Lesson Plan - Georgia Geographic Alliance

Summer Institute 2007

Kennesaw State University

Title of Lesson= :	Teaching Rural to Urban Migration in Industrial Great Britain
Author:	Beth Villemez
School/Organiza= tion:	Sprayberry High School
Grade Level / S= ubject Area:	9^th-10^th AP Human Geography, AP European History, AP World History, World History
Date:	June 8, 2007

RATIONALE:

The industrial revolution is considered to be one of the most monumental change= s in the history of man equivalent to the Neolithic revolution in its effects on society and the environment. This activity is designed to help the student better understand the change over time results of this revolution.

OBJECTIVES:

Students will create their own maps of urban growth and therefore be able to see visually the effects of the migration from rural to urban areas on the landscape.

Students will be able to analyze and evaluate the environmental changes resulting fr= om industrialization and increased population.

Students will be able to evaluate the social consequences both positive and negative= of industrialization and the rise of urban areas.

NCSS THEMATIC = STRANDS:

Social studies programs should i= nclude experiences that provide for the study of the ways human beings view themse= lves in and over time.

Social studies programs should include experiences that provide for the study of people, places, and environments.

Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services

Social studies programs should i= nclude experiences that provide for the study of relationships among science, technology, and society.

NATIONAL GEOGR= APHY STANDARDS:

STANDARD 3: How to analyze the spatial organization of people, places, and environments on Earth's surface

STANDARD 4: The physical and human characteristics of places.

STANDARD 9: The characteristics, distribution, and migration of human populations on Earth's surface.

STANDARD 14: How human actions modify the physical environment.

STANDARD 17: How to apply geography to interpret the past.
STANDARD 18: To apply geography to interpret the present and plan for the future.

GEORGIA PERFOR= MANCE STANDARDS:

SSWG6 The student will describe the interaction of ph= ysical and human systems

that have shaped contemporary Europe. .

&nbs= p; c. Analyze the importance of Europe’s coastal location, climatic characteristics, and river systems regarding population, economic development, and world influence.

&nbs= p; e. Explain why Europe has a highly integrated netwo= rk of highways, waterways, railroads, and airline linkages.

&nbs= p; g. Analyze the environmental issues associated with industrial and natural resource development in Europe, including Russia.

SSWH15 The student will be able to describe the impac= t of industrialization, the

rise of nationalism, and the major characteristics of worldwide imperialism.

&nbs= p; a. Analyze the process and impact of industrializat= ion in England, Germany, and Japan, movements for political reform, the writing= s of Adam Smith and Karl Marx, and urbanization and its affect on women.

REQUIREMENTS A= ND RESOURCES:

1-2 45-minute class periods

Each student should have a large piece of butcher block paper (15x20). They should= use a pencil for this activity (color pencils are optional). =

Each student should use the template below as each round adds to the village. It is crucial that size for each of the “characters” in the city be t= he same.

Urban game introduction and narrative follows.

CHECKLIST OF C= LASSROOM PROCEDURES:

To begin: READ THIS STORY TO THE STUDENTS: [to save class time students could be given this prior to class to read]=

The Urban Game

Life here in= our rural English village is similar to other villages throughout Europe in the 18th century. Change traditionally comes very slowly. People mo= ved at a much slower pace and had access to very little information about the w= orld outside their village. London, England’s largest city and one of the two real cities in Europe had a population of about 750,000 in 1750.&nb= sp; Three out of every four Englishmen were rural and lived in small villages l= ike this one. The average village was inhabited by about 200-400 people.&= nbsp; The tallest structure in the village was the church. The religion of England is Anglican (Church of England). Home life & work = life were closely integrated as most work was done in nearby fields or in the ho= me or perhaps adjoining workshop. The family was an economical unit as w= ell as a social unit. Every member of the family worked very hard from su= n-up to sundown. Even small children had chores. The homes of villag= ers were very small with earthen floors and inadequate lighting and ventilation. All members of the family slept in the same room and sometimes shared living quarters with the livestock. Sons worked with their fathers farming and tending livestock while daughters worked with the= ir mothers cleaning, cooking, sewing and at other domestic chores. Life expectancy was slightly over 40 years of age. Most people married in their teens and had babies before they were 20. It was common for wom= en to die during childbirth so the average marriage lasted about 15 years.&nbs= p; Stepmothers and stepfathers were common. One baby out of three died before their first birthday, only one child in two saw their 21st birthday. <= /span>

Unlike Franc= e, the English were not rigidly divided into social/legal Estates. However, there was a distinct social class system. Most English were = poor farmers. A few were middle class like the bourgeoisie of France. They lived, for the most part in London. Still a small few were aristocrats and usually owned large tracts of land in the English countryside. For both peasant & aristocrats, the soil was the key= to the economy. Land was the source of livelihood and well being. Having enough land to produce adequate food, or to produce enough to sell, = or even to rent was the key to economic survival.

Traditions concerning land guided daily living. These traditions were designed to ensure the stability and welfare of the greater community. Hence marriages and inheritance were geared to maintaining family property intact. Marriages were always arranged by parents to maintain or bett= er the economic status of their sons or daughters. Not all could get mar= ried however. A man had to generally own land on which to support a family before he dared to marry. It was not uncommon for men to wait until t= heir 30s’ when they inherited property from their parents, which enabled t= hem to marry. If a woman did not bring land into marriage, she had to have some kind of dowry. Daughters who inherited property from their paren= ts had to pass it on to their husbands. All land was given to the eldest= son (primogeniture) wh= ile younger sons might receive cash payments or wait for their older brother to die.

The main occupation of England was farming. Private and public lands were not separated by fences as they are today. Every village had a public area called the commons. This was land, which was available to anyo= ne for pasturing, hunting, the gathering of fire wood, growing of crops, etc... So poor farmers who did not own their own land, or who rented, could eke out a marginal living by depending on the commons. Unlike France, most English peasants or farmers did own their own land, however sm= all.

Villages were connected by a system of dirt roads that became almost impassable during the wet season. As a result, transportation was often slow and trade beyo= nd the village was not easy. Most English farmers never visited any place further than 25 miles from their birthplace, ever! People made their = own food, clothes, furniture, tools, and homes. A few items which could n= ot be produced could be obtained from wandering peddlers who also brought with them news.

Finally for = fuel, there were two sources: Firewood & coal. Nearly every English vil= lage had a coal mining operation. These mines employed a small number of village dwellers, especially in the winter. Coal pits from which coal= was extracted belonged to the owner of the property where the coal mine was situated.

Over the= next 100 years, a revolution as significant as the Neolithic Revolution (= when early man turned from hunting and gathering to agriculture) will completely change life in your village. Some historians believe this revolution = (the industrial) is the most fundamental change in human history. We will experience some of these changes in the next few hours.

Distribute the= paper and pencils and begin.

As you read = each of the Rounds, your pace should increase so that by Round 15 the students w= ill only have a short time to draw their buildings.

The year is = 1700 and the nation is England. The scene is a rural village.

( Draw a = river across your paper connecting east to west; the river should be about 1 inch wide; draw a simple wooden bridge crossing the river; draw 2 road= s one running north to south and crossing the river at the bridge and one run= ning from east to west. Neither road need be a straight line. Draw 10 houses; 1 church; 1 cemetery; 1 store; 1 pub; 1 coalmine; & at least 50 trees!!) [To save time= this part of the activity could also be sent home with the student so that you c= ould begin the activity with Round 1]

Round 1 <= o:p>

It is now= 1745. England’= ;s geography is unique in that no section of the country is more than 90 miles from the sea and there are many navigable rivers that crisscross the countryside. An enterprising young capitalist (you) decides to invest money in the construction of a canal. This is not a public ven= ture but rather a private one. The profits from your canal are astonishing! For example, one canal built in 1745; the Oxford Canal yielded a 300% annual return for its investors for a period of more than 30= years. This new revolution in transportation reduced the price of raw materials and reduced the cost of transportation drastically. Coal could now be transported from the mines to the towns for half the price of horse-wagon transportation. Since you invested your money, thereby making a tidy profit, build yourself 1 nice home anywhere on the map you would like it= to be. Don’t forget to construct the canal. It must run para= llel to the river.

&nbs= p;

Round 2

It is now= 1750. For a variety = of different reasons (soap, diet, sanitation, etc…) there is a population explosion in England, and your village. The cursed Bubonic Plague<= /b> which for centuries wiped out your village has been virtually eliminated du= e to the disposal of sewage in the canals and then ultimately the ocean. <= b>Add 5 houses (total 15).

Round 3

It is 176= 0. The people of = your village need a bit more food and goods to meet the needs of the new inhabitants. Coincidentally, a number of other noteworthy events occur around 1760. First, a number of new mechanical inventions for farming= are developed. Perhaps the greatest impact was Jethro Tull’s= creation of the seed drill and the horse drawn cultivator. Also, farmers begin to experiment with new, more productive framing practices like crop-rotation, new fertilizers, & new livestock breeding techniques.&nb= sp; Consequently farm production is significantly increased. But there is= one problem. Most farmers own one tract of land. Why should they, or how could they, invest in expensive machines when their land is so small?&n= bsp; What’s more, it’s almost impossible to buy land from anyone!&nb= sp; At the same time, pressure is placed on Parliament by large and small landowning farmers to make more land available. Where is that land co= ming from? The Commons of course! A series of laws call the Enclo= sure Acts are passed by Parliament. This means that landowners can buy pieces of common land from the government. Fence off an area 3x3 in= ches to be reserved as a commons. Add 5 houses (total 20) and 1 more nice house.=

Round 4 = &nb= sp; = &nb= sp; =

It is now 1773. A man named Richard Arkwright invents a new machine that= can spin and weave cloth a hundred times faster than could be done by hand in a farm cottage ( the most common way of producing cotton cloth up to this tim= e; the cottage industry ( putting-out system). He calls his= new machine the Water Frame because its principle source of power was water. Let’s imagine that the first water frame was built in yo= ur village (because of the river). Since the water frame was large, a special building was needed and thus, the first factory for producing cotton cloth was built. Add 1 factory (no smoke—it is powered by water). Remember, the cotton factory must be placed on the river bank. Canal water is not swift enough to generate the power to the working parts of the water frame. Don’t add any smoke to this factory!! Add 5 houses for workers (total 25)

Round 5

It is now 1774. Workers are needed to work in this new factory. Since many people (women) can= not compete with the spinning and weaving of cloth made in the factory and there are large numbers of poor families who have lost their livelihood due to the Enclosure Acts, we do have an available supply of workers. People mov= e to your village to find work. Add 15 houses (total 40); 1 church, 1 pub, & 1 store. You may draw additional roads and 1 additional bridge.

Round 6

The profits = from the first textile factory are enormous. It should be no surprise that Richard Arkwright is referred to with two titles: The first millionai= re and the father of the factory. New factories are built in your community: Add 5 new factories (must be on the river bank as t= hey need water power). The early owners of these factories called themsel= ves capitalists because they had the capital or money to purchase the raw mater= ial, the building, the water frame, and to pay their workers a fixed wage and ma= ke a profit. Add 5 houses (total 45)

Round 7

It is 178= 0. Unemployed wor= kers from surrounding areas flood into your community looking for work. Although wages are very low, they look attractive to starving families.&nbs= p; Housing is in great demand and for the first time a new kind of housing is constructed called Tenements. Here dozens of families reside u= nder one roof. Add 5 Tenements.

Round 8

It is now= 1781. More workers n= eed to live, eat, shop, drink, worship. We need the social support services = to go along with the demand. Add 1 store, 1 pub, 1 church, & 1 sc= hool for those families wealthy enough to send their children (boys) = to school. Since workers in the factories work 6 days a week, the only d= ay of rest is Sunday. People flock to your churches so make them conveni= ent for their tired feet.

Round 9

It is now= 1782. Workers work long, h= ard hours in the factories. The average work day begins at 6:00 a.m. and = ends at 9:00 p.m. There is only a 30 minute break for lunch. After w= ork, exhausted, “stressed out” workers stop at their local pub for s= ome relaxation. Alcohol begins to be consumed throughout England in record amounts. Add 5 more pubs. Destroy 5 houses (total 40), add 4 tenements.

Round 10<= o:p>

It is now= 1783. Workers barely= eke out a marginal existence. There is never enough money to save and some workers go into debt. Few, if any, could afford to send their childre= n to school. Still, there are a few families whose lifestyle is quite comfortable, even luxurious. Who are they? They are the large landowning farmers and factory owners. Add 2 special homes.&nb= sp; Handsome manor houses are built and some are lavishly furnished with art.&n= bsp; These new rich (nouveau riche) are not part of the aristocratic clas= s of England but they now can enjoy some of the refinements of the aristocratic = rich such as food, servants, furniture, education, fine clothing, carriages, etc….Add 1 factory, add 15 houses for management personages (total= 55) (Note: from this point on trees may be removed if you need space).

Round 11 =

The year = is 1785. A man named James Watt invents a new machine called the steam eng= ine. The steam engine replaces the water frame. First, it is far more efficient. Second, it allows factories to be built away from the river. This source of power is more mobile. Capitalists quickly replace their water frames with steam powered weaving and spinning machines. The main business in England is still textile manufacturing= . Add 10 factories with smoke. Add smoke to all other pre-existing factories. Also, add one nicer house since people continue= to get rich. Add 5 houses (total 60) and 1 tenement.

Round 12 =

The year = is 1800. A man named Henry Cort has just invented the puddling process= . This process makes it possible for coal, which is, fortunately, in abundant supply in England, to be used as the primary fuel in the new iron industry. Consequently, your town is thrust into the “New Age of Heavy Industry”. Larger factory districts appear which manufact= ure iron at low prices and that can easily be transported by your canal. = Add 1 new coal mine and a new iron bridge to replace the old wooden one. Add 5 houses (total 65).

Round 13<= o:p>

The year = is 1815. Coal miners are busy mining coal. There is a great demand for coal ri= ght now: home-heating, fuel for the steam engines, for the production of iron. Add another coal mine. Although in the 1700’s coal miners were adults who worked in the winter to supplement their wages, in the 1800̵= 7;s they are typically children between the ages of 8 and 14. The work is dangerous and unhealthy. Children become victims of black lung, explosions, & accidents. Their growth is stunted as they spend th= eir 14 hour day stooped over. They are malnourished and unable to exercis= e or eat properly. Casualty rates go up. Draw 1 cemetery.

Round 14<= o:p>

It is 182= 0. The existing c= anals and dirt roads cannot accommodate the heavy industrial traffic. New experiments with transportation using the power of a steam engine are tried. The most successful appears to be a steam engine that pulls a series of wagons or cars on an iron track. The first railroad is test= ed and proves to be quite effective. Add 1 major railroad line connec= ting all your factories to your coal mines. This is one continuous tra= ck, which must connect all factories and mines (you may build additional railroad bridges only as needed). Add 5 houses (total 70) for railroad builders.

Round 15<= o:p>

It is 182= 7. This new “revolution” in transportation draws thousands of people to your community. Soon there becomes a surplus of workers. Capitalists= who wish to ensure their profits decide to hire women and children over men bec= ause can perform the same factory labor at one-half to one-quarter the price.&nb= sp; More and more children leave their homes to work. Depressed, ashamed,= and angry about their wives, and children toiling in factories, many men turn to crime, and to the social life of the pub. For the first time in Engla= nd’s history, alcoholism appears in epidemic proportions. Family life that existed for hundreds of years in England is disrupted. Family members seldom eat together or see each other. Add 1 jail & 2 pubs and= 2 tenements.

Round 16 = (Skip if you like)

It is 183= 5. Using steam en= gines, iron and soon steel, British manufacturers introduced power-driven machiner= y in many industries. The production of shoes, clothing, ammunition, and furniture became mechanized, as did printing and paper-making. People used machines to cut and finish lumber, to process foods, and to make other machines. Some new inventions and innovation processes had important by-products. These by-products often developed into separate industries. For example, iron smelters used coke, a by-product of coa= l, to improve the smelting process. Then someone discovered that the gases = that coal released during the coke-making process could be burned to give light. During the 1830’s London and other large towns became the first communities to pipe in gas to burn in street lights. Soon all around England hundreds of towns used gas to light streets and homes. = Add 20 street lamps. (These are streetlamps and must be located along streets)

Rou= nd 16

It is 183= 8. Let’s lo= ok at the working conditions in the factories. The two predominant factories are textile and iron (steel). Working conditions in either of these t= wo were appalling. Many workers contacted the deadly factory fever or wh= ite lung disease. It was probably a variety of lung ailments: cance= r, tuberculosis, emphysema, etc… Other workers were injured on the= job in factory accidents. There were no protective railings around the hu= ge moving mechanical parts of machinery. Children, weakened from lack of proper sleep or diet, stumbled into machinery and were mutilated. Wom= en with long hair that became undone often found themselves caught in moving machinery. Regardless, if you were unable to work, you were fired. Th= ere was no health insurance. There was always a daily line of unemployed workers waiting to fill vacant jobs. Add 2 hospitals and 1 more cemetery. =

Round 17<= o:p>

It is 184= 0. There is a nee= d for quicker transportation. Coal, iron, finished products, & raw materials must all be transported from one area of England to another. = ; In Ireland in the late 1830’s a devastating potato famine drove hundreds of thousands of Irish to England. Here was the cheapest of l= abor possible to build more railroads. Add 1 more railroad line passing east to west through your town. Add 5 houses (total 75) and 1 tenement for the new railroad workers.

Round 18<= o:p>

It is 184= 2. There are some advantages to urban dwellers. City life is very different from the country life. For the small but growing middle classes, a whole new cultural life is available. Museums, theater, opera, restaurants, pla= ys, & concerts are made available. Whereas before only the aristocrats could afford the arts, but now the middle class enjoys the fine life of cul= ture and good living. Add 1 theater and 1 museum. Add 2 private schools for upper class students (mark these schools with the letter “P”. Add 1 nice house.

Round 19<= o:p>

It is 184= 5. There are no pollution controls so the air in your community looks dark. Windows, walls even trees are covered with layers of soot and coke. The river = that once flowed through your quiet village for hundreds of years is now unfit f= or drinking, bathing, or laundry. A new disease begins to take the lives= of people. Malignant tumors grow in peoples’ bodies and the term cancer is first used in the medical profession. The average life expectancy for the poor classes is now 30 years of age. Your city is overcrowded and shrouded in factory smoke. The noises, the loss of privacy, & the loss of the family unit shatters the peace of the old wa= ys. Suicide rates double, and then triple. Add 1 cemetery, 1 jail, and= 1 hospital to accommodate the victims of urban life.

Round 20<= o:p>

It is 185= 0. By this year s= everal million acres of good English land has been enclosed and sold to private parties who own large estates. Despite the misery this creates for England’s landless poor, the economy benefits for the rich are obvious. These farmers purchase the newest power-driven machinery and= can easily feed the working class of England (including the Irish). The s= mall landowning farmer is crushed by the enclosed commons. They cannot aff= ord the machinery and therefore cannot compete and grow food profitably. Thousands of these folk leave their villages (where their ancestors had liv= ed for hundreds of years) and move to towns and cities looking for work to feed their families. Some refused to leave but took jobs working for the l= arge landowning farmers. By the thousands, they moved to the bleak, uninvi= ting towns of the north and the new cotton mills. Add 20 houses (total = 95), 5 tenements, 2 stores, 1 church, 5 factories, and 1 pub, and 2 more nice ho= uses and one special house. =

CONCLUDING ACT= IVITY:

1. To conclude this activity distribute the information below and have students create their village in 1850 either on the back of the original urban game = or on new paper.

Design a Village, c. = 1850

Using what y= ou have learned about the evolution of a town, from a site along a fast flowing river to a bustling economic center, design a town “from scratch̶= 1;. Your town must include the following structures and spaces.

1 river &nbs= p; &= nbsp; &nbs= p; &= nbsp; 3 bridges

80 modest houses &nb= sp; = 1 city hall

15 splendid houses &nb= sp; 1 museum

10 stores &nb= sp; = &nb= sp; = 2 secondary school (public)

3 primary schools &n= bsp; = ; 20 tenements

1 bank = ; &n= bsp; = ; &n= bsp; 1 hospital

5 pubs = ; &nb= sp; = &nb= sp;1 theater

5 restaurants &nbs= p; &= nbsp; &nbs= p; 3 churches

1 courthouse/jail = &nb= sp; = 2 cemeteries

10 factories (various sizes) &nb= sp; 2 parks

2 railroad l= ines, 2 stations &= nbsp; 1 library

8 streets wi= th one intersection &nb= sp; 1 feed mill (where farmers buy grain)

3 coalmines = &nb= sp; =

Upon complet= ion, some groups will be called upon to explain the rationale of their designs.<= o:p>

2. Give students the quiz below to reinforce the information from the story. T= hey could take this as a post test or work on it as the rounds are read to them= .

INDUSTRIAL REVOLUTION QUIZ<= /h1>

1. When we b= egan the activity, what environment did most people live in?

2. Describe typical living quarters in the beginning of the story.

3. What was = life expectancy?

4. Where did= the middle class live?

5. What is primogeniture? <= /p>
6/7. What we= re the initial two sources of fuel? =

8. What led = to population explosion in England? <= o:p>

9. Name a new technique farmers used to get more crops out of the field.

10. What was= the name of the act that allowed common land to be purchased from the governmen= t?

11. What do = we call tenements today? <= /span>

12. Who inve= nted the steam engine?

13. What met= hod was used to light street lamps?

14. Who cont= racted black lung disease?

15. Who cont= racted white lung disease?

ENRICHMENT ACTIVITIES:

·<= span style=3D'font:7.0pt "Times New Roman"'>      = Create charts that show population changes because = of migration

·        Research inventions and analyze their affect on society = and the environment

·        Research and analyze the affects of disease and illnesse= s on society

·        Research a= nd create a museum board of chan= ging power sources over time

·        Create a s= eries of maps that compares railroad systems in Europe, Russia, and America<= /o:p>

VOCABULARY:

Enclosure movemen= t- In the 18^th century, the closing= off of common and public land within the open field system to foster private landholding.

Eminent Domain-the right of the state to take private prop= erty for public use; the Fifth Amendment that was added to the Constitution of t= he United States requires that just compensation be made.

Commons---In f= arming villages, even the smallest landowner had rights in common lands, which were jealously guarded.

Cottage Industry [putting out system]-= The utilization of rural labor for commercial production of large quantities of manufactured goods. Typically an entrepreneur would bring raw materials to = the home where they would be turned into finished goods either through spinning= or weaving or both. The entrepreneur would then sell the finished goods for a profit. This is also known as the domestic system.

Tenements̵= 2;A building that housed multiple families.

Potato famine&= #8212;In Ireland in 1845 a fungus destroyed the potato crop. For the next five years famine and disease killed more than a million and another million migrated = to the United States. The Irish population was reduced by twenty five percent.=

Factories—As machines became bigger special buildi= ngs were needed to house them to manufacture textiles

James Watt= —He adapted existing technology by Newcom= en and is credited with the invention of the Steam Engine with transformed the industry.

Henry Cort—He developed the “Puddling process” in which he used coke as a fuel in removing impurities from pig iron, which consolidated the manufacturing process=

BIBLIOGRAPHY/R= EFERENCES:

www.thecaveonline.co= m

Kishlansky, Mark. Civilization in the West since 1300. AP 6^th edition. Pearson Education, Inc., 2006.

http://wordnet.princeton.edu/perl/webwn?s=3Deminent%20domain

http://nesen.unl.edu/lessons/weather/industrialrevolution.htm