11.2 Students analyze the relationship among the rise of ... Web viewReading Strategy: Incorporated one ... 11.2.1 Know the effects of industrialization on living and working conditions,

Teaching American History for AllMDUSD/UCB H-SSP

11th Grade Lesson: “Industrialization”

Developed by: Erica Pratt, Ryan Boyd, Guy Moore, Bryan ShawTeaching American History Grant Focus Question:

How have words and deeds of people and institutions shaped democracy in the U.S.?

Unit Focus: Effects of Industrialization

Unit Focus Question:How did the United States change as a result of urbanization, industrialization, and the end of Reconstruction?

Unit Working Thesis:

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Lesson Focus Question and / or Writing Prompt Question: How did industrialization affect living and working conditions for urban workers in America at the turn of the century?

Lesson Working Thesis: Industrialization led to a decline in living and working conditions for workers in American cities.

Reading Strategy:Incorporated one text-based, primary source reading strategy:

-CAMPS

Writing Strategy:Incorporated two writing strategies:

- Passage level: Cause and Effect- Framed Paragraph Outline

Suggested Amount of Time: Three class periods.

Textbook:Danzer, Gerald et al. The Americans: Reconstruction to the 21st Century. Evanston, Illinois: McDougal Littell Inc., 2006.

Other Resources:Jacob Riis, “How the Other Half Lived: Studies Among the Tenements of New York, 1890.

Unknown, Interior view of the Jacob Birder home, Park River, North Dakota.” 1899. Online Image. North Dakota is the 1890’s Photos. 9 August, 2010. <http://memory.loc.gov/learn///features/timeline/riseind/rural/photos.html>

History-Social Science Content Standards:

11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.

11.2.1 Know the effects of industrialization on living and working conditions, including the portrayal of working conditions and food safety in Upton Sinclair’s The Jungle.

Historical and Social Sciences Analysis Skills:

Historical Interpretation: Students show the connections, casual and otherwise, between particular historical events and larger social, economic, and political trends and developments.

Reading/Language Arts Content Standards: Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents.2.4 Make warranted and reasonable assertions about the author's arguments by using elements of the text to defend and clarify interpretations.2.5 Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.

Procedures:

Day 1:

Warm up Review Prompt:o What is industrialization?o Solicit responses from students.

Hand out “CAMPS” graphic organizer as well as primary source photographso Scaffold instruction as necessary.

Complete the beginning boxes of CAMPS on board if neededo Have students work through graphic organizer

On their own or in groups Hand out The Jungle excerpts with questions

o Have students read, or read aloud as a class, the passages from The Jungle. Have students answer the questions on the worksheet.

Closing activity:o Have students discuss what living conditions were like for urban workers.

Homework:o Students should complete answering The Jungle questions if they did not finish

in class.

Day 2:

Warm up Review Prompt:o What were the working conditions like working in the factories?

Review with students what the Riis images and The Jungle mentioned about the working and living conditions for urban workers.

Hand out Passage Level Deconstruction to studentso Have students work on filling out the graphic organizer

Scaffold as needed Discuss with students the graphic organizer and discuss the key issues associated with

the housing, water, and sanitation problems that existed in the cities.o Have students predict how each issue would affect people living in the cities.

Hand out Framed Paragraph to students and have them begin working on it.

Homework: Students will finish Framed Paragraph for homework if they did not finish it in class.

Day 3:

Warm up Review Prompt:o Make a list of the problems urban workers faced during industrialization.

Students will utilize all graphic organizers and write a paragraph answering the following prompt:

o How did industrialization affect living and working conditions for urban workers in America at the turn of the century?

After all students are done writing their paragraph they could be used to do a peer edit where students circle evidence and underline analysis of their classmates.

CAMPS Photography Analysis Use the CAMPS worksheet to analyze the two photographs below, focus on similarities and differences.

1. “Interior view of the Jacob Birder home, Park River, North Dakota.” 1899. Online Image. North Dakota in the 1890s Photos. 9 August, 2010. <http://memory.loc.gov/learn///features/timeline/riseind/rural/photos.html>

2. Riis, Jacob. “Five Cents Lodging, Bayard Street.” 1889. Online Image. Jacob Riis: pioneer of flash photography for social change. 9 August, 2010.

<http://www.lensculture.com/webloglc/mt_files/archives/2008/02/-jacob-riis-five-cents.html>

Lewis Hine, “Sweeper and Doffer in Cotton Mill”, 1908http://gcevoices.com/dm/2011/02/15/lewis-hine-sweeper-and-doffer-in-cotton-mill/

Lewis Hine, “Child Labor Miner Boys”, 1908http://gcevoices.com/dm/2011/02/15/45/

CAMPSTitle:Type of doc:

Title:Type of doc:

C

Context--When and where was this taking place?--What was going on before, during, & after event or era being studied?--What else was happening?--How might have surrounding events shaped this document?

A

Author--Who was the author?--What were the author’s background, social class qualifications, sex & race?--When did the author write this?

Audience--Who would have been expected to see or read this source?

M

Message--What does this document tell us? --What is the document’s main idea or thesis?

P

Perspective--What perspective or point of view does the document present? --What “loaded” words give you clues about the author’s point of view?

S

Significance--Taken together, what story do the documents tell?--How do these sources help us answer our focus question?

CAMPS TEACHER KEYTitle: 1. Interior view of the Jacob Birder HomeType of doc: Photograph

Title: 2. Five Cents LodgingType of doc: Photograph

C

Context--When and where was this taking place?--What was going on before, during, & after event or era being studied?--What else was happening?--How might have surrounding events shaped this document?

The photo was taken in North Dakota in 1899. It is the interior of a farm house, it looks like the dining room.At this time westward settlement was taking place. Immigrants were moving to the cities and sometimes traveling further west; people left eastern cities or rural areas for opportunities in the west.The photo reveals that people were bringing “civilized” comforts with them as they traveled.

This picture was taken circa 1889 in a tenement in New York City.Massive economic growth and industrialization were taking place in the eastern cities at the end of the 19th century which drew immigrants from across the Atlantic and Pacific as well as migrants from the country.Most urban dwellers were working in order to survive and often lived in extremely cramped conditions.From the title of the photo, we can figure out that these are lodgers who are here short-time. It is unclear whether the five cents is for a week or a month.

A

Author--Who was the author?--What were the author’s background, social class qualifications, sex & race?--When did the author write this?

The photographer is unknown.We can infer that it is someone in the family or someone who knows the family. Photography was a luxury back then so they are doing something special.More than likely a person of means. It is unclear whether it was a woman or a man who took the picture. The picture was taken in 1899

Jacob Riis was a photographer who was focused on telling the story of the urban poor. He wanted those with means to help improve living and recreation conditions in the cities among poor workers. His work is significant since he is chronicling a major period of change.

Audience--Who would have been expected to see or read this source?

This photo may have been meant as a way to preserve what their home was like, it could also have been meant for publication in a magazine, or less likely, for an investigative story.

This was meant to tug at the heart strings of the middle and upper classes so they would actively help the poor. It is meant to be viewed by someone who would not know about these conditions. It is like a visual Jungle, attempting to change people’s minds and get them to act.

M

Message--What does this document tell us? --What is the document’s main idea or thesis?

It displays the life of those in the Midwest as proper and decent where things are clean and everything is in its place. The main idea might be that this was a civilized family.

It shows that many workers were struggling to survive.Riis is an activist who is not satisfied with the present and he wants conditions to improve.

P

Perspective--What perspective or point of view does the document present? --What artificial/staged elements give you clues about the author’s point of view?

What is staged about this is that it looks too perfect. It is obviously not an everyday scene because it does not look lived in, it is staged for posterity

The perspective is that the social and economic changes that are happening are creating a new level of misery for the working class. His whole series of photographs are meant to influence the viewers. They are not necessarily artificial but he is being very particular about the kinds of things he depicts.

S

Significance--Taken together, what story do the documents tell?--How do these sources help us answer our focus question?

Riis is an activist who wants to improve life in the cities. His photograph reveals that the reasoning that workers make the choice to live how they do is more complicated. Some are so exhausted day-to-day that they cannot advocate for themselves. The juxtaposition augments the goal of Riis since it shows how pleasant life is away from the cities. The story this tells is that life in the country was pleasant and ordered. Life in the cities was about survival, there wasn’t anything pleasant or enjoyable about it. You don’t have people putting a lot of time, money, energy, or thought into decoration.This shows us the living conditions of urban workers: we can see the overcrowding, the lack of luxury items, the use of all available space, the exhausted look of the inhabitants, and how dirty everything looks. It helps us answer the focus question because we can see directly what living conditions were like for urban workers.

Sinclair, Upton. The Jungle. New York: W. W. Norton & Company, Inc. 2003.

The Jungle pages 96-7.

There were the men in the pickle-rooms, for instance, where old Antanas had gotten his

death; scarce a one of these that had not some spot of horror on his person. Let a man so much as

scrape his finger pushing a truck in the pickle-rooms, and he might have a sore that would put

him out of the world; all the joints in his fingers might be eaten by the acid, one by one. Of the

butchers and floorsmen, the beef-boners and trimmers, and all those who used knives, you could

scarcely find a person who had the use of his thumb; time and time again the base of it had been

slashed, till it was a mere lump of flesh against which the man pressed the knife to hold it. The

hands of these men would be criss-crossed with cuts, until you could no longer pretend to count

them or to trace them. They would have no nails,--they had worn them off pulling hides, their

knuckles were swollen so that their fingers spread out like a fan. There were men who worked in

the cooking-rooms, in the midst of steam and sickening odors, by artificial light; in these rooms

the germs of tuberculosis might live for two years, but the supply was renewed every hour. There

were the beef-luggers, who carried two-hundred-pound quarters into the refrigerator-cars; a

fearful kind of work, that began at four o’clock in the morning, and that wore out the most

powerful men in a few years. There were those who worked in the chilling-rooms, and whose

special disease was rheumatism; the time-limit that a man could work in the chilling-rooms was

said to be five years. There were the wool-pluckers, whose hands went to pieces even sooner

than the hands of the pickle-men; for the pelts of the sheep had to be painted with acid to loosen

the wool, and then the pluckers had to pull out this wool with their bare hands, till the acid had

eaten their fingers off. There were those who made the tins for the canned-meat; and their hands,

too, were a maze of cuts, and each cut represented a chance for blood-poisoning. Some worked

at the stamping-machines, and it was very seldom that one could work long there at the pace that

was set, and not give out and forget himself, and have part of his hand chopped off. There were

the “hoisters,” as they were called, whose task it was to press the lever which lifted the dead

cattle off the floor. They ran along upon a rafter, peering down through the damp and the steam;

and as old Durham’s architects had not built the killing-room for the convenience of the hoisters,

at every few feet they would have to stoop under a beam, say four feet above the one they ran on;

which got them into the habit of stooping, so that in a few years they would be walking like

chimpanzees. Worst of any, however, were the fertilizer-men, and those who served in the

cooking-rooms. These people could not be shown to the visitor,--for the odor of a fertilizer-man

would scare any ordinary visitor at a hundred yards, and as for the other men, who worked in

tank-rooms full of steam, and in some of which there were open vats near the level of the floor,

their peculiar trouble was that they fell into the vats; and when they were fished out, there was

never enough of them left to be worth exhibiting,--sometimes they would be overlooked for

days, till all but the bones of them had gone out to the world as Durham’s Pure Leaf Lard!

Discussion Questions: Answer each question below on a separate sheet of paper.

1. Assume that you had a twenty-year career working at Durham in a variety of jobs. Describe how you look physically after your long career in the meatpacking industry.

2. Why do you think that working conditions described in the reading of The Jungle existed?

3. What do you think would happen to a worker who got hurt on the job?

4. (a) Does an employer have a responsibility to their workers? (b) What specific responsibilities do employers have to their workers?

5. Do conditions like the ones described still exist in U.S. industry today? Why or why not?

The Jungle page 78

The new hands (workers) were here by the thousands. All day long the gates of the

packing-houses were besieged by starving and penniless men; they came, literally, by the

thousands every single morning, fighting with each other for a chance for life. Blizzards and

cold made no difference to them, they were always on hand; they were on hand two hours before

the sun rose, an hour after the work began. Sometimes their faces froze, sometimes their feet and

hands; sometimes they froze all together—but still they came, for they had no other place to go.

One day Durham advertised in the paper for two hundred men to cut ice; and all that day the

homeless and starving of the city came trudging through the snow from all over its two hundred

square miles. That night forty score of them crowded into the station-house of the stock-yards

district—they filled the rooms, sleeping in each other’s laps, toboggan-fashion, and they piled on

top of each other in the corridors, till the police shut the doors and left some to freeze outside.

On the morrow, before daybreak, there were three thousand at Durham’s and the police-reserves

had to be sent for to quell the riot. Then Durham’s bosses picked out twenty of the biggest; the

“two hundred” proved to have been a printer’s error.

Discussion Questions: Answer each question below on a separate sheet of paper.

6. Why were so many people looking for work cutting ice at Durham’s?

7. (a) Durham advertised that they needed 200 workers. (b) How many showed up? Which workers were chosen?

8. How does it benefit the employer to have so many people show up for so few jobs? Give several reasons.

9. Is there anything wrong with advertising you have 200 jobs when you only have 20? Explain your reasoning.

TEACHER KEYThe Jungle discussion questions

Answers will vary based on student knowledge. Look for depth of understanding. For questions where students do not have sufficient background experience good answers show that student demonstrates reasoned judgment based on what they know or believe to be true today.

Selection 1

1. At first the joints in my fingers were eaten up by the acid in the pickle-rooms, then my thumb had been cut so often as a beef-boner that my left thumb was only a stub. Eventually these problems lessened as all my fingers and nails disappeared from my time as a wool plucker. Then my left hand was severed while working in the stamping department.

2. The owners of Durham’s care more about making money than about the welfare of their employees.

3. The company would have some responsibility for workers who get injured. They might pay their medical bills.

4. (a) Employers have a responsibility to keep their workers safe and see that conditions are humane.

(b) Employers need to make factories safe and healthy and workers are treated well although this was not the case in The Jungle so I am confused.

5. Hopefully the U.S. no longer has working conditions like those described in The Jungle because we have advanced as a society. (Question 5 is designed for class discussion.)

Selection 2

6. There were many desperate unemployed people.

7. (a) Three thousand workers showed up for 200 advertised jobs.(b) Durham bosses chose 20 of the strongest workers who could do the job best.

8. Employers can hire the best workers when they have a very large number to choose from. They can also pay a lesser wage based on supply and demand.

9. It is unethical and cruel to advertise 200 jobs when you only have 20. You are taking advantage of all the people who show up who think they might get hired. It is unfair to the workers.

URBAN PROBLEMS

As the urban populations skyrocketed, city governments faced the problems of how to provide residents with needed services and safe living conditions.

Housing When the industrial age began, working-class families in cites had two housing options. They could either by a house on the outskirts of town, where they would face transportation problems, or rent camped rooms in a boardinghouse in the central city. As the urban population increased, however, new types of housing were designed. For example, row houses – single-family dwellings that shared side walls with other similar houses – packed many single-family residences onto a single block.

After working-class families left the central city, immigrants often took over their old housing, sometimes with two or three families occupying a one-family residence. As Jacob Riis pointed out, these multifamily urban dwellings, called tenements, were overcrowded and unsanitary.

In 1879, to improve such slum conditions, New York City passed a law that set minimum standards for plumbing and ventilation in apartments. Landlords began building tenements with air shafts that provided an outside window for each room. Since garbage was picked up infrequently, people sometimes dumped it into the air shafts, where it attracted vermin. To keep out the stench, residents nailed windows shut. Though established with good intent, these new tenements soon became even worse places to live than the converted single-family residences.

Water Cities also faced the problem of supplying safe drinking water. As the urban population grew in the 1840s and 1850s, cities such as New York and Cleveland built public waterworks to handle the increasing demand. As late as the 1860s, however, the residents of many cities had grossly inadequate piped water – or none at all. Even in large cities like New York, homes seldom had indoor plumbing, and residents had to collect water in pails from faucets on the street and heat it for bathing. The necessity of improving water quality to control diseases such as cholera and typhoid fever was obvious. To make city water safer, filtration was introduced in the 1870s and chlorination in 1908. However, in the early 20th century, many city dwellers still had no access to safe water.

Sanitation As the cities grew, so did the challenge of keeping them clean. Horse manure piled up on the streets, sewage flowed through open gutters, and factories spewed foul smoke into the air. Without dependable trash collection, people dumped their garbage on the streets. Although private contractors called scavengers were hired to sweep the streets, collect garbage, and clean outhouses, they often did not do the jobs properly. By 1900, many cities had developed sewer lines and created sanitation departments. However, the task of providing hygienic living conditions was an ongoing challenge for urban leaders.

Pages 264-265 The Americans (2006)

Name Passage Level Deconstruction

Directions: Using textbook page 264 and 265, please fill in the following chart.

Lesson Question: How did industrialization affect living conditions for urban workers in America at the turn of the century?

HOUSINGCAUSE EFFECT

Because, As Jacob Riis pointed out, multiple families would share urban dwellings, called tenements,

Because living in cities became so unhealthy, by 1879

Because garbage was picked up infrequently,

Because the stench was so bad,

Water

Because homes in large cities seldom had indoor plumbing,

Because people were contracting disease such as cholera and typhoid fever from unsafe water,

Sanitation

Because there was no dependable trash collection,

TEACHER KEYPassage Level Deconstruction

Directions: Using textbook page 264 and 265, please fill in the following chart.

Lesson Question: How did industrialization affect living conditions for urban workers in America at the turn of the century?

HOUSINGCAUSE EFFECT

Because, As Jacob Riis pointed out, multiple families would share urban dwellings, called tenements,

homes became crowded and unsanitary.

Because living in cities became so unhealthy, by 1879

New York City had passed laws that set minimum standards for plumbing and sanitation.

Because garbage was picked up infrequently, people would dump their trash into air shafts where it attracted vermin.

Because the stench was so bad, residents nailed their windows shut.

Water

Because homes in large cities seldom had indoor plumbing,

residents had to collect water in pails from faucets in the street.

Because people were contracting disease such as cholera and typhoid fever from unsafe water,

cities introduced water filtration in the 1870’s and chlorination in 1908.

Sanitation

Because there was no dependable trash collection,

people often dumped their trash into the streets.

Framed ParagraphFocus Question: How did industrialization affect living and working conditions for urban workers in America at the turn of the century?

Thesis: Industrialization led to a decline of living and working conditions for American workers in American cities.

Evidence: By examining Jacob Riis’ photograph from “How the Other Half Lives”, one can witness the poor urban living conditions.

Analysis: The images demonstrate

__________________

Evidence: Upton Sinclair’s The Jungle chronicles the rancid working conditions in the cities.

Analysis: This piece of literature shows

____________

Evidence: Choose one topic from textbook reading:

Analysis: This shows that

Concluding Sentence: Due to the changing situations people faced in the cities at the turn of the century, the conditions in which people lived and worked became more horrendous.

TEACHER KEY

Framed ParagraphFocus Question: How did industrialization affect living and working conditions for urban workers in America at the turn of the century?

Thesis: Industrialization led to a decline of living and working conditions for workers in American cities.

Evidence: By examining Jacob Riis’ photograph from “How the Other Half Lives”, one can witness the poor urban living conditions.

Analysis: The images demonstrate that living conditions in the cities were different from living conditions on the frontier. People did not have their own space for personal items and were forced to live in contact with other people.

Evidence: Upton Sinclair’s The Jungle chronicles the rancid working conditions in the cities.

Analysis: This piece of literature shows that working conditions were dangerous and people were unprotected. Not only could they injure themselves but death was also a possibility. It also shows how desperate people were for work and how the work was tedious and hazardous.

Evidence: Choose 1 topic from textbook reading: Students can choose from Housing, water, or sanitation.

Analysis: Housing: This shows that housing could be difficult to find and that it lacked privacy. It also shows that housing was unsanitary and lacked fresh air.Water: This shows that people did not have access to clean water for drinking or to keep clean. Without clean water and with such close living quarters disease can spread quickly.Sanitation: This shows that cities were dirty and a place where disease could spread easily. There was garbage and raw sewage on the street where people walked and no one was there to properly take care of the garbage.

Concluding Sentence: Due to the changing situations people faced in the cities at the turn of the century, the conditions in which people lived and worked became more horrendous.