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Use your IPAD!. HANDS-ON-HISTORY! RESEARCH organizations that work to end child labor in the world. Choose one of those organizations and design an advertisement to encourage people to become involved in that organization. Do this homework or you’ll be SLIME !.

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use your ipad
Use your IPAD!
  • HANDS-ON-HISTORY!
  • RESEARCH organizations that work to end child labor in the world. Choose one of those organizations and design an advertisement to encourage people to become involved in that organization.
slide2

Do this homework or you’ll be SLIME!

  • What did Alexis de Tocqueville mean when he said about Manchester, England, “From this filthy sewer pure gold flows.”
slide3

Do this homework or you’ll be SLIME!

  • Create a visual to explain the LONG-TERM effects of the industrial revolution.
slide4

Do this homework or you’ll be SLIME!

Choose a vocabulary slip – design a WORD WALL STAR for it – include word & definition – decorate it!

slide5

Do this homework or you’ll be SLIME!

What would YOUR life be like if there were no factories, fast-food restaurants, clothing manufacturers, or TVs? Describe a week in your life & how it would change.

nadzak 7 th social studies

Write this in your SOCIAL STUDIES NOTEBOOK!

Standard 7-3: The student will demonstrate an understanding of political, social, and economic upheavals that occurred throughout the world during the age of revolution, from 1770 through 1848.Indicator 7-3.5: Explain the impact of the new technology that emerged during the Industrial Revolution, including the changes that promoted the industrialization of textile production in England and the impact of interchangeable parts and mass production.

Nadzak

7th Social Studies

slide8

Furman Owens, 12-years-old. Can't read. Doesn't know his A,B,C's. Said, "Yes I want to learn but can't when I work all the time." Been in the mills 4 years, 3 years in the Olympia Mill. Columbia, South Carolina.

slide9

Adolescent girls from Bibb Mfg. Co. in Macon, Georgia - Bibb Manufacturing Company, known for its quality textile products, originated in Macon in 1876.

slide12

Working at the mill

By Isabelle Sharp

SHELBURNE COMMUNITY SCHOOL, GRADE 5

Click, clank the wheel turns as the day goes on,

From 7 a.m. to 7:30 p.m. we work our backs off.

We only get a break from 12 a.m. to 1:30 p.m.

Then click, clack back to the mill we go.

Doing the same work each day is not that fun at all.

Ever gone to work when you're 6 years old?

Well Ma and Pa would make you.

The mill never ever allowed kids 14 years old and

younger, but Ma and Pa would try to sneak you in.

The mill wouldn’t mind if you were younger than

you said you were, it’s just that you got hidden.

The mill inspector wouldn’t want to see us so he

would stop in, smoke his pipe and wait to let us hide

from him until he left the building.

That’s the story of how to work a mill.

use your ipad1
Use your IPAD!

http://www.youngwritersproject.org/files/images/ywp12-11%20ta.pdf

Read the poems you find!

you must know
YOU MUST KNOW . . .
  • The Industrial Revolution began about 1750
  • England was the first nation to industrialize because they had colonies with raw materials needed for industry, employable population, the British government was stable & economy was strong
  • The Industrial Revolution in the U.S. occurred after the Civil War (WHEN WAS THAT?)

Write this in your SOCIAL STUDIES NOTEBOOK!

slide20

Some boys and girls were so small they had to climb up on to the spinning frame to mend broken threads and to put back the empty bobbins. Bibb Mill No. 1. Macon, Georgia.

slide21
A moment's glimpse of the outer world. Said she was 11 years old. Been working over a year. Rhodes Mfg. Co. Lincolnton, North Carolina.
you must know1
YOU MUST KNOW . . .
  • The modernization of textile technology revolutionized industrialization.
  • The cotton gin significantly increased cotton production following its invention in 1793.
  • The flying shuttle advanced textile production by doubling the amount of weaving a worker could do in one day, and this machine was soon joined by the more advanced spinning jenny, which allowed one spinner to spin eight threads at a time.
  • At first operated by hand, these machines were soon powered by the water frame.
use your ipad2
Use your IPAD!

Find out what these industrial revolution inventions did:

Shuttle Jenny

Cotton Gin

Water Frame

england had colonies that provided raw materials they had labor the british had stable economy
England had colonies that provided raw materials, they had labor & the British had stable economy.
silently read this
SILENTLY READ THIS . . .

During World War I, a number of severe shortages alerted the world’s scientists to the need for synthetic, or man-made materials. Thus by 1934, a research team headed by Wallace H.Carothers had developed the first synthetic fiber, called nylon. As it turned out, the development of nylon had a surprisingly profound effect on world affairs. True, it’s first use was in fashion, and in 1939, the Dupont company began marketing sheer nylon hose for women. Nylons were a spectacular hit and sold off the shelves almost immediately. But they disappeared with the coming of World War II, as nylon became essential to the war effort. It was used in everything from parachutes and ropes, to insulation and coat linings. Sadly Carothers never witnessed the impact of his creation. He committed suicide two years before the first pair of nylons ever went on sale.

answer these questions
Answer these questions . . .

Why do we need to make synthetic materials?

Where would you find nylon in nature?

To this is day, what was the most popular use of nylon fibers?

What company is credited with bringing Nylons to the public?

use your ipad3
Use your IPAD!

What’s the COTTAGE INDUSTRY?

you must know2
YOU MUST KNOW . . .
  • In 1779, the spinning mule was invented as a combination of the spinning jenny and water frame, and the mule produced a stronger product than its predecessors.
  • In 1787, the water-powered power loomincreased the speed of weaving yet again.
  • As reliance on large, expensive machines increased, factories were built to house the machines, rather than the “cottage industries” of handwork previously done at home in earlier times.
  • The increasing demand for waterpower to drive machines meant factories were built near rivers or streams.

Write this in your SOCIAL STUDIES notebook!

slide38

My story

By Sarah Felten

WOODSTOCK UNION HIGH SCHOOL, GRADE 10

My name is Jo Bodeon.

I am a "back-roper” in the mule room at the Chace

Cotton Mill in Burlington.

I have forgotten what age I am.

But people say I am not old enough to work, but

that I do.

Every morning at 5 o’clock I am summoned into

the mule room.

I stay there until 6 o’clock in the afternoon,

And often later.

I get paid 40 cents a day.

They say I am one of 20 child workers.

But that don’t mean anything to me.

If I talk during work hours, I get five cents taken

away for each time.

slide39

Before I got here, I was a trouble maker at my

school,

Or at least that’s what they told my ma and my pa.

I got into a lot of fights, and I didn’t do too well in

school.

My pa kept threatening me by telling me I would go

to “work,” just like him.

And then I would know what it felt like.

I never thought he would actually go through with it

Until one day at school I threw something at my

teacher,

And once again was called into the principal’s office

with my parents.

My pa said it was the last straw.

Ma tried to convince pa not to send me to “work.”

But he said he had enough of my childish behavior

and I should start to grow up.

I never really realized what he meant when he said

“work”

but I sure do wish I had.

use your ipad4
Use your IPAD!

Complete the Inventors Graphic Organizer!

Put in the RED BIN when finished!

IF you finish early you may complete Get to Know Chapter 24 (blue World History book)

slide43

Transportation improved as the textile industry progressed.

  • James Watt developed an efficient steam engine that was soon used to power steamboats and locomotives, leading to the building of canals and railways for trade and transportation.
  • The railroad boom created new jobs for railroad workers and miners were needed to obtain coal to power these new engines.
  • With less expensive means of trade and transport of goods, industries developed and trade over longer distances grew and travel for humans was easier as well.

You must know!

Write this in your SOCIAL STUDIES NOTEBOOK!

you must know3
YOU MUST KNOW . . .
  • In Japan the Industrial Revolution began in mid-1800s because the U.S. armed forces required them to open their country to trade
  • To protect themselves & to compete successfully Japan had to modernize they built factories & increased their military
silently read this1
SILENTLY READ THIS . . .

In Japan the Industrial Revolution began in mid-1800s because the U.S. armed forces required them to open their country to trade.

answer these questions1
Answer these questions. . .

INFER what Japan’s policy on trading with other countries was before the 19th century (1800s)?

use your ipad5
Use your IPAD!

Find out what a “newsie” was!

slide58

Tony Casale, age 11, been selling 4 years. Sells sometimes until 10 p.m. His paper told me the boy had shown him the marks on his arm where his father had bitten him for not selling more papers. He (the boy) said, "Drunken men say bad words to us." Hartford, Connecticut.

slide59

Out after midnight selling extras. There were many young boys selling very late. Youngest boy in the group is 9 years old. Harry, age 11, Eugene and the rest were a little older. Washington, D.C.

slide60

Through the development of interchangeable parts, where many identical parts where produced rather than the previous process of creating unique items by hand, it became possible to mass produce and repair many goods with the aid of machines and refined them by hand.

slide61

Development was ongoing throughout the 19th century as instruments for precise measurement, standardization, and business processes were likewise being developed and refined.

  • Mass production allowed goods to be produced for a cheaper price, making them more accessible to an increasing portion of the population.
slide62

With the development of the factory system came the division of labor, which led to increased worker productivity and increased output of manufactured goods.

  • Unfortunately, this division of labor also made clear the division between the worker and owner classes. WHY?
yoga breathing sitkari
Yoga breathing - SITKARI
  • Sitkari is preformed with the inhalation occuring through the mouth instead of the nose
  • In Sitkari you press the tip of the tongue against the upper palate as you slowly inhale through the mouth
  • This should create a hissing sound
  • After retaining the breath for as long as you are able, slowly exhale through both nostrils
  • Repeat five to ten times

Wake up!

you must know4
YOU MUST KNOW . . .
  • The rapid growth of population in cities often led to deplorable living and working conditions including abuses of child labor
  • Workers formed unions to petition for better conditions – called trade or labor unions
  • Workers went on strike for better working conditions, higher wages & shorter hours

Write this in your SOCIAL STUDIES NOTEBOOK!

you must know5
YOU MUST KNOW . . .
  • Socialism developed out of poor social conditions
  • In socialism everyone controls some part of production

Write this in your SOCIAL STUDIES NOTEBOOK!

use your ipad6
Use your IPAD!

Research what’s been said about Obama & socialism.

slide80

Grade 7

Standard 7-3:

The student will demonstrate an understanding of political, social, and economic upheavals that occurred throughout the world during the age of revolution, from 1770 to 1848.

Indicator 7-3.5:

Explain the impact of the new technology that emerged during the Industrial Revolution, including the changes that promoted the industrialization of textile production in England and the impact of interchangeable parts and mass production.

slide82

Which innovation caused the change shown in the maps?

A. railroads

B. electricity

C. the water frame

D. the diesel engine

Key: C

Released Date: 2010

assembly line activity
Assembly-line activity
  • Shirt Factory Stations—line up student desks to create workstations (one or two students at each one depending on class size.) (Materials listed in parentheses.)
    • Supervisors—Write name tag for their title; can tell extra students when to “change shifts” with current workers or let them help out at stations that are moving slower.
    • Trace shirt pattern (pattern, pencils, blank paper)**
    • Cut out shirts (scissors)
    • Draw collar (marker)
    • Draw button holes (ruler, pencils)
    • Trace buttons (pattern, pencils, colored paper)
    • Cut out buttons (scissors)
    • Paste buttons (glue sticks)
    • Print manufacturer’s name (pens)
    • Packer—takes finished shirts and stacks them in a pile.
    • Transporters—take shirts from station 4 to 7.
slide86

SUPERVISOR – make sure stations run smoothly

  • Pattern maker (trace shirt patterns)
  • Cutter (cut out shirt patterns)
  • Collar colorers (color collars – must stay in lines)
  • Button tracers
  • Button cutters
  • Button gluers
  • Logo printers
  • Packers – take finished shirts & stack for sale
  • Transporters – take to retailer
slide89

Do this homework or you’ll be SLIME!

EXPLAIN the impact of the new technology that emerged during the Industrial Revolution.