial
Revolution are explored in detail in Allen’s work. He addresses the argument of whether the
Newtonian mindset actually influenced the development of industrial technology in England,
although he eventually concludes that it was only because these developments were profitable in
England that explains why they were first invented there. Allen does, however, acknowledge the
direct link between 17th century experimentation with 18th century technological developments,
especially regarding ideas such as atmospheric weight and pressure and the laws of motion,
which were applied to machines during the Industrial Revolution.
Enlightenment: Again it is Allen who investigates the links between the Enlightenment
and the Industrial Revolution, as he analyzes Mokyr’s notion of the “Industrial Enlightenment.”
While Allen is ultimately pessimistic about the links between Enlightenment thought and the
Industrial Revolution, it is clear that there are at least some linkages, whether through scientific
societies (such as the Lunar Society of Birmingham) or direct mentoring experiences (such as
Watt’s potential link with Enlightenment thinkers at the University of Glasgow).
Nationalism: The rise of nationalism can be traced back to the rise of class consciousness
and then national class consciousness during the Industrial Revolution. The rise of nationalism
also dashed Marx’s hopes for an international working class consciousness.
Imperialism and WWI: The steam engine and the Maxim gun helped spread the tidal
wave of the European imperialism that swept across Africa and the world in the latter part of the
19th century. The technologies of the Industrial Revolution opened up new horizons of conquest
and led to the European competition for dominance, which is often seen as one of the main
causes of the outbreak of World War I.
Interdisciplinary Connections:
Below is a brief list of possible interdisciplinary connections. The scientific and artistic/
literary connections seem to have the most potential in he schools.
Science:

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Physics:
An Edible History of Humanity
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o Steam power (latent heat)
o Water wheels
o Trains/ boats

Biology:
o Peppered moth evolution
o Health/ height link (diet),
o Medicine (cotton dust, darkness, sewage, water supply)
o Farming/ breeding techniques

Geology:
o Britain’s geology
o Coal and iron together

Chemistry:
o Nitrogen fixation and crop rotation
o Sulfur impurities in coal v. coke
o Difference between iron and steel
Economics:

Supply v. demand (which played a greater role)

Machines capital) v. labor (water frame, efficiency)

Mercantilism v. capitalism

Luxury goods and industrious/ consumer revolution

Protectionism v. globalization (tariffs v. free trade)

Progressive income tax (v. flat tax or consumption taxes)

Colonialism and slavery

Capitalism v. Communism
Art & Literature: Romantics, Dickens, Bronte, Wordsworth, Byron, paintings, H.G. Wells’ Time
Machine
Math: demographics, productivity calculations (any of Allen’s formulas)
Law: factory acts, patent protections (Facebook v. spinning jenny)
Philosophy: utilitarianism, utopianism, political philosophy, identity formation, class
consciousness
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IV.
Made to Stick: SUCCESS Checklist:
The ideas below are all taken directly from Made to Stick by Chip and Dan Heath, a book
that all teachers should read. It has advice for anyone who needs to get a message across to an
audience and make that message stick and is based on the concept of “sticky-ness” from
Malcolm Gladwell’s The Tipping Point. It draws on research in psychology and educational
theory and other disciplines. The authors put forth a template for sticky ideas which is based on
a Velcro model of the mind; they analogize the brain to the loops in Velcro – the more “hooks”
you can get in those loops, the more likely an idea is to stick. According to the book a sticky
idea should be as many of the following things as possible; Simple, Unexpected, Concrete,
Credible, Emotional, contain a Story. The “villain” of the book is something named the “Curse
of Knowledge.” This is what happens when one becomes such an expert in a field that they
simply cannot imagine what it was like to not have this knowledge, and therefore struggle to
communicate effectively with audiences that do not have this knowledge. The way to avoid this
curse is to simplify ideas, which is the first principle addressed below.
Simple: Find the Core (simplifying without dumbing down)
The first principle of sticky ideas is that they are simple. This poses a unique challenge to
teachers who face the task of pairing down without dumbing down. The advice here is to “find
the core” which means stripping away the non-essential elements and making difficult choices
about what to emphasize or even mention. The authors note that the best way to get a core
message across is through a generative metaphor, and claim that the holy grail of simplicity is
the proverb. With this in mind we can analogize the Industrial Revolution to the Neolithic
Revolution: just as the adoption of farming led to a division of labor and changes to the basic
structure of human society, so did the industrial revolution (and they are probably equally
important to the story of human civilization and progress). The other way to use this principle is
through the use of anchors and scaffold. The authors note that simple plus simple can equal
complex if there are enough layers. This gives teachers an opportunity to add layers of
information as needed by the class or even individuals who may be ready and eager for a more
nuanced explanation.
When finding the core there is a false choice between accessibility and accuracy: the
point is lost if either is lacking as all the accuracy in the world is useless if it cannot guide
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behavior or inform predictions. Another way to simplify the Industrial Revolution is to make the
claim (which can then be debated) that it marks the beginning of modern society, with the
foundations being laid for modern economics, modern conceptions of the roles of government,
and an interconnected global economy.
Another suggestion for simplicity is to use the Industrial Revolution rap song from
Flocabulary.com. Students can view this at the beginning and end of the unit and be asked to
explain a few of the lines from the song after they are more familiar with the concepts. Finally,
any textbook chapter can be distilled to 10 sentences or less, and students should always be given
such a summary at the start of each unit (higher level classes or students can be asked to create
their own after they have read the whole chapter). (See Appendix D for a rough draft of a 10
sentence summary of the Industrial Revolution. Students could be asked to write a paragraph on
some or all sentences as the unit progresses).
Unexpected: Gap Theory of Learning
One of the best ways to engage students is to open gaps in their knowledge. The authors
analogize the need to fill these gaps to the need to scratch and itch or to relieve pain; it is
irresistible. Too often teachers close these gaps without first ever opening them. The key is to
either violate an existing schema or to open up some sort of mystery. A great analogy is the
nightly news teasers such as, “Which household product could kill your family? Tune in at 10 to
find out!” While not quite as dramatic, these types of riddles can stimulate previously unheardof levels of student interest. Below are a few possibilities for the Industrial Revolution. This
method also highlights the need for pre-assessment in order to determine where the students have
existing gaps that can be tapped. Possible “teasers” for the Industrial Revolution unit:

What is the #1 manufacturing country in the world? (USA v. China)

How could the minimum wage a bad thing? (Adam Smith v. 30 days)

Why did the peppered moth change its color? (industrial melanism)
Concrete: Make it Understandable (Visual and Visceral)
The advice here is to ground ideas in sensory reality. Failing that, context must be given
so that ideas are grounded in reality and numbers are not abstract. This emphasizes the need for
pictures and videos rather than plain text or lecture. The authors advise teachers to make
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learning “visual and visceral.” Below is a brief list of ways to make the topic of the Industrial
Revolution concrete, visual, and visceral.

Field trips/ videos of processes such as spinning, weaving, mining, waterwheels, steam
engines, etc.

Photos: Jacob Riise, How the Other Half Lives or Lewis Hine’s work

Video: Behind the Swoosh, Blood, Sweat and T Shirts, Wal-Mart, 30 Days

Tragedy of Commons Goldfish Game

Labor Union Negotiation Game (See Appendix E)
Credible: Authorities and Anti-Authorities
Showing an idea to be credible involves letting the students see for themselves, and
emphasizes the need for primary source analysis. Vivid details add credibility while often also
adding to the concreteness of the idea. Honesty and trustworthiness matter more than status and
thus “anti-authorities” can be even better sources than traditionally “important” figures.
Statistics can help credibility but must always be used for comparison and never in isolation.
Possible credible sources are noted below.

Engels, Manchester

Young, Enclosures

Life expectancy charts and comparisons
Emotional: Make a Connection
Here the authors note the power of “shock value” while also pointing out that analytical
thinking can hinder the emotional connections that will hook students. Another important point
made here is that feelings are generally what inspire actions, an idea that has great importance if
we are to get students engaged to the point of social activism or civic action. As always with
teaching history, students connect much better to one person than to the masses. A good way to
make things emotional is to simply substitute the word “you” for “people.” Thus, instead of the
question, “how do you think people felt sending their young children to work in mines?” the
question should be posed as, “how would you feel sending your young child to work in a mine?”
Below are several examples that could help students make emotional connections to the
Industrial Revolution.
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
Wal-Mart movie families

Lewis Hine/ Jacob Riise Photos (creative writing prompts)

Blood, Sweat and T Shirts, Behind the Swoosh

Triangle Factory Fire reports, eyewitness accounts of factory or mine life

Imaginative writing prompts: “how would you feel?” or “how does it make you feel?”
questions.
Stories: Make it Personal
The lesson here is to let the story do the “heavy lifting.” Stories, “put knowledge into a
framework that is more lifelike and truer to everyday experience.” Stories, “can inspire, uplift,
motivate, and energize people” while also helping people see new possibilities. Stories can also
help to limit skepticism as well as to, “engage the inner voice in problem solving.” Below is a
list of possible stories from the Industrial Revolution that could be useful in helping students
forge a personal connection to the content.

“Michael”: rewrite ending

Hard Times: book review/ movie poster or book cover

Poor law reform or factory act passage

Letters from factory workers, apprentices

Triangle Fire
V.
Other Ideas
The following ideas from Dr. Burton Weltman.
Chance, Choice, & Cause
How one frames the stories of history can often be more important than the stories
themselves. In many cases, the old adage that, “the medium is the message holds true.”
Historical events can often be understood as being driven by some combination of chances,
choices, or causes, and whichever is emphasized can have important consequences. The problem
with emphasizing chance is that students will come to see history as a random series of events
that cannot be controlled. This will make them lose any interest in the subject they may have
had. A similar problem ensures from teaching history as an endless sequence of causes and
effects; if students come to realize that if everything is predetermined then they will see no role
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for human agency in the shaping of history, and will lose interest just as quickly. This lack of
respect for human effort in bringing about social change turns students off from any potential
civic engagement or political action. The mindful history teacher will attempt to stress choice
wherever possible, in order to make students realize that choices have consequences, that choices
made in the present will constrain choices in the future, and that people can make a difference in
history. This is also a good weapon in the ongoing battle of trying to make history come alive as
historical choices provide an opportunity to reflect on, evaluate, and re-enact the decision and the
decision-making process.
Applied to the Industrial Revolution this idea is difficult to implement. Textbooks often
emphasize how one topic of study led directly to the next, which is often not the case. And as
demonstrated in the historical connections section above, sometimes too many causes can cloud
the real issues (demonstrated by Allen’s intricate causation chart of the Industrial Revolution).
The role of chance has been highlighted by many historians, especially in the tradition of Guns,
Germs, and Steel. Textbooks strongly emphasize this aspect when dealing with the Industrial
Revolution by stressing Britain’s geographical luck in sitting on an island of coal. While this
geographical blessing is clearly part of the story, as Allen demonstrates, it is only one part of an
intricate web of relationships that still only begins to explain why the Industrial Revolution
began in Britain. The choices that are relevant to the Industrial Revolution are the efforts of
people to inform the upper classes of the plight of those below them, such as Charles Dickens or
any of the people involved in lobbying for factory reform, union legalization, and/ or removal of
trade restrictions. Personal choice can also be highlighted in stories of people who made the risky
choice of investing in or adopting technology before it was commercially viable. The role of
Parliament in encouraging the Industrial Revolution is still debated, but at least provides another
chance to highlight the role of human agency in shaping history on a grand scale.
Top-Down v. Bottom-Up History
Another difficulty faced by history teachers is the struggle to teach the subject from a
bottom-up rather than top-down approach. Too often textbooks are just litanies of “big men”
with “big ideas” that are portrayed as the only movers and shakers throughout history. The
Industrial Revolution provides somewhat of a mixed record of this with textbooks stressing the
Tulls, Arkwrights, Watts, etc. while still giving attention to the lives of the common working
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people. This is clearly unavoidable as history is mixture of both; in some cases the big men lead
and the little people follow, while in other times the little people demand change from the big
men. Emphasizing the lives of miners, spinners, and families can provide a real hook to help
students understand the problems created by industrialization while also helping them to see that
ordinary people have had and continue to have an important role in shaping history. Also, telling
one extremely powerful story will always be more powerful than all of the statistics and charts in
the world.
Past, Present, Future
History can also be taught from three perspectives; the past, the present and the future.
Most often textbooks take a “presentist” view of the past, which means that they are only
interested in the past insofar as it helps explain our present situation. The major problem with
this approach is that it tends to lead to the causation paradigm, which was criticized above.
Another problem with this approach is that it encourages us to judge the past with the values of
the present. Newton provides a good example of this. In a textbook he is simply a scientist,
while in actuality he was also an alchemist and deeply religious thinker. Also, there are other
important reasons for studying history besides just seeking to understand how we got to where
we are. If we wish to teach skills such as empathy and cross-cultural understanding, it pays to
teach history from the perspective of the past. This means asking students to step into the shoes
of people in the past and try to imagine what life was like. This perspective is really the only
way to emphasize choice and agency in history, but one must read carefully and avoid the pitfall
of justifying immoral acts.
Additionally, the study of history is useful for helping to predict and influence the future.
As Lamartine said, “history teaches everything, including the future.” From this perspective
history is useful because it provides a examples that can guide future behavior and inform
predications. The Industrial Revolution unit as conceived above is built on a mixture of all three
approaches. Students are encouraged to step back into time through creative writing prompts,
especially those dealing with imagining the pain and anguish of people facing tough choices.
The unit also seeks to explain how the world came to be so economically disparate, while also
encouraging students to use the ideas of the time period to approach problems of the future such
as income inequality, social security, and population control.
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Melodrama, Tragedy, Comedy
History is a story, and good teachers are good storytellers. However, the way in which
one tells a story can often be more important than the actual story itself. Usually this process is
unconscious and largely guided by the textbook framework. Thinking about the consequences of
how we frame our stories can lead to some interesting and important insights. Historical units of
study can usually be classified as melodrama, comedy, or tragedy. Some topics inherently lend
themselves to one type of story (the rise of Hitler and WWII cannot be approached as anything
other than a melodramatic struggle between good and evil) while other topics can be classified as
multiple types (the American Revolution can be categorized as any of the three types).
The problem with melodrama is that it inherently suggests war or conflict as the only
solution is good is to triumph over evil. Comedy and tragedy are much preferable. In the tragic
type of story there is a good person (or group of people) that have good qualities and admirable
ends but end up getting carried away and taking a good thing too far. Often times this is because
they narrowly pursue their own self-interest. The Industrial Revolution seems to fit this mold as
many factory-owners, members of Parliament, economists and philosophers (and others) were
seemingly trying to help the country move forward, but often ended up getting swept away by
their ideals. Malthus, Smith, Mill and others would fall into this category.
In the comedy paradigm people are portrayed as fools that either need to be educated or
controlled. This could fit most of the people in the Industrial Revolution as well, as though not
as closely as the tragedy paradigm.
VI.
Conclusion
The “thrice-squeezed orange” of the Industrial Revolution provides an ideal testing
ground for all sorts of pedagogical theories. Given that the topic is inherently relatable and
relevant, it is a good place to experiment with different approaches and see what works and what
doesn’t (and then evaluate the reasons for those successes and failures). The Industrial
Revolution is also a perfect window into the Understanding by Design mindset. It is such a large
body of material and theories that it is absolutely essential for the teacher to prioritize topics and
learning outcomes prior to beginning the unit. Teachers must ask themselves the big questions;
what do they need to know about this topic and why do they need to know these things? How
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will this information (or more accurately these skills) be useful to them in future? The important
things to emphasize are clearly not longhaired sheep, respectability bundles, or algorithmic
equations of supply and demand. What is essential about this topic is that students become aware
of the range of choices in the political spectrum in order that they may intelligently assess the
dilemmas of the present and future.
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Appendix A: Unit Plan, Project Rubric and Description
UNIT 10: INDUSTRIAL REVOLUTION (9TH GRADE WORLD HISTORY)
5 – 6 weeks (20 – 24 classes)
Summary:
This unit covers the drastic changes that took place in society between the years 1700 – 1920. The reasons
for these changes will be assessed, as will the reasons why these changes began in Britain. Students will
compare and contrast factory life then and now and assess the success of society in dealing with the problems
created by industrialization. Students will be made aware that the process of industrialization that began in
Europe in the 1700’s is still happening in many parts of the world (and is still to reach many others).
Students will also compare and contrast life before and after the Industrial Revolution and assess whether the
gains realized have been worth the costs. The unit will also focus on ethical and environmental issues raised
by industrialization. A large part of the unit will be spent analyzing the emerging economic and social ideas
and evaluating their success and legacy today. The unit project will be a TV Talk Show where historical
figures of the Industrial Revolution are interviewed in order to elicit their views on the changes they
witnessed during their lives, while also imagining what they would say about modern society. Finally,
students will view clips from the film Wal-Mart: The High Cost of Low Price and then analyze it from the
perspective of one of the historical figures they have studied.
Major Topics of Study
1. New Kind of Revolution (reasons, agricultural changes, early factories in textile industry, why
Britain, spread)
2. Factories and Workers (Factory life and towns, mass production)
3. New Ideas in a New Society (Capitalism v. communism, utopians v. utilitarians, changes in family/
home life, increasing standards of living)
4. Advances in Technology (electricity, light bulb, railroads, ships, cars, planes, telegraph, telephone,
transatlantic cable, radio, phonograph)
18
5. Scientific and Medical Achievements (Darwin, particle physics, chemistry, radioactivity, Einstein,
pasteurization, anesthetics, psychology, anthropology, sociology, social Darwinism)
6. Daily Life in 19th Century (urbanization, education, leisure activities, Romanticism)
Rationale:
This topic is perhaps the single most important area of study for understanding the current global disparity
between North and South. It is also probably the best topic from which to analyze the political spectrum and
evaluate the proper roles of government. The question of the “social safety net” is one of the most important
and fiercely debated issues in American politics today, and the study of the Industrial Revolution will help
students grasp the nature of this debate. Several other important topics arose during this time, such as the
issue of child labor, living/ working conditions, unions, and many others. Finally, this unit gives students an
understanding and appreciation of where the goods they buy come from, while encouraging them to be
responsible and informed consumers.
RELEVANCY CONNECTIONS AND SUGGESTIONS FOR STUDENT ENGAGEMENT
1. WHERE ARE YOUR CLOTHES/ SHOES MADE?
2. SHOULD YOU BUY AMERICAN EVEN IF IT COSTS MORE? (WHY DOES IT COST MORE?)
3. SHOULD YOU SHOP AT WAL-MART? DOES SHOPPING AT WAL-MART HELP OR HURT THE AMERICAN
ECONOMY?
4. DO CORPORATIONS HAVE A RESPONSIBILITY TO THE COMMUNITY OR THEIR EMPLOYEES? OR JUST
TO MAKE A PROFIT?
5. WHAT DOES “OUTSOURCED” MEAN AND WHY IS IT SO COMMON?
6. WOULD YOU EVER WORK AT A JOB THAT FORBID YOU FROM JOINING A UNION (I.E. WAL-MART)?
7. SHOULD THE GOVERNMENT PROVIDE ASSISTANCE TO PEOPLE WHO ARE STRUGGLING (WELFARE,
UNEMPLOYMENT, HEALTH CARE, ETC.)?
19
INTERDISCIPLINARY CONNECTIONS:


21ST CENTURY THEMES:
SCIENCE: NEW TECHNOLOGIES,

GLOBAL WORKPLACE/ OUTSOURCING
MEDICINES,

CORPORATE RESPONSIBILITY
LITERATURE: HARD TIMES, TIME

GLOBAL AWARENESS/ EMPATHY
MACHINE

ECONOMICS: COMMUNISM V.
CAPITALISM
STANDARDS:
WORLD HISTORY (6.2.12)
 A.3.e: Analyze the relationship between
industrialization and the rise of democratic
and social reforms, including the expansion
of parliamentary government.
 A.3.f: Compare and contrast the struggles for
women’s suffrage and workers’ rights in
Europe and North America, and evaluate the
degree to which each movement achieved its
goals.
 B.3.b: Relate the Industrial Revolution to
population growth, new migration patterns,
urbanization, and the environment.
 C.3.a: Analyze interrelationships among the
“agricultural revolution,” population growth,
industrialization, specialization of labor, and
patterns of land-holding.
 C.3.b: Analyze interrelationships among the
Industrial Revolution, nationalism,
competition for global markets, imperialism,
US HISTORY (6.1.12)
 A.5.a: Relate industrial growth to the need for social
and governmental reforms.
 A.5.b: Assess the impact of governmental efforts to
regulate industrial and financial systems in order to
provide economic stability.
 B.5.b: Assess the impact of rapid urbanization on the
environment and on the quality of life in cities.
 D.5.b: Evaluate how events led to the creation of labor
and agricultural organizations that protect the rights of
workers.
20
and natural resources.
 C.3.c: Compare the characteristics of
capitalism, communism, and socialism to
determine why each system emerged in
different world regions.
 C.3.d: Determine how, and the extent to
which, scientific and technological changes,
transportation, and new forms of energy
brought about massive social, economic, and
cultural changes.
 D.3.b: Explain how industrialization and
urbanization affected class structure, family
life, and the daily lives of men, women, and
children.
ENDURING UNDERSTANDINGS

The Industrial Revolution refers to a time
ESSENTIAL QUESTIONS

in the 1700s when British manufacturers
took advantage of new processes and

“revolutionary”?

agricultural society to develop into an industrial
textile industry.
society?
Industrialization transformed many types
Europe and the United States resulting in

Why would socioeconomic classes be affected by
an increasingly industrial society?

significant social, political and economic
How can new industry and technology affect the
everyday lives of people?
changes.

Why should a government regulate business?
Consequences of industrialization created

How do new technologies impact society?
a need for relief and reform to improve the
lives of people.

What conditions must exist in order for an
machinery which led to rapid growth of the
of industry and spread rapidly to western

What makes an event or a time period
Changes in science and technology
accelerated rapidly during the 1800s until
21
virtually every aspect of human experience
was affected.
KNOWLEDGE
Students will know…
 The Industrial Revolution began in England
SKILLS
Students will be able to and WILL:

because of the availability of raw materials,
markets and governmental support.
relationship to industrialization.

 The steam engine facilitated the movement
of goods and people.

propelled the Industrial Revolution

 The Industrial Revolution included
Discuss how and why the Industrial Revolution
spread through Europe and other parts of the world.

communication.
 Advances in science, medicine, and the
Describe the key inventions that helped move
production of goods out of private homes and
new ideas including capitalism, socialism
advancements in power, transportation and
Explain how the steam engine advanced the
industrial revolution.
 The Industrial Revolution inspired many
and communism.
List the factors of production and explain their
Identify the changing economic theories of
capitalism, socialism, communism.

social sciences led to an improved quality of
Examine the advances in medicine, sciences and the
social sciences in the late 19th century.
life and longer life spans. These advances

Explain how the factory system affected workers.
also inspired new ideas on the nature of

Explain the role of government and workers in
humans and society.
 Industrialization and urbanization created a
bringing about reform and unionization.

whole host of social problems, many of
which persist today.
Describe the emergence of romanticism in arts and
how it expressed the changing times.

Describe how new innovations created a new
standard of living for urban and rural populations.

Draw conclusions regarding the positive and
negative impact of industrialization and urbanization
on people’s lives.
22
EVIDENCE OF LEARNING/ EVALUATION
FORMATIVE ASSESSMENTS (THROUGHOUT)

SUMMATIVE ASSESSMENT
Guided readings (textbook, Hard Times,

TV Talk Show/ Interview Project (2 days)
Communist Manifesto, Malthus, Smith, Owen,

Essay Test: What would IR figures say about
Bentham)
Wal-Mart movie?

Quizzes

4 Squares (on primary sources)

Labor union negotiation game
LESSON PLANS
LESSON
3.0 Pre-Assessment & Unit Overview/ Introduction
TIMEFRAME
1 Day
HDR/ World at Night/ Made in America/ Health Care
3.1 Reasons for IR (changes in agriculture)
1 Day
Sec. 1 Guided Reading (Edible History)
Textbook GR1
3.2 Early Industrialization (textile industry in
1 Day
England)
Sec 1 Guided Reading (part 2?)
3.3 Factories and Mass Production (Baraka clips?)
2 – 3 Days
Child labor (Lewis Hine)
3.4 New Economic and Social Ideals
4 – 5 Days
Capitalism v. Communism (Smith v. Marx)
Utopian v. Utilitarian (Owen v. Bentham)
More’s v. Owen’s Utopia
3.5 TV Talk Show Project
3.6 Wal-Mart: The High Cost of Low Price
3 Days
2 – 3 Days
23
3.7 Advances in Technology, Science, Medicine
2 – 3 Days
3.8 Daily Life in 1800s
1 Day
3.9 Final Assessment (Essay in class? Wrap
1 Day
discussion)
CURRICULUM DEVELOPMENT RESOURCES
Books, Articles, Documents

The DBQ Project: Female Mill Workers in
Internet Sources/ Videos

Living during the Industrial Revolution
(Discovery Video)
England and Japan: How Similar Were Their
Experiences? (H)

The Industrial Revolution (Discovery Video)

DVD: Olivier Twist (Criterion Collection) (H)

Wal-Mart: The High Cost of Low Price

Sir Edwin Chadwick. Inquiry into the Condition

Blood, Sweat & T-Shirts
of the Poor” (1842) (H)

Gap and Nike: No Sweat? (BBC Panorama)

Behind the Swoosh

PBS America Revealed: Made in USA

Factory Rules, Foundry and Engineering Works,
Royal Overseas Trading Company. This
selection is typical of company rules everywhere
the factory system had been established. (H)
RELEVANCY CONNECTIONS
1. WHERE ARE YOUR CLOTHES/ SHOES MADE?
2. SHOULD YOU BUY AMERICAN EVEN IF IT COSTS MORE? (WHY DOES IT COST MORE?)
3. SHOULD YOU SHOP AT WAL-MART? DOES SHOPPING AT WAL-MART HELP OR HURT THE AMERICAN
ECONOMY?
4. DO CORPORATIONS HAVE A RESPONSIBILITY TO THE COMMUNITY OR THEIR EMPLOYEES? OR JUST
TO MAKE A PROFIT?
5. WHAT DOES “OUTSOURCED” MEAN AND WHY IS IT SO COMMON?
24
6. WOULD YOU EVER WORK AT A JOB THAT FORBID YOU FROM JOINING A UNION (I.E. WAL-MART)?
7. SHOULD THE GOVERNMENT PROVIDE ASSISTANCE TO PEOPLE WHO ARE STRUGGLING (WELFARE,
UNEMPLOYMENT, HEALTH CARE, ETC.)?
CONNECTIONS FOR RELEVANCY AND ENGAGEMENT
TO STUDENTS:
TO TODAY:
TO FUTURE:
OTHER
OTHER
SUBJECTS:
CONTENT:
LITERATURE
CLOTHES/ SHOES/
GLOBAL
AMERICA
PHONES
INEQUALITY
FALLING BEHIND
COLONIZATION/
SLAVERY
CHINA
JOBS
JOBS
JOBS
SCIENCE/ TECH.
UTOPIA
MADE TO STICK: “SUCCESS” CHECKLIST
SIMPLE
UNEXPECTED
MADE IN
WHY IS YOUR
AMERICA
IPOD MADE IN
CONCRETE
CREDIBLE
EMOTIONAL
STORIES
WAL-MART
HINE/ RIIS
TRIANGLE FIRE HARD TIMES
HINE/ RIIS
BST?
WAL-MART
CHINA?
BLOOD
WHY IS
SWEAT AND T
CUSTOMER
SHIRTS
SUPPORT
ALWAYS IN
INDIA?
WAL-MART
25
HINE/ RIIS
WHERE ARE
UNHDR
YOUR CLOTHES/
STATISTICS ON
SHOES MADE?
INCOME (PUT
TRIANGLE
FIRE
INTO SIMPLE
TERMS TO
COMPARE)
$1/DAY
LUDDITES
LIFE WITHOUT
BLOOD SWEAT
BLOOD SWEAT
ELECTRICTY
AND T SHIRTS
AND T SHIRTS
DURING 2011
STORM
TEACHER NOTES
SEE SUCCESS CHECKLIST
AND RELEVANCY/ ENGAGEMENT SUGGESTIONS ABOVE
CONTENT
RUBRIC: INDUSTRIAL REVOLUTION “TALK SHOW” PROJECT
AMATEUR
SEMI-PRO
 Complete and
 Complete and
PROFESSIONAL
 Complete and
accurate answers to
accurate answers to
accurate answers to
60% or less of
70 – 90% of
90 – 100% of
questions
questions
questions*
 Provides no accurate
 Some background
 Provides complete
ALL-STAR
ALL of Professional
PLUS:
Conveys what the
historical figures would
background
material is missing or
and accurate
say about the modern
information
inaccurate
biographical
industrial world.
26
 No figures are
 1 or 2 figures are not
background
accurately placed on
accurately placed on
information for 3
Demonstrates
the political spectrum
the political spectrum
historical figures**
understanding of modern
 Does not deliver any
quotes
 Does not demonstrate
an understanding of
the Industrial
 Delivers and explains  Explains where the 3 issues relating to
at least 1 quote from
historical figures fit
1 or 2 historical
along the political
figures
spectrum
 Demonstrates partial
 Delivers and explains
Revolution
understanding of the
at least 1 quote from
 Does not make
Industrial Revolution
each of the 3
connections between
topics or people
 Makes only 1
connection between
topics or people
historical figures
 Demonstrates
thorough
understanding of the
Industrial Revolution
 Makes connections
between topics OR
people
industrialization.
27
 Less than 7 minutes
long
 Actors frequently
break character
 7 – 9 minutes long
 10 – 15 minutes long ALL of Professional
 Actors break
 Actors maintain their PLUS:
character on 1 or 2
roles/ stay in
occasions
character throughout
 Speech is inaudible or  Speech is unclear or
confusing
 No public speaking
skills
clearly not rehearsed
 Presentation has no
consistent tone
concise
 Public speaking skills  Image of confidence
need improvement
 Presentation was
FORMAT
too vague
 Speech is clear and
 Presentation has been
Goes beyond the
questions – finds a
creative way to deliver
the information***
projected through use
of public speaking
Possibilities include:
practiced but clearly
skills: eye contact,
debate, discussion, skit,
could have used more
good posture,
show, song, video
practice
restraint from
 1 or 2 group members  Presentation lacks
do most or all of the
consistency in tone
speaking
and demeanor
fidgeting, etc.
 Presentation is wellrehearsed
 Some group members  Maintains a
speak more than
consistent tone
others
throughout
 All group members
contribute equally
*
See the questions on the back of this rubric.

Your task is to go beyond simply asking the questions – find a creative or funny
way to get the information across
**
The 3 historical figures are THOMAS MALTHUS, CHARLES DICKENS, and KARL MARX

You may supplement, replace, or combine Malthus’ views with those of ADAM
SMITH
***
IF YOU PERFORM/ RECORD A SONG OR VIDEO YOU MUST GET APPROVAL
*
Final product must be submitted prior to the day of the presentations
28
SUBJECTS / QUESTIONS* FOR INDUSTRIAL REVOLUTION “TALK SHOW” PROJECT
1. WHAT is industrialization?
2. HOW and WHY did industrialization happen? WHEN and WHERE did it first start? Why?
3. How did it CHANGE society and peoples’ lives? How did it change your life?
4. What BENEFITS did industrialization bring?
5. What PROBLEMS did industrialization create?
6. What SOLUTIONS did you propose for these problems? What did you hope / expect
would happen?
7. Was industrialization “WORTH IT?” Did the benefits outweigh the problems?
29
8. What do you think of the world TODAY? How is it SIMILAR to and DIFFERENT
from your time?
9. Do any of the PROBLEMS of industrialization STILL exist? Which ones? Why or why
not?
10. Did your HOPES or PREDICTIONS for the future come true? Why or why not?

NOTE: questions in bold must be addressed by ALL famous figures
30
Appendix B: Wal-Mart Writing Assignment/ Extension Activity
INDUSTRIAL REVOLUTION WRITING ASSIGNMENT
Wal-Mart: The High Cost of Low Price:
What Would Marx, Dickens, Malthus and Smith Say?
Complete a 5 paragraph paper in response to the question below.
This assignment will count as a test/ quiz grade.
Due:
You may EITHER:
A) Pick ONE issue from the Wal-Mart movie (union busting, health care, monopoly, unfair
competition, lack of charity, conditions of overseas factories, government subsidies) and discuss
what 3 historical figures from the Industrial Revolution would say about this issue. The figures
are Karl Marx, Charles Dickens, and Thomas Malthus and/ or Adam Smith. Discuss whether
each person would be for or against the practice of Wal-Mart which you chose to discuss, and
why you think so. Any quotes you include from the historical figures will lend weight to your
argument and increase your grade.
OR
B) Pick THREE issues from the Wal-Mart movie (union busting, health care, monopoly, unfair
competition, lack of charity, conditions of overseas factories, government subsidies) and discuss
what ONE historical figure from the Industrial Revolution would say about these three issues.
The figures are Karl Marx, Charles Dickens, and Thomas Malthus and/ or Adam Smith. Discuss
whether your chosen person would be for or against each of the three practices of Wal-Mart
which you chose to discuss, and why you think so. Any quotes you include from the historical
figure will lend weight to your argument and increase your grade.
31
Appendix C: Modern Connection to the Industrial Revolution (with links)
Industrial Revolution Connections
What would they say about….???
 Romney or Obama?

Libertarian: attack Obama from right Romney to left
o Left on social, right on economic
 Eurozone debt crisis
 Bank bailouts
o Stimulus bill
Dickens

Billionaire’s pledge
o Walton family’s 1% to charity

Public schools today

Internet piracy (SOPA)

Wal-Mart’s union policy
Marx

Occupy Wall Street
o Income gap

Wal-Mart’s union policy

Billionaire’s pledge
o Walton family’s 1% to charity

Wal-Mart’s mistreatment of workers

China’s “communism” today?

Why didn’t the communist revolution happen?

Globalization (worldwide capitalism)
32
Malthus

1 in 7 Americans on food stamps

Walton family’s “charitable” donations

Food aid to starving Africans?

World population?

Homosexuality…
Adam Smith

Monopolies (ATT/ T-Mobile)

Subsidies to Wal-Mart

Raising the minimum wage

Public schools

American capitalism

Globalization (worldwide capitalism)
33
Appendix D: 10 Sentence Summary of the Industrial Revolution
The Industrial Revolution….in 10 Sentences
1. In the 17th century the British and Dutch supplanted the Spanish and Portuguese as leaders
of the colonial/ global trade network and became the richest and most powerful nations in the
world.
2. Changes in farming helped fuel an agricultural revolution during which the population of
Europe rapidly expanded.
3. New products from the tropics helped spur an “industrious revolution” in which families
consumed more “luxury” goods and had higher aspirations for social and economic
advancement.
4. In the middle of the 18th century technological breakthroughs in Britain revolutionized the
textile industry leading to cheaper goods and changing work patterns
5. As work became increasingly mechanized and regular, violent protests erupted as people
rebelled against the idea of machines taking their jobs and groups of workers increasingly
joined together to pursue their common interests.
6. As the factory system developed women and children increasingly worked outside of the
home in terrible conditions and more people transitioned from farming to full-time factory
work.
7. Britain's abundant supplies of coal and iron led to many new technologies as people searched
for ways to obtain, process, and use these resources more efficiently and profitably.
34
8. Industrialization drastically changed the way people lived and worked and many new
influential ideas on politics, economics and social relations emerged during this time.
9. The invention and refinement of the steam engine dramatically sped up the process of
industrialization and eventually led to the development of railroads and steam powered ships
in the middle of the 19th century.
10. By the end of the 19th century the technologies and processes of the British industrial
revolution had started spreading rapidly throughout the world and reshaping societies in its
image.
35
Appendix E: Labor Union Negotiation Game (Lesson Plan & Materials)
Mr. Malagold
Harrison High School
Grades 10-12
I.
II.
Subject Area(s): US History 1
Topic and Core Standard(s): The Industrial Revolution
a. 6.4(H) 1: (American History) Analyze and evaluate key events, people, and groups
associated with industrialization and its impact on urbanization, immigration, farmers,
the labor movement, social reform, and government regulation
b. 6.3(E) 2: (World History) Discuss how industrialization shaped social class (e.g.,
child labor, conditions of social class) and the development of labor organizations.
III.
The Concept: Labor Unions
IV.
Essential Question: Do we really need labor unions?
V.
Objectives: The students will be able to:
Low Level
a. Recall the reasons for the emergence of the labor unions around the turn of the
century.
b. Understand the role of labor unions in negotiations.
High Level
c. Analyze the ways in which labor unions give increased bargaining power to workers.
d. Participate in a mock negotiation between labor and management
e. Argue for their position on the question of whether labor unions are good or bad
things
f. Debate whether Wal-Mart is a good place to work and support their arguments with
facts
VI.
Teacher Actions
1. Pre- Planning
Pre-assessment:
a. What do you know about labor unions?
b. Do anyone’s parents belong to a labor union?
c. Does anyone work at Wal-Mart?
36
d. Do anyone’s parents work at Wal-Mart?
Research:
e. What labor law violations has Wal-Mart been accused/ convicted of?
Materials/ Resources:
f. Handout giving background information for the role play
g. Index cards or handouts describing each role and the wants of each character
h. PowerPoint presentation on early unions and strikes
i. Online news clips, website, or articles about Wal-Mart’s business practices
2. Engage
a. Do Now: (5 minutes)
i.
TICKET IN: List 2 ways labor unions give workers more power.
b. Lecture/ Discussion (10-15 minutes)
3. Explore: (30-45 minutes)
a. Mock Labor Negotiations
i. Individual negotiation
ii. Form a union(s), elect representatives, organize a strike
iii. Negotiate as a group (collective bargaining)
4. Explain (10 minutes)
a. Students work on homework questions: what did they learn from this game?
5. Elaborate (10 minutes)
a. Show pictures of Triangle Factory Fire and read historical newspaper articles
detailing same.
b. Labor unions today
i. France
ii. Wal-Mart
6. Evaluate
a. Students will be evaluated based on their performance in the negotiation and
their responses to the homework questions.
VII.
Accommodations
a. ESL / ELL: Spend extra time with students explaining the game and their role
i. Assign another student to the same role and have them work together
37
b. Resource/ Special Education: Spend extra time with students explaining the game and
their role
i. Assign another student to the same role and have them work together
1. If a student is incapable of participating in the mock negotiation
they can act as a newspaper journalist, watch the activity and then
write an article detailing what happened.
c. G&T: Write a newspaper article describing a famous strike from the time period
i. OR: Compose a poem or song relating to the life of workers at the time
VIII.
Role of Auxiliary Personnel (N/A)
IX.
Summary of Assessment Data
a. Number of students who completed the assessment task: ______
X.
b. Proficient:
#____
%_____
c. Satisfactory:
#____
%_____
d. Needs Improvement:
#____
%_____
Family/ Community
a. This lesson involves the family by having students speak to family members about
their union associations or lack thereof.
XI.
Reflection/ Self-Evaluation
a. Planning this lesson improved my teaching skills by forcing me to think logistically
about the classroom. Coming up with the idea was easy but executing it has been
difficult.
b. I think this lesson will have a lifetime impact on students. They are strongly
identifying with their characters and hopefully will remember this lesson forever.
c. If student responses on the homework question are insufficient the lecture on labor
unions will be repeated the following class.
LABOR UNION NEGOTIATION GAME

Read pages 450-455 in your textbook.

Read and become familiar with the introduction below and your character’s story.

Next class you will act in the role of your character and try to negotiate a new contract.
o Your aim is to fulfill as many of your character’s wants as possible.
38
o You may make any demands you want of the boss, but be warned that (for most)
you are easily replaceable and can easily be fired.
o You will have more than one chance to negotiate so try and learn from your
mistakes.
o Between rounds of negotiations you will have the chance to speak to the other
workers.

You should talk about what did or did not work (and why) and discuss
possible strategies to try in the next negotiation.

After completing the negotiation game you will write a short essay describing what you
learned.
INTRODUCTION
THE year is 1880.
Mr. Malagold
Mr. Malagold is a rich American industrialist. He grew up in a poor immigrant family and
started working in a coal mine when he was 10 years old. After working for nearly 30 years Mr.
Malagold saved enough money to start his own small company. Despite the vast sums of money
his company generates, Mr. Malagold gives nothing to charity and has no concern for the plight
of the people who work at his factories. In fact, Mr. Malagold does not even know the horrible
conditions that some of his own employees live and work in, claiming that if the jobs are so
terrible, the employees should just quit. Mr. Malagold is extremely nervous about the prospect
of his employees unionizing. He has seen the negative effects that worker strikes have had on
the profits of other large companies and is determined to keep his employees from unionizing by
blacklisting any workers he is told have an association with the unions. Workers who have been
hired in the last year have been asked to sign yellow dog contracts to prevent them from joining
a union.
The Malagold Company
The Malagold Company is rapidly expanding and now owns and operates a textile mill and a
foundry in Manhattan’s Lower East Side. The Malagold Company is known for buying out
smaller companies in an effort to remove all competitors, allowing it to set its own prices. By
39
being the only company of its kind (a monopoly) the Malagold Company can charge higher
prices since people have nowhere else to turn for many of the goods the company produces.
List of Roles
1. Johnny (spindle feeder, child labor)
a. Anti-union
2. Elizabeth (textile workers, women)
a. Pro-union
3. Samuel (shoe-maker, skilled worker)
a. Craft Union organizer
4. Andrew (manager)
a. Union rat
5. Eugene (boiler, unskilled worker)
a. Socialist Union organizer (skilled and unskilled)
6. Pauline (textile worker, women)
a. Specialized union organizer
7. Pinkerton (strikebreakers, scabs)
a. Tool of owners
8. Scott (recent immigrant seeking work)
a. Undecided
9. Edward (older, skilled worker)
a. anti-union
10. Nicola (immigrant, unskilled)
a. Pro-union, socialist
11. Dorothy (textile worker, women, triangle factory)
a. Anti-union
12. William (skilled apprentice)
a. Undecided
13. Henry (unskilled labor)
a. Pro-union
14. Jacob (unskilled labor)
40
Anti- union: 3
Pro- union: 3
Organizers: 3
Company muscle: 1
Company spy: 1
Undecided: 3
1. JOHNNY
Background:
Johnny is a 12 year old boy who started working as a chimney-sweep at age 8. He is now the
only working member left of his family after his mother was badly burned in a factory fire that
also killed his father.
Job:
Johnny works 12 hour shifts in Mr. Malagold’s textile factory and earns 50 cents per day. His
main job is to reload the spindles. Reloading is a very dangerous job and Johnny has already had
two of his fingers severed by the machines while performing his duties. He received no
compensation from Mr. Malagold for the loss of his fingers.
Wants:

Johnny wants the workday shortened to 8 hours.
o Alternatively, he will continue working 12 hour shifts provided Mr. Malagold will
pay him 75 cents per day (a raise of 25 cents).

Johnny also wants a contract that protects him in the event that he is further injured while
working
o Johnny wants a guarantee that he will be fairly compensated should he get injured
so badly that he can never work again.
Unionize?
Johnny is totally opposed to joining any labor union because he knows that they will work
towards ending child labor, something he simply cannot afford if he and his family are to
survive. He has also heard that Mr. Malagold will immediately fire anyone suspected of starting
or joining a labor union.
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2. ELIZABETH
Background:
Elizabeth, a 19 year old woman, left her family home in the New Jersey suburbs to work in the
city at age 16. Elizabeth is trying to earn enough money so that she can help support her family,
whose farm has not been profitable for the last several years.
Work:
Elizabeth works in Mr. Malagold’s textile factory as a weaver. She lives in a tenement
apartment and often must bring her work home with her and finish it there while eating dinner.
Elizabeth works a 12 hour days at the textile factory and is paid $1 a day.
Wants:

Elizabeth wants her workday reduced to 8 hours.
o She refuses to work more than 8 hours regardless of the pay being offered.

Elizabeth is also seeking a guarantee (in the form of a long-term contract) from Mr.
Malagold that the women at the factory will not be replaced by the cheap immigrant labor
that is flooding the city.
Unionize?
Elizabeth is an advocate (supporter) of trade unions. She feels the only way for the common
worker to gain any power is by uniting. However, Elizabeth needs her job to survive and is
careful not to let her views be known by any of her coworkers who she does not know well
enough to trust. She fears being fired by Mr. Malagold if he learns she is “agitating” his workers
by attempting to form a union.
3. SAMUEL
Background:
Samuel, age 24, was born in London and immigrated with his family to Manhattan’s Lower East
Side at the age of 13.
Work:
Samuel was an apprentice and then a maker of shoes and cigars. Since he had to train at these
jobs before working they are considered skilled jobs. Today Samuel works in Mr. Malagold’s
textile mill producing shoes. His working conditions are better than most of the workers there,
but Samuel often gets sick due inhaling the chemicals used in tanning the leather for the shoes.
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Wants:

Samuel wants a guarantee that Mr. Malagold will not fire workers who are attempting to
unionize.
o He also wants Mr. Malagold to agree to stop using yellow dog contracts.
Unionize?
Samuel wants the different kinds of skilled (or craft) workers in Mr. Malagold’s factories to
join together in order to form a huge skilled labor union. He wants the union to negotiate on
behalf of all the skilled workers.
4. ANDREW
Background:
Andrew was orphaned at the age of 6 when his parents gave him up because they could no longer
afford to take care of him. Andrew started as an errand-boy for Mr. Malagold when he was 8
years old. One day after spotting a small fire and extinguishing it before it got out of control,
Andrew was rewarded by Mr. Malagold with the opportunity to purchase shares of Mr.
Malagold’s company. Using his savings from the last ten years Andrew was able to purchase a
small amount of stock in the Malagold Company. This means that he makes money when the
company does well.
Work:
Andrew is now 18 and is a floor manager at the Malagold Factory, overseeing about 100 women
in the textile factory. Andrew’s job duties include keeping a close eye on the workers to make
sure they are meeting their daily quota and reporting any shortages to Mr. Malagold. As a
manager, Andrew must also report to Mr. Malagold any worker suspected of attempting to
unionize the workers.
Wants:

Andrew wants to keep his job so that he can keep climbing the corporate ladder.
o He hopes to emulate (imitate) Mr. Malagold and eventually start his own
company
Unionize?
Andrew is opposed to any labor unions because he fears that if a union emerges the factory will
be forced to pay higher wages to its workers. This would result in the company losing money,
meaning the value of the stock that Andrew owns would be decreased.
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5. EUGENE
Background:
Eugene was born in Indiana to a wealthy family of French immigrants. Eugene started working
at age 14 as a painter in the railway yards. At 17 years of age, Eugene left home to work on the
railroads as a boiler, meaning his job was to shovel coal into the fire of the train’s steam engine,
a tough, physical job. Eugene became an early leader of the railroad union and was jailed as a
result of his involvement with a large strike. While in jail, Eugene became familiar with the
writings of Karl Marx and became a socialist.
Work:
Eugene, now 25, works as a boiler at the Malagold Foundry.
Wants:

Eugene wants guarantees from the Malagold Company that they will protect its workers
by agreeing to raise wages in proportion to the rate of inflation and the increasing prices
of consumer goods (like food and clothing).

Eugene wants the workers to strike immediately so that they can gain the upper hand in
negotiations.
o He believes that the strike is the “weapon of the oppressed.”
Unionize?
Eugene wants to unite as many workers as possible into a huge union in order to gain bargaining
power for the common worker. Eugene wants to form the biggest union possible; he believes
that there is power in numbers and he does not distinguish between skilled and unskilled
workers.
6. PAULINE
Background:
Pauline was born in Lithuania and immigrated to America when she was 11 years old. Shortly
after immigrating she went to work in the textile factories to help support her family.
Work:
Pauline, now 16 years old, has been a garment worker since age 12. She weaves textiles on large
machines called looms which can be extremely dangerous. She works in a dusty, poorly
ventilated part of the factory and is constantly sick with headaches and coughing. She is paid $1
a day for 12 hours of work.
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Wants:

Pauline wants better working conditions for her and her fellow workers.
o She wants Mr. Malagold to provide a safe working environment for all the
employees including;


Fire exits

Fire extinguishers

Ventilation
Pauline wants the work day shortened to 8 hours.
Unionize?
Pauline wants to form a union specifically for women in the garment industry. She would
consider joining a larger union however, if she is unsuccessful in her efforts to organize a
women’s garment worker union.
7. PINKERTON
Background:
Pinkerton (age 28) was born in New York and served as a soldier in the army since he was 16.
Despite coming from a wealthy family, Pinkerton sees himself as a self-made man and believes
that anyone who works hard enough can “pull himself up by the bootstraps” and rise to a high
rank in society.
Work:
Last year Pinkerton started his own company working as a private detective (The Pinkerton
Detective Agency). Pinkerton’s company is often called by factory owners who want to stop
striking workers from disrupting their operations. These on-strike employees typically form a
picket line to prevent the company from employing scabs during the strike.
Wants:

He wants only to make money for his company and will even use violence to carry out
his orders from the factory owners.
Unionize?
Pinkerton does not care about unions or about the lives of the workers.
8. SCOTT
Background:
45
Scott was born in Germany and immigrated to America last year at the age of 21. He lives in
New York with his cousins who emigrated from Europe several years before he came.
Work:
Scott has not been able find steady work since arriving in America. His limited knowledge of
the English language means that he is suited only for unskilled factory work.
Wants:

Scott wants to work. He needs to earn money to live and pay his family back for their
support.
o Scott is not concerned with working conditions, hours or pay.
Unionize?
Scott has heard talk of unions from his family but does not yet fully understand the concept. He
is confused by the fact that people are willing to surrender their right to bargain with
management to a collective organization which may not completely protect the individual’s
interest. Scott does not want to jeopardize his hopes of finding a job by affiliating with a union
but wants to learn more about how joining a union will enhance his value as a worker and protect
his job security.
9. EDWARD
Background:
Edward was born in New York and has been working ever since he can remember. He started
off as a paper boy but has worked many different jobs throughout the city. Edward’s eyes are
severely damaged after being blinded by the light of the furnace for so many years.
Work:
Edward, now 40 years old, has been a steel worker in the Malagold Foundry for the last 20 years.
He is a skilled laborer who was trained as an apprentice before becoming a full-time employee.
Edward oversees the Bessemer process in the foundry and is responsible for ensuring the quality
of all the steel produced at the foundry.
Wants:

Edward wants a promotion to manager. He is getting old and tiring of physical labor.

Edward wants the Malagold Company to pay his medical bills for his damaged eyes.
Unionize?
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Edward is weary of joining a union so late in life and sees the unions as primarily something for
the younger workers. Edward is somewhat curious about the unions but is careful not to stir up
any controversy around the foundry, as he knows it will be very difficult for him to find a new
job with his poor eyesight.
10. NICOLA
Background:
Nicola, 18, emigrated last year from Italy with his brother Bartolommeo. They live together in a
tenement house and hope to save enough money to bring the rest of their family over from Italy.
Work:
Nicola has worked in several jobs since his arrival in America but he and his brother recently
found steady work at the Malagold Foundry. They both signed yellow dog contracts upon being
hired, but because of their limited English skills neither man understood that this meant they
would be fired if they joined a union. Nicola is paid $1 a day for 12-hour shifts in the foundry.
Wants:

Nicola wants his pay raised to $1.50 a day (a 50 cent raise)
o He needs to support himself, as well as send money back to Italy to his wife and
children, who he hopes to bring to America as soon as he can afford to.

Nicola also wants Mr. Malagold to end the practices of yellow dog contracts and of
hiring scab workers during strikes.
Unionize?
Nicola is very interested in socialism and trade unions. He reads and sometimes contributes to a
socialist journal written in Italian and is becoming more active in the socialist party. He sees
unions as a way to unite workers and thinks that a strike would benefit the workers at the
Malagold Foundry.
11. DOROTHY
Background:
Dorothy moved to New York from her family farm in Ohio at the age of 15. She has worked in
textile mills and factories ever since. She is now 30 years old, and is the sole supporter of her 4
young children since her husband died in a train accident two years ago.
Work:
47
Dorothy works as a textile weaver 12 hour days in the Malagold Mill for $1 a day. Dorothy
works on the top floor of the six-story building, and the factory is often locked to prevent theft
meaning there is no easy escape should a fire break out.
Wants:

Dorothy wants a raise to $2 a day (a raise of $1).
o She has been seeking a raise ever since her husband passed away as she is
struggling to feed her family.

Dorothy wants fire exits and better working conditions for the women in the factory.
Unionize?
Dorothy does not want to join a union because she fears she will be blacklisted if she joins. Her
job is her only hope of feeding her 4 children and she knows that if Mr. Malagold blacklists her
she will be unable to find work as a textile weaver again.
12. WILLIAM
Background:
William’s family moved to America last year from Norway. He speaks decent English and has a
dream that he will work his way up the ladder and eventually own a company of his own one
day. He believes that if he does what he is told, keeps his out of the way and works hard, he will
be rewarded with promotions.
Work:
William, age 15, is currently working as an apprentice to Edward in the Malagold Foundry
where he is learning to smelt iron. The work is dangerous and William has already suffered a
large burn on his face as the result of a recent explosion.
Wants:
 William wants to be promoted from apprentice to worker one month ahead of schedule,
as he feels he has learned all he can learn as an apprentice.
o As an apprentice William made 10 cents a day. As a skilled worker he will be
making 20 cents a day.
Unionize?
William is clueless about unions. He had never heard of a union before coming to America.
Since he is an apprentice he has not yet signed a yellow dog contract forbidding him to join a
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union. He is also unaware of the fact that being associated with a union can put his job in
danger.
13. HENRY
Background:
Henry emigrated from Ireland to New York as a small boy. He found work as an errand-boy and
chimney sweep, and later worked in a cannery. After losing his right hand in an accident in the
cannery, Henry had difficulty finding a job which would support his family. Henry lives in a
tenement house in the Lower East Side of Manhattan with his wife and 6 children.
Work:
For the last 2 years Henry (now age 25) has worked in the steel production plant of the Malagold
Foundry. Henry’s primary job duty is to help move the finished products from the foundry onto
railroad cars. He makes $2 a day for 12 hours of hard physical labor.
Wants:
 Henry wants a raise to $2.50 a day.
 Henry also wants the workday shortened from 12 to 8 hours.
Unionize?
Henry is intrigued by what he has heard about unions. In the newspapers Henry has read stories
about labor unions beginning to form and organizing strikes. While most of these strikes have
been unsuccessful, Henry believes that only by joining a union and working together for their
common interests can the workers hope to gain anything in negotiations.
14. JACOB
Background:
Jacob emigrated from Ireland to New York as a small boy. He found work as an errand-boy and
chimney sweep, and later worked on the railroads. After losing his right eye in an accident in the
rail yard, Jacob had difficulty finding a job which would support his family. Jacob lives in a
tenement house in the Lower East Side of Manhattan with his wife and 7 children.
Work:
For the last 3 years Jacob (age 28) has worked in the steel production plant of the Malagold
Foundry. Jacob’s primary job duty is to help move the finished products from the foundry onto
railroad cars. He makes $2 a day for 12 hours of hard physical labor.
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Wants:
 Jacob wants a raise to $2.50 a day.
 Jacob also wants the workday shortened from 12 to 8 hours.
Unionize?
Jacob is clueless about unions. He had never heard of a union before coming to America.
However, Jacob has been told by some of his coworkers that joining a union is their only hope
for survival and he is curious to learn more. He is also unaware of the fact that being associated
with a union can put his job in danger.
Homework:

Describe your experience during the negotiations and explain what you learned by
participating in the game.

Do you thing labor unions are a good or a bad thing? Why or why not?

Would you ever work at Wal-Mart? Explain.