tlp_09_pbagnell

=Teacher Lesson Page=

Pat Bagnell, Braintree High School
Pat's Primary Source Page

Grade Level: High School (ESL)

Essential Question:
How did immigration affect American conceptions of "WE THE PEOPLE"?

Standard(s): USI.28 B and D
USI.28 Explain the emergence and impact of the textile industry in New England and industrial growth generally throughout antebellum America. b. the causes and impact of the wave of immigration from Northern Europe to America in the 1840s and 1850s d. the roles of women in New England textile factories.

Guiding Question:
What can the historical experience of the immigrant mill workers in the 1840s, especially the Lowell mill girls, teach us about immigrant contributions to the U.S.? How does the 1840s experience compare to recent immigrant experience? What do immigrants today expect to contribute to American society?

Introduction:
We have studied the Industrial Revolution in this country and the network of rivers and canals that made the Northeast conducive to the establishment of textile mills. Between 1820 and 1850 some forty textile and flour mills were built along the Merrimack River. One of the most famous was in Lowell, Massachusetts. This mill began in 1822 and its founders had the idea that, because most of the workers would be young women, the community would offer them education and cultural exposure. At this time, the workers were mostly young women from New England who wanted to escape the drudgery of the family farm or who needed to send money home to support the farm.

Conditions for the workers deteriorated over time as the owners were more interested in making a profit than providing a beneficial environment for the workers. The population of the Lowell Mills shifted in the mid-nineteenth century as the famine and depression in Ireland caused thousands of Irish to move to the United States. By 1850, the Irish made up 43 % of the foreign born population of the United States. Many Irish women found jobs as domestic servants, laundresses, or workers in textile mills in New England. In 1845, the Irish made up only 8% of the Lowell mills’ workforce. By 1860, they were 50% of the workforce.

In this lesson you are going to focus on the Lowell Mill girls who primarily came from farms in Ireland and New England and went to Lowell to take advantage of the jobs created by the textile mills. You are going to first look at how an historian compiles evidence to create a picture of the people and the times. You are going to use this evidence to examine the Lowell mill girls' daily life, working conditions, and contributions to society. Once you have looked at the evidence to understand more about the Lowell Mill Girls, you will look for the same kind of evidence trail that you have created in the process of your immigration to America. Finally you will compare the contributions to society that you and your families will make to those of the historical group.

Task:
In your role as a historian you will investigate the lives of Lowell Mill Girls in the 1840's, as well as your own life. This process begins with familiarizing yourself with the difference between primary and secondary sources. Once you have done that, you will walk through various primary sources-letters, diaries, songs, and poetry-created by the mill girls. Finally, you will recreate your own evidence trail of immigration. This will involve collecting objects, photos, letters, documents, and oral histories. You will compare and contrast the differences and the similarities between immigration in 1850 and 2009. What do you and the Lowell Mill Girls have in common?

Lesson Process:
DAY ONE Today you will learn about the differences between primary and secondary sources. You will also work with your partner to identify the evidence in your life that makes up your historical record!

Begin by clicking on the link below and then follow these steps: 1. Click on **student lesson** 2.Click on **What are primary sources**? 3. Read **"Primary and Secondary Sources"** and **"The Historical Record"** 4. At the bottom of the page, click on **Mind Walk**. 5. Answer the questions # 1-3. Http://memory.loc.gov/learn/lessons/psources/pshome.html -

Finally, there will be a class discussion where you will share your examples with the other students. Save your work as this will become the platform for your presentation.

DAY TWO Now you know the difference between primary and secondary sources, working with a partner, go from two of the five sets of primary documents listed below. These documents are part of the historical record or evidence trail for the Lowell Mill Girls. You will choose one narrative or article and one other primary source to analyze. Examples of other primary sources would be a poem, photograph, song, or sign.

I. **The Lowell Offering**: The first set of documents is from The //Lowell Offering// published in the 1800's. This was a magazine about the life of the mill girls to which the girls contributed articles, letters, and poetry. You will find these primary sources below: 1. Ireland ( poem) 2. Letter from Home (poem) 3. Abby's year in Lowell ( a short narrative of a New England girl who wants to leave the family farm and go to Lowell) (document) 4. an Acrostic of Lowell (poem) 5. Two songs: "I will not be a Slave" and "Song of the Spinner's"(songs) 6. "Some of the Beauties of Our Factory System...otherwise Lowell Slavery"(article) 7. " A Peep at Factory Life"

The second publication from the time is a book from which we can look at: "The Characteristics of the Early Factory Girls" -- Chapter IV of __Loom and Spindle__ by Harriet Robinson (document is in Google Books: @http://books.google.com/books?id=RgwCAAAAYAAJ&printsec=frontcover&dq=Loom+and+Spindle&source=bl&ots=jJymdJMy3Z&sig=SI5DId985Wbn2lKCPM_j2FnVf4k&hl=en&ei=wc5gS_OzL8vAlAeYiNDcCw&sa=X&oi=book_result&ct=result&resnum=3&ved=0CBUQ6AEwAg
 * II. Loom and Spindle**

The third source that we will look at is a short book written by Harriet Robinson and published by Roberts Brothers, 1883, Boston. Look at: 1.. Regulations of the Boarding House (sign) 2. Time Table of the Lowell Mills (sign) 4. A Letter to Hannah (document) 5. The Weaving Room (photograph) www.fordham.edu/halsall/mod/robinson-lowell.html
 * III. The Lowell Mill Girls**

A fourth source ("Factory Life as it Is", reprinted by Lowell publishing Company, Inc. 1982) was originally published as part of "Factory Tract Number 1" by the female Labor Reform Association, Lowell Ma 1845. See what picture it paints of mill life. @http://library.uml.edu/clh/All/fac2.htm
 * IV. Factory Life as It Is**

Finally if you go to the Center for Lowell History's page of the 1834 Boston Transcript at @http://library.uml.edu/clh/All/bos.htm There you will see 1 song and 1 poem : 1. I Can Not Be a Slave 2. Let oppression shrug her shoulders...
 * V. The 1834 Boston Transcript**

You will analyze your two sources paying attention to: //1. Who is the author? 2. What do your sources tell you about the daily life of a mill girl? 3. Is the author happy with the life of a Lowell mill girl? Why or why not? 4. What evidence do you have to support your analysis?//

You will write 2 paragraphs for each source.

DAY THREE You will prepare a presentation for the class that will tell the story of your family's immigration. Begin with the first member of your family to immigrate and conclude with the present day. Demonstrate your understanding of primary sources by presenting some from each category-objects, documents, photos, audio, and community. A central part of your presentation will be comparing yours and your family's life in America to the lives of the Lowell Mill girls.

Presentation: Your presentation will be assessed on well you can make the connection between the two immigrant experiences. Some common issues might be: //1. Reason for immigrating 2. Living conditions 3. Family left behind 4. Education 5. Working conditions 6. Historical Record ( Compare one of the primary sources from the mill girls to one of your pieces of evidence)//

Group Discussion: Now you have learned first hand through the primary sources what life was like for the Lowell mill girls. Fast forward to your experience as an immigrant. Discuss the following questions: 1//.What kind of evidence trail have you created as an immigrant? What will this data tell us (and, perhaps,future historians) about you and your family? 2.What has been difficult for you and your family? 3. What have you gained and what have you lost through this process? 4. What contributions will you make to American society? How will America be different because of you and your family?//

**Conclusion**:
By looking at the primary sources associated with the Lowell Mill Girls, you now understand more completely the effects of the Industrial revolution on a specific group of immigrants. By identifying your own historical record and comparing your immigration experience with that of the Lowell Mill girls, you will have created a tangible and personal connection to history. How else can we see the records of other actors in history and connect these historical people to our own lives?

Assessment:
may be a mix of primary and secondary sources and satisfy each category telling their complete immigration story || The evidence is not complete-either there is not an example from every category and/or there is no primary evidence.It doesn't offer a complete story. || No evidence has been presented. ||
 * **Students will be able to:** || **Strong** || **Adequate** || **Weak** || **Needs Improvement** ||
 * 1. Identify the differences between primary and secondary sources || Students will be able to define the difference and cite examples of both primary and secondary sources in each category: document, image, audio, and community || Students will be able to define the difference between primary and secondary sources and cite examples. || Students will be able to define the difference but offer no examples. || Students will not distinguish the difference between primary and secondary sources. ||
 * 2. Write an analysis of two primary sources citing point of view and reflecting on their significance. || Students will offer written analysis of two of the primary sources identifying point of view and the significance of the evidence. || Students will be able to describe the source and either identify point of view or the significance but not both. || Students will be able to describe the source but not understand the point of view or the significance. || Students will be unable to describe the primary source. ||
 * 3. Collect evidence that supports their own immigration story. || The evidence will all be primary source material, be taken from every category, and support the narration of their immigration story, || The evidence
 * 3. Collect evidence that supports their own immigration story. || The evidence will all be primary source material, be taken from every category, and support the narration of their immigration story, || The evidence
 * 3. Collect evidence that supports their own immigration story. || The evidence will all be primary source material, be taken from every category, and support the narration of their immigration story, || The evidence
 * 4. Students will write a reflection comparing their immigration journey with that of the mill girls. || The essay will refer to historical evidence and compare and contrast the two journeys. The essay will have a topic sentence with a strong introduction and conclusion. || The essay will compare an contrast the two journeys with an adequate introduction and conclusion. || The essay will compare and contrast the two journeys but lack historical evidence. || The essay will not convince the reader of a valid comparison due to a lack of evidence, organization, a strong introduction and conclusion, or poor mechanics. ||
 * 4. Students will write a reflection comparing their immigration journey with that of the mill girls. || The essay will refer to historical evidence and compare and contrast the two journeys. The essay will have a topic sentence with a strong introduction and conclusion. || The essay will compare an contrast the two journeys with an adequate introduction and conclusion. || The essay will compare and contrast the two journeys but lack historical evidence. || The essay will not convince the reader of a valid comparison due to a lack of evidence, organization, a strong introduction and conclusion, or poor mechanics. ||

Further optional activities: Students will submit analysis worksheets on the primary sources. Students will write a diary entry as a mill girl describing impressions of mill life. Students will make a presentation to the class on themselves as immigrants.

Resources:
See documents.

Additional Resources: "Mill Life in Lowell: 1820-1880" from UMass-Lowell "Bell Time" by Winslow Homer (1868, engraving, published in //Harper's Weekly//) @http://www.brooklynmuseum.org/opencollection/objects/2521/The_Morning_Bell "From Erin to the Acre" [Irish immigrants in Lowell] from UMass-Lowell Picture of Lowell Mill timetable http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/u2images/act9/time_tbl.html

__1834 //Boston Transcript// reports on the Strike__
"We learn that extraordinary excitement was occasioned at Lowell, last week, by an announcement that the wages paid in some of the departments would be reduced 15 percent on the 1st of March. The reduction principally affected the female operatives, and they held several meetings, or caucuses, at which a young woman presided, who took an active part in persuading her associates to give notice that they should quit the mills, and to induce them to 'make a run' on the Lowell Bank and the Savings Bank, which they did. On Friday morning, the young woman referred to was dismissed, by the Agent...and on leaving the office...waved her calash in the air, as a signal to the others, who were watching from the windows, when they immediately 'struck' and assembled about her, in despite of the overseers. "The number soon increased to nearly 800. A procession was formed, and they marched about the town, to the amusement of a mob of idlers and boys, and we are sorry to add, not altogether to the credit of Yankee girls....We are told that one of the leaders mounted a stump and made a flaming [|Mary] [|Wollstonecraft] speech on the rights of women and the iniquities of the 'monied aristocracy,' which produced a powerful effect on her auditors, and they determined to 'have their way if they died for it.'"



__Poem that Concluded Lowell Women Workers' 1834 Petition to the Manufacturers__
Let oppression shrug her shoulders, And a haughty tyrant frown, And little upstart Ignorance, In mockery look down. Yet I value not the feeble threats Of Tories in disguise, While the flag of Independence O'er our noble nation flies.



__1836 Song Lyrics Sung by Protesting Workers at Lowell__
Oh! isn't it a pity, such a pretty girl as I Should be sent to the factory to pine away and die? Oh! I cannot be a slave, I will not be a slave, For I'm so fond of liberty, That I cannot be a slave.

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