American Crossroads: Teaching History on the Great Plains

Age Group: Ninth grade U.S. History students

Lesson Plan Materials/ Primary Source Resources:

Document by Harriet Robinson: Lowell Mill Girls

http://chnm.gmu.edu/courses/jackson/mill/robinson.html

Timetable of the Lowell Mills

http://www.library.csi.cuny.edu/dept/americanstudies/lavender/graphics/ttable.jpg

An Idyl of Work poem by Lucy Larcom

http://library.uml.edu/clh/All/lu01.htm

Hamilton Company-Factory Rules from the Handbook to Lowell, 1848

http://library.uml.edu/clh/All/ham2.htm

Photo of Lowell girl working

http://library.uml.edu/clh/mill.jpg

Anticipatory set:

1.  Ask students to generate a list of rules that apply to teenagers who work after school. Lead a discussion on the rules (or lack thereof) other than being prompt, dress code, polite, etc.

2.  Use discussion as a lead in to the discussion of life as a Lowell Mill girl/working woman during the mid-1800s

Lesson:

1. Students will already have learned about the rise of factory work in the 1800s. This lesson will tie directly into what they have already learned.

2.  Students will read the article “Lowell Mill Girls,” by Harriet Robinson and answer the following questions:

Questions to answer in conjunction with “Lowell Mill Girls”

1.  Why were women interested in working at the Lowell Factories?

2.  Explain the treatment of mill girls in Europe. Why do you suppose they were looked down upon for this sort of work?

3.  What was the average age and day length for the mill girls?

4.  For what (social) reason did so many women work?

5.  Reflect on the role of women during the 1800s. Why do you suppose working women were treated so poorly?

6.  The first (unsuccessful) strike began in 1836.  Why did it happen & why didn’t it work?

7. If this marks the beginning of the labor movement, why do you think it didn’t work?

3.  Discuss the reading and answers with the class. Generate further discussion on work and factory life.

4.  Further study working conditions by reading “Time Table of the Lowell Mills.” Ask students to identify what the length of the work day is, the number of breaks, and the time table of the day.”  **Make sure students are able to understand why the work day lengthens as winter ends**

5.  Students will read and discuss the “Factory Rules” of the Lowell Mills.

The students will reflect on the following questions in relation to the reading:

1.  What rules do you feel are fair for the women? Explain why you think this.

2.  Discuss any rules that you feel are unfair or would be illegal today with an explanation.

3.  Who has more power: the employer or the employee. Is this the same as it is today? Why or why not?

6. Finally students will read the poem “An idly of Work.” We will discuss the message that the writer is trying to get across.

7. As a class we will discuss the problems with work conditions, what solutions might help, why change isn’t happening, and the reasons for that.

Activity:

Based on the above readings, questions, and discussion, students will have a choice of the following projects.

a.  Students may write a newspaper article exposing the unfair work conditions to the public. Specific examples and recommendations for change must be included.

b.  Students may create a political cartoon depicting Lowell Factory life as told through the eyes of the workers. A caption must be added as well. A one paragraph summary of the meaning behind the cartoon is to be included.

c.  Research a write a one page completing the story of the Lowell Factory. When did it close? Why did it close? What is its legacy? A proper citation page must be included. Using Wikipedia as a source is not allowed.