This lesson contains 22 slides, with interactive quizzes and text slides.
Items in this lesson
AGE 8. The Time of Citizens and Steam Engines
6.2 The Social Issue
Slide 1 - Slide
group members: first + last name
Slide 2 - Open question
1. Charles Dickens used his own childhood to write about the hard lives of industrial workers. Online, find at least three books he wrote, other than Oliver Twist.
Slide 3 - Open question
2. Drag the texts to the correct target.
Someone who pays wages to workers.
these people worked for low wages
Another name for these workers was “blue collar”.
Factory owners belonged to this group.
He hires personnel and wants to make a profit.
these people mostly lived in slums
Slide 4 - Drag question
Read "A tough life for labourers"
In this exercise you will practise the skill: Drawing conclusions from studying sources.
Look at the source. We are going to analyse this cartoon step by step.
Slide 5 - Slide
3. See if you can recognise the people shown in the cartoon: a. Who are the people on top? b. Who are the people below?
Slide 6 - Open question
3c. What type of clothing does each group wear?
Slide 7 - Open question
3d. Now look closely at the expression of the people in the source and any extra clues you can see. Write them down for both groups.
Slide 8 - Open question
3e. Finally, have a closer look at the caption: ‘The protectors of our industries’. Who are meant by that and why do you think so?
Slide 9 - Open question
4. Read the following statements about the working and living conditions of the working class during the industrial revolution. Are they true or false?
a. People lived close to factories, so not only did they breath unhealthy air during their working day, but also when they were at home.
Slide 10 - Quiz
4b. The factory owners were concerned about the welfare of their factory workers.
Slide 11 - Quiz
4c. The machines were very noisy, so most workers became deaf.
Slide 12 - Quiz
4d. Fatigue, long hours and dangerous machines sometimes led to deadly accidents.
Slide 13 - Quiz
4e. There was a shortage of workers, so they got paid good salaries.
Slide 14 - Quiz
5. Look at the sources below. In this exercise, you will practise the skill: Comparing historical situations. Make a comparison between the two sources. Focus on the relationship between child labour and higher wages.
In New Lanark schools, Robert Owen pioneered new methods of teaching. He thought that education should be natural and spontaneous, but most of all enjoyable.
Magnolia Cotton Mills Spinning Room, around 1900. Can you see the children that are working between the heavy machines?
Slide 15 - Open question
the aim of
6. Look at the schedule and drag words at the correct place to explain what the aim of socialism was.
improve workers' lives
more equality in society
protection through new laws
Slide 16 - Drag question
7a. Read "The first trade unions and social laws"
Imagine being a factory worker, working long hours; children and wives also had to do dangerous work and accept unhealthy living conditions. How would you feel about trade unions?
Slide 17 - Open question
7b. Imagine being a factory owner. You took a big risk by opening a factory and you worked hard to make it a success. How would you feel about trade unions?
Slide 18 - Open question
8. One of the first social laws forbade children working in factories under the age of twelve. However, it was not very successful. The law that ordered children to go to school in 1900 changed that. Why would this law have been more helpful to end child labour?
Slide 19 - Open question
9. Imagine yourself being a politician in the 19th century. What social laws could you draft to improve the living conditions of the workers to stop epidemics like the one you see in the source ?
Slide 20 - Open question
10. Here you can write down something that is not very clear to you in this lesson.