tlp_10_aminton

Aaron Minton Teacher Lesson Page
Aaron's Primary Source page

Aaron's Teacher Side lesson page

USII.1 Explain the various causes of the Industrial Revolution. (H, E)
 * Standard**:
 * __ Industrial America and Its Emerging Role in International Affairs, 1870-1920 __**

A. the economic impetus provided by the Civil War B. important technological and scientific advances ** C. ** **//the role of business leaders, entrepreneurs, and inventors// such as Alexander Graham Bell, Andrew Carnegie, Thomas Edison, J.P. Morgan, John D. Rockefeller, and Cornelius Vanderbilt**


 * Guiding Question**: What were the values of business leaders of the Pemberton Mill and how does they reflect the overall attitudes of business leaders throughout the country at this time?


 * Title:** The Fall of the Pemberton Mill: An Insurance Investigation

In the early 19th century the invention of the Cotton Gin and Steam engine contributed to a worldwide improvement in technology and manufacturing. A new invention, the loom spun cotton quickly, increasing the productivity of cotton. In the American Northeast, spinning factories sprouted and Lowell Massachusetts became a leading community of manufacturing spun cotton in the country. For further review: Extra Info On a quiet cold day in January of 1860 the Pemberton Mill in Lawrence collapsed trapping more than six hundred workers under the rubble. Mostly women and children were victims. Sadly, later, a latern fell and set fire to the already destroyed mill. The ensuing chaos and rescue effort mobilized a movement to improve better working conditions in mills all around the country.
 * Introduction:**


 * Task:** Students will write act as insurance investigators. They will collect data and asses the physical and psychological damages to the town of Lowell and submit appropriate suggested responses of the owners to the disaster.


 * Lesson Process:**

DAY ONE
Students will be introduced to the Pemberton Mills via this Lowell sponsored educational video

Preliminary web exploration-http://www.celebrateboston.com/disasters/pemberton-mill-collapse.htm

media type="youtube" key="tSkIeRCoIAQ?fs=1" height="385" width="640"

>>>> -Pg 13, 2nd paragraph, little girl dies -Pg 19, A Child’s Heroism SEARCH: OVERSEER -Pg 23 Statement of Elbert S. Moses SEARCH: YOUNG WOMAN -Pg 34, paragraph 2, private donations given to the relief effort -Pg 21, Hope and Despair -Pg 18, Roasted Alive -Pg 62, Testimony of John B. Tuttle (brick mason said mill wasn’t strong enough) -Ph 69, Bottom of 69 (man said building was fine) >>>> >>>>
 * 1) **Students will explore various Newspaper accounts of the Collapse and Fire**
 * 2) [[file:NYT Pemberton.pdf]]
 * 3) **Students will read first hand accounts of workers and rescuers**
 * 4) From "Authentic History of the Lawrence Disaster" published 1860
 * 5) Read the Introduction [[image:Intro_Pem_Mill.png]]
 * 6) Find these first hand accounts of some of the victims of the disaster.
 * 7)  SEARCH: GIRL
 * 1) Find 2 first hand accounts from the report. Write a report to your boss at the insurance agency describing the disaster and citing one of the following personal accounts.

DAY TWO
>>> [] >> media type="custom" key="8169326"
 * 1) Exploring contemporary pictures
 * 2) [[image:001-devastation.jpg]]
 * 3) [[image:NEws_pic width="337" height="288"]]
 * 4) [[image:Dead_Room width="358" height="288"]]
 * 1) How does this paragraph match the ethos of the pictures shown above?
 * 1) Why do you think these pictures were produced? Who is their intended audience? What does it do to the possible perceived culpability of the owners of the mill?
 * 2) **Students will read the assessment of the Fireman's account and compare with other accounts.**
 * 3) Fireman's Handbook
 * 4) pages 247-255
 * 1) Compare this with the accounts published in the NYT. New York Times
 * 2) While reading the Fireman's account note who the account places the blame on for the disaster
 * 3) What company does the fireman's account blame? What did they make?
 * 4) Who does the account specifically blame?
 * 5) Compare this account with the last two accounts from "Authentic History". How do these accounts compare to the Fireman's account?
 * 6) After analyzing these pictures, reading the Fireman's account, and considering the questions above, write an general report to your boss. Be sure to include details from the "big picture" as well as details from the above scenes you have witnessed. (pics above)

DAY THREE

 * 1) **Students will peruse the Insurance Claim of Pemberton Manufacturing determining the overall value of the losses.**
 * 2) Insurance Adjustment
 * 3) Answer the Following Questions
 * 4) How did the owners of the Mills spread their risk?
 * 5) Who got the most payout from the disaster?
 * 6) Does the adjustment mention anything about workers' compensation for lost hours or family members?
 * 7) Why do you think this is?


 * Conclusion:** The disaster at Pemberton was a catalyst for workers rights throughout the country. By completing the following assessment you will be able to take part in the movement that helped gain Mill workers rights throughout the state and nation in the middle 19th century. Industrial disasters in history (much like the BP oil spill and the Chilean Miner incident, or even 9-11, today) are worth studying so that we can get a better understanding of the people of that era. By studying their responses to the disaster we gain knowledge about what is valued in their society and culture at that time.


 * Assessment:** Now write proposed amendments to the insurance adjustment. Prepare 5 direct changes and 5 amendments to the insurance claim above that places the culpability in the proper place as well as renders a judicious recompense for those hurt or killed in the disaster.

cites several details and makes few chronological/detail errors. || Student shows limited understanding of events, cites few details and has no correct chronological order. ||  || of the disaster || Student reports on accounts faithfully and thoroughly and in step with premise. Shows creativity (insurance adjuster). || Student's report is mostly complete and reflects the premise. Shows creativity. || Student's report is complete and shows some creativity || Student's report is incomplete and shows no creativty ||  || in an appropriate manner || Shows a strong appeal for workers rights and recompense. Interacts with Insurance adjustment appropriately. Uses pathos to persuade/convince underwriters for workers' rights. || Shows a strong appeal for workers rights and recompense. Interacts with Insurance adjustment appropriately. || Shows an appeal/suggestion for workers rights or recompense. Able to properly interact with insurance adjustment. || Shows no appeal for worker's rights and does not take their needs into consideration ||  ||
 * // STUDENTS WILL BE ABLE TO… // || // STRONG // || // GOOD // || // ADEQUATE // || // INADEQUATE // || // WEIGHTING // ||
 * Display their understanding of the nature of the Disaster at Pemberton || Student shows full understanding of the events at Pemberton, cites many details and has correct chronology. || Student shows a good amount of understanding, cites several details and has only one chronological error. || Student shows understanding of events at Pemberton,
 * Report on first hand accounts
 * Convey the need for workers rights


 * Resources:**

url}?f=print|print this page