*This partner essay is DUE Tuesday, April 30* – 1st Period
*This partner essay is DUE Monday, May 6* – 4th Period
Noting the emphasis on incorporating EVIDENCE into your essays, don’t be shy in addressing the information found in the Labor Unionism Student Presentations, or the work you’ve completed on the Industrial Revolution:
You and your partner will present on your choice of Labor Dispute upon our return from Spring Break. It’s critical that you think about who is responsible for what slide/information so that you’re each clear on what you need to do. Consult the RUBRIC.
At the beginning of class on Friday, students will submit the following work in order:
As noted in a variety of primary sources during our recent inquiry into the industrial revolution, the development of business TRUSTS and MONOPOLIES concentrated capital to fuel efficient methods of industrial production. As Samuel Smiles, author of the 1875 “Thrift” article we read yesterday in class described, “There is an accumulation of wealth in (England) to which past times can offer no parallel…And yet notwithstanding all this wealth, there is an enormous mass of poverty.” How is it possible to generate so much new wealth yet still have such massive rates of poverty? This is precisely the question “The Great Money Trick” seeks to answer.
As this video references the German sociologist George Simmel. Note Robert Tressell had read, and was influenced by, his fellow European. They and the rest of planet earth inexorably tore into the 20th century; nobody could be neutral on this moving train, so some took to alter course.
Of course, we can’t really answer that question until we finish setting the stage of the Industrial Revolution – so let’s finish our inquiry into how the Industrial Revolution changed the lives of working people! To help us further unpack this question, we’re going to spend today contrasting the ideas we were presented with earlier this week; while our most recent essential question was “how did the Industrial Revolution move society backward?” today our essential question is “how did the Industrial Revolution move society forward??”
To unpack this question, we’re taking a look at two sources:
By the end of class, students will read and annotate the two sources, and record their responses on this here graphic organizer: The Industrial Revolution!!! Finishing this work will require students to reference all of the work they’ve completed this week.