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Write a paragraph pretending to be a child worker living in London during the Industrial Revolution. Think about how their life would have been like, describe their settings and how they felt doing their work.
Compare the attitudes of 17-19th century Britain to 21st century attitudes towards child labourers. Are there child workers in the world today that live in similar conditions to child workers of the Industrial Revolution?

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Source Chart can be used to analyse primary/secondary sources

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Life in a village before the Industrial Revolution

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Life in a village before the Industrial Revolution

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Source: Pieter Bruegel 1556, The Harvesters.

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Cotton Mill Girl: Behind Lewis Hine's Photograph & Child Labor Series | 100 Photos | TIME

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1. How did child labour impact the IR?
2. How many hours did children have to work during the IR?
3. Why were there so many child workers during the IR?
4. What conditions did child labourers work under?

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Source A

"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it; but as matters stood, it was a town of unnatural red and black like the painted face of a savage. It was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves for ever and ever, and never got uncoiled. It had a black canal and a river that ran purple with ill-smelling dye, and vast piles of building full of windows where there was a rattling and a trembling all day long, and where the piston of the steam-engine worked monotonously up and down, like the head of an elephant in a state of melancholy madness. It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another, who all went in and out at the same hours, with the same sound upon the same pavements, to do the same work, and to whom every day was the same as yesterday and to-morrow, and every year the counterpart of the last and the next.”

Reference: Taylor, T 2014, The Industrial Revolution, Nelson Cengage Learning, Melbourne.

Context Statement: This is a quote from “Hard Times” by Charles Dickens, which was published in 1854. The novel contains a lot of information about the social and economic conditions of the time.

Source B

Hannah Goode: "I work at Mr. Wilson's mill. I think the youngest child is about 7. I daresay there are 20 under 9 years. It is about half past five by our clock at home when we go in....We come out at seven by the mill. We never stop to take our meals, except at dinner.

William Crookes is overlooker in our room. He is cross-tempered sometimes. He does not beat me; he beats the little children if they do not do their work right...I have sometimes seen the little children drop asleep or so, but not lately. If they are catched asleep they get the strap. They are always very tired at night...I can read a little; I can't write. I used to go to school before I went to the mill; …

Source C

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."

Reference: Reese, L 2018, Textile Workers Industrial revolution, accessed 28 November 2021, http://www.womeninworldhistory.com/textile.html

Context Statement: In the 1830’s the British government began moves to regulate factory conditions. Sources B and C come from evidence of textile workers in Wilson’s Mill, Nottingham that were presented to the Factory Inquiry Commission in 1833.

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French Artist's impression of London in 1982

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French Artist's impression of London in 1982

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Questions:

1. What is the artist trying to convey through his painting?
2. What was London city known for during the IR?

Source: Dore, Gustave 1872, ‘Over London - by rail’ from London: A Pilgrimage http://en.wikipedia.org/wiki/File:Dore_London.jpg

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'Such is the Old Town of Manchester, and on re-reading my description, I am forced to admit that instead of being exaggerated, it is far from black enough to convey a true impression of the filth, ruin, and uninhabitableness, the defiance of all considerations of cleanliness, ventilation, and health which characterise the construction of this single district, containing at least twenty to thirty thousand inhabitants… If any one wishes to see in how little space a human being can move, how little air — and such air! — he can breathe, how little of civilisation he may share and yet live, it is only necessary to travel hither. True, this is the Old Town, and the people of Manchester emphasise the fact whenever anyone mentions to them the frightful condition of this Hell upon Earth; but what does that prove? Everything which here arouses horror and indignation is of recent origin, belongs to the industrial epoch.'

Source: Engels, F. (1892). The Condition of the Working-Class in England in 1844. London: Swan Sonnenschein & Co., p. 53. In Modern History Source Book. Retrieved 3 April 2012, from http://www.fordham.edu/halsall/ mod/1844engels.asp

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Use source

1. What do you see in this photo? What is the contrast between the people above and those below?

Source: Capital and labour — Punch magazine 1843

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Students can complete worksheet on 'Industrial Revolution: changing societies' to help guide them in writing an essay paragraph response to the question below.

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Sarah Carpenter's testimony about life at Cressbrook Mill, 1849

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Sarah Carpenter's testimony about life at Cressbrook Mill, 1849

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'…To know the truth [about life in factories], one must hear the testimony of the children themselves. These are the words of Sarah Carpenter, a factory worker from Derbyshire, when she was interviewed later in life by Joseph Rayner Stephens. Sarah's account of her life at Cressbrook Mill appeared in The Ashton Chronicle on 23rd June, 1849.

My father was a glass blower. When I was eight he died and our family had to go to the Bristol Workhouse¹. My brother was sent from Bristol workhouse in the same way as many other children were — cart-loads at a time.

My mother did not know where he was for two years. He was taken off in the dead of night without her knowledge, and the parish officers would never tell her where he was. It was the mother of Joseph Russell who first found out where the children were, and told my mother.

We set off together, my mother and I, we walked the whole way from Bristol to Cressbrook Mill in Derbyshire. We were many days on the road.

Mrs Newton fondled over my mother when we arrived. My mother had brought her a present of little glass ornaments. She got these ornaments from some of the workmen, thinking they would be a very nice present to carry to the mistress at Cressbrook, for her kindness to my brother.

My brother told me that Mrs Newton's fondling was all a blind [a trick or lie]; but I was so young and foolish, and so glad to see him again; that I did not heed what he said, and could not be persuaded to leave him.

They would not let me stay unless I would take the shilling binding money².

I took the shilling and I was very proud of it. They took me into the counting house and showed me a piece of paper with a red sealed horse on, which they told me to touch, and then to make a cross, which I did.

This meant I had to stay at Cressbrook Mill till I was 21. Our common food was oatcake. It was thick and coarse. This oatcake was put into cans. Boiled milk and water was poured into it. This was our breakfast and supper. Our dinner was potato pie with boiled bacon in it, a bit here and a bit there, so thick with fat we could scarce eat it, though we were hungry enough to eat anything.

Tea we never saw, nor butter. We had cheese and brown bread once a year. We were only allowed three meals a day though we got up at five in the morning and worked till nine at night. We had eight pence a year given us to spend: four pence at the fair, and four pence at the wakes³. We had three miles to go to spend it. Very proud we were of it, for it seemed such a sight of money, we did not know how to spend it…'

‘Sarah Carpenter's testimony about life at Cressbrook Mill’, The Ashton Chronicle, 23 June 1849, quoted in ‘Cotton Times: Understanding the Industrial Revolution.' http://www.cottontimes.co.uk/childreno2.htm

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What were the effects of the Industrial Revolution on Britain?

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Long-term impacts: How did the innovations of the Industrial Revolution cause global changes, including in landscapes, transport and communication?

Questions for students:
1. Describe the impact of factories, mines and cities on the environment, and on population growth and distribution

2. Outline the growth of trade unions as a response to the impacts of the Industrial Revolution

Teacher & student will write a paragraph (on the board) justifying the significance of an invention in terms of the social, environmental or economic continuities and changes.

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How did the Industrial Revolution changed the world?

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Identify and evaluate patterns of continuity and change in the development of the modern world and Australia (VCHHC126)

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The Workers Rights Revolution I THE INDUSTRIAL REVOLUTION

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Focus Questions:
- What was life like before the Industrial Revolution?
- Why do you think people migrated to cities? Was life harder in rural areas?

Quote from site below:
'Before the dawn of the Industrial Revolution Britain was a quite different place to the one that exists today. Industrialisation brought with it new types of roads, trains and many other forms of communications which simply did not exist prior to industrialisation. So before the Industrial Revolution it was very hard to keep in touch with people in other parts of the country. News was spread by travellers or through messengers and goods were distributed largely within the locality in which they were produced.'

Quote & Photograph retrieved from: https://schoolshistory.org.uk/topics/british-history/industrial-revolution/before-the-industrial-revolution/

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Source table can be used as a guide to analyse photographs taken during the IR.

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Students will be given a copy of this timeline to understand when and what technologies were invented during the IR.

Retrieved from: https://riyasamdani.wordpress.com/2016/09/07/a-timeline-of-events-that-boosted-the-industrial-revolution/

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1. Sequence significant events in chronological order to support analysis of the causes and effects of these events and identify the changes they brought about (VCHHC121)

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How was the modern world made? Think, Ink, Pair, Share Activity

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How was the modern world made? Think, Ink, Pair, Share Activity

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Students in pairs can:
- Discuss agricultural revolution, transport system, and

- Explain changes that occurred in technology (for example, steam-driven spinning mills, railways and steam ships) which led to factories and cities
- Cut out and paste inventions on worksheet above into their books.

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Use primary source evidence and historical interpretations to establish historical significance.

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Video: Why Did the Industrial Revolution Start?

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Video: Why Did the Industrial Revolution Start?

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The Industrial Revolution changed the world as we know it and led to increased production and efficiency, lower prices, more goods and mass migration from rural areas to urban areas.
But how and why did the Industrial Revolution start?

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Why Did The Industrial Revolution Start?

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It is easy to take the technologies we use today for granted. However, many technologies we use today are the latest versions of inventions made centuries ago. The Industrial Revolution (1700s -1900s) saw the rise of mechanical inventions. It was the start of a transformation from a handmade manufacturing civilisation to a machine-powered industrial society.

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The Industrial Revolution (18-19th Century)

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1. What is the Industrial Revolution?
2. When did the IR occur?
3. Where did the IR happen? Name three countries.
4. What inventions resulted in the IR?
5. How did the Industrial Revolution change people's self-reliance?

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Analyse and corroborate sources and evaluate their accuracy, usefulness and reliability (VCHHC123)

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Questions:

1. Explain the origin of the source - who, what, when, why,  where?
2. Explain and analyse source context.
3. What effects of Industrialisation are being shown in this source? Explain and analyse meaning in 17-20th century context.
4. Why would historians consider this a useful source when studying this era? Evaluate historical significance.

Source: Great Britain 1905.