Preparing to Write the Industrialization Essay - Developing "Evidence Sandwiches
The "evidence sandwich" to the left is a structure
to help you write about the evidence you will use
to support your argument in your essay on
Industrialization in England. The sandwiches can
then be used in your essay to support your
response to the question, “Were the gains of the
Industrial Revolution in England from 1780 – 1850
worth the pain that was caused, particularly to the
working people of the country?”
Top slice of bread -
Introduction to the evidence
Who is being quoted or paraphrased?
What is the evidence going to discuss?
Followed by
The meat or cheese -
A piece of evidence
(brief quotation or paraphrase)
Use the practice documents and the evidence
charts on the following pages to develop evidence
sandwiches. An evidence sandwich fom the first
practice document is provided as one possible
way to make the "sandwich.'" Examine the model
and then complete the following activity.
Followed by
Bottom slice of breadWhat does the quote mean?
(How does it connect to the essay question?)
(How does it connect to the argument you are making?)
Note: To use the "sandwich" idea with your charts
note that the for the chart the
o Intro column and column 1 represent the
top slice of bread.
o Column 3 represents the "meat of cheese"
o Column 4 represents the bottom slice of
bread.

An "evidence sandwich" is a framework for helping students link their understanding of historical evidence to the development of the ability to write
structured, written argument, Rob Phillips, Reflective Teaching of History, Continuum, 2002, pages 76 & 108.
OUSD 10th Grade History Assessment / Fall Semester, 2009 / instructional support materials writing
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Part I – Preparing an “Evidence Sandwich”
For each of the following documents complete the document analysis chart that follow. Practice
Document #1 is already completed as a possible model for you to use.
Practice Document #1 – Railroads in England
Within 20 years, Britain had no less than 6,000 miles of railway, speeding the movement of raw
materials and finished goods and opening up the country. And there was another, major spin-off.
The very act of building a railway sent industrial production soaring - making the rails themselves, the
locomotives and rolling stock, bridges and tunnels and the building infrastructure, gave established
construction and engineering industries a major shot in the arm and brought many others into
existence.
As the rails fanned out across the country, there was plenty of work for everyone, and when home
demand eased off, the rest of the world clamoured for Britain's expertise and engineering skills.
In the Manchester region, locomotive-manufacturing works sprang up at Gorton, Newton Heath,
Longsight and Earlestown, near Warrington.
By the middle of the century, in Manchester and Salford alone, nearly 6,000 men were making
engines and boilers, with perhaps as many again in surrounding towns. The railway that had been
built to support the textile industry had become a major industry in its own right.
www.cottontimes.co.uk
by Doug Peacock – a current resident of Lancashire England
2007
Practice Document #2 – Testimony regarding working conditions for women and children
Mrs. Smith: "I have three children working in Wilson's mill; one 11, one 13, and the other 14. They
work regular hours there. We don't complain. If they go to drop the hours, I don't know what poor
people will do. We have hard work to live as it is. ...My husband is of the same mind about it...last
summer my husband was 6 weeks ill; we pledged almost all our things to live; the things are not all
out of pawn yet. ...We complain of nothing but short wages...My children have been in the mill three
years. I have no complaint to make of their being beaten...I would rather they were beaten than fined."
[Source; Factory Inquiry Commission, Great Britain, Parliamentary Papers, 1833. Found in
Hellerstein, Hume & Offen, Victorian Women: A Documentary Accounts of Women's Lives in
Nineteenth-Century England, France and the United States, Stanford University Press]
OUSD 10th Grade History Assessment / Fall Semester, 2009 / instructional support materials writing
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Practice Document #3 - Information on Leisure Time during the Industrial Revolution
Of course, the railways made travel easier, too: as early as 1841, Thomas Cook organised his first
holiday tour - a day trip from Leicester to Loughborough. Before the end of the century, many
millworkers were saving to take annual holidays and resorts like Blackpool grew up to cater for them.
Each cotton town had its own "Wakes", or holiday week, and these were staggered over the summer
so that the resorts were not swamped by trippers.
www.cottontimes.co.uk
by Doug Peacock – a current resident of Lancashire England
2007
Practice Document #4 - 1844 Factory Act
B.W, Cooke-Taylor, the author of The Factory System (1844) was also an inspector of factories. In
his book he explains some of the Factory Acts passed by Parliament during the 19th century.
The Factory Act of 1844 is an extremely important one in the history of family legislation. The Act
reduced the hours of work for children between eight and thirteen to six and a half a day, either in the
morning or afternoon, no child being allowed to work in both on the same day, except on alternate
days, and then only for ten hours. Young persons and women (now included for the first time) were to
have the same hours. i.e not more than twelve for the first five days of the week (with one and a half
out for meals), and nine on Saturday.
The factory was to be thoroughly washed with lime every fourteen months. ..Certificates of school
attendance were to be obtained in the case of children.
The Factory System (1844) by Cooke-Taylor
OUSD 10th Grade History Assessment / Fall Semester, 2009 / instructional support materials writing
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Primary Source Title,
Author, and Year
Written/Spoken:
#1
“Cotton Times:
Understanding the
Industrial Revolution” by
Doug Peacock
http://www.cottontimes.co.
uk/
1. General
description of what
the quotation means
or says, or what
happened in your
words?
2. Does this source
support, or not
support, the argument
in Industrialization the
pain was worth the
gain? Explain
3. Quote from the
text that provides
evidence that the pain
was or was not worth
the gain.
4. Analysis and
commentary
Sample sentence starters
include:
 What this example
demonstrates is...
 This quotation
illustrates...
 This speaker/writer
suggests...
The author is saying
that building railroads
gave many people jobs.
It suggests that the pain
was worth the gain
because many people
became employed.
“As the rails fanned
out across the country,
there was plenty of
work for everyone…”
This writer suggests that a
positive outcome of
industrialization was that
many people were employed
and making money.
Possible evidence sandwich:
Doug Peacock, a current resident of Lanashire England has a website www.cottontimes.co.uk on understanding the Industrial Revolution. On
the website he writes about how railroad building in England gave many people jobs. He writes, “As the rails fanned out across the country,
there was plenty of work for everyone…” This quote suggests that the writer would argue that the gains from industrialization were worth the
pain it caused. (I believe the pain’s from the industrialization were not worth the gain and will have to counter this piece of evidence in my
essay.)
To Do: On the next two pages complete the chart and write an evidence sandwich for practice documents 2-4.
OUSD 10th Grade History Assessment / Fall Semester, 2009 / instructional support materials writing
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/ page #4
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Primary Source Title,
Author, and Year
Written/Spoken:
1. General
description of what
the quotation means
or says, or what
happened in your
words?
2. Does this source
support, or not
support, the argument
in Industrialization the
pain was worth the
gain? Explain
3. Quote from the
text that provides
evidence that the pain
was or was not worth
the gain.
4. Analysis and
commentary
Sample sentence starters
include:
 What this example
demonstrates is...
 This quotation
illustrates...
 This speaker/writer
suggests...
Practice doc #2:
Practice doc #3:
Practice doc #4:
OUSD 10th Grade History Assessment / Fall Semester, 2009 / instructional support materials writing
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Practice
Doc
#2
Evidence Sandwich
#3
#4
OUSD 10th Grade History Assessment / Fall Semester, 2009 / instructional support materials writing
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OUSD 10th Grade History Assessment / Fall Semester, 2009 / instructional support materials writing
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OUSD 8th Grade History Draft Assessment / Spring Semester, 2009 / source documents and student writing
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