Did the Industrial Revolution diminish or
improve quality of life?
Student Produced Historical Documentaries
Presenters:
James Howell, Auburn University
John Saye, Auburn University
Social Studies Council of Alabama Annual
Conference – Birmingham Southern College
October 18, 2010
Full unit available to PIH Network members.
Industrial Revolution Culminating Activity
Lesson Narrative
Persistent Issue: What, if anything, should society do to promote a fair, just society?
Unit-specific Central Question: Did the Industrial Revolution diminish or improve
quality of life?
Day 1: Secondary Source Analysis
Teacher overviews Documentary Instruction Packet including roles, checklist,
brainstorming guide, and rubric.
Teacher distributes Group Profile Documents and Question Sheets, overviews their
importance, and orients students to their assigned perspective.
Assigned Perspectives:
1. Artisan Profile Document / Artisan Q Sheet
2. Child Worker Profile Document / Child Worker Q Sheet
3. Communitarian Profile Document / Communitarian Q Sheet
4. Economist Profile Document / Economist Q Sheet
5. Middle Class Woman Profile Document / Middle Class Woman Q Sheet
6. Factory Owner Profile Document / Factory Owner Q Sheet
7. Socialist Profile Document / Socialist Q Sheet
Teacher orients students to PIH Website and Documentary Planning Resource Pages.
Day 2: Documentary Model & Brainstorming
Teacher briefly reviews key points of Documentary Instructions and then leads students
through examination of Documentary Model and Model Storyboards.
Teacher explains importance of brainstorming and Brainstorming Guide. Students
brainstorm their documentary using the Brainstorming Guide. Students conclude
brainstorming process by synthesizing profile document, primary source accounts, and
images using the Brainstorm Web (Protest Reform Model provided for teacher modeling)
or the Brainstorm Chart.
Day 3-4: Storyboarding and Production
Students complete storyboarding and begin producing their documentaries.
Day 5: Presentations and Deliberation
Students present their documentaries. After presentations, teacher breaks students into
groups so that all perspectives are represented. In small groups, students deliberate
responses to Unit CQ and Persistent Issue using the Small Group Deliberation Scaffold.
Students select group spokesperson and teacher leads whole class in class wide
discussion of CQ and Persistent Issue.
Students are assigned Editorial for homework. Editorial asks students to step out of their
roles and answer the CQ from their own perspective.
Documentary Materials
• Documentary Instructions (Version Implementation 2)
• Blank Brainstorming Web
• Brainstorming Web Model - Protestant Reformation
• Brainstorming Chart Model
• Storyboard
Documentary Model
• Protestant Reformation Video (Large File)
• Protestant Reform Storyboards
• Protestant Reform Video Script
Deliberation Materials
• Small Group Deliberation Scaffold (Version Implementation 2)
Editorial Materials
• Editorial Instructions
• Editorial Model - Protest Reformation
Documentary Instructions
1
Industrial Revolution Documentary Assignment
You have been hired to develop a multi-media documentary that will faithfully represent the
beliefs and experiences of an assigned group from the Industrial Revolution. You will do this by
explaining what life was like for your group and by making an argument about what, if anything
should be done to improve society. Your teacher will tell you which group has hired your design
team. Your documentary will be made using Microsoft Movie Maker and will be viewed by your
classmates. Following the viewing of the documentaries of each group, the class will deliberate
about whether the Industrial Revolution improved or diminished the quality of life for people
living during the revolution.
Documentary Content:
Your documentary should address these issues:
1. Explain what life during the Industrial Revolution was like for the group you have been hired
to represent.
2. Compare the experiences of your group to other groups’ experiences during the time.
3. Present your client’s views as to whether the Industrial Revolution has improved or
diminished the quality of life for British citizens.
4. Address what, if anything, the client would want to be done to change things.
Your documentary must be 4-8 minutes long and contain the following components:
1. A minimum of 5 historical photographs (most teams will use more)
2. Include at least two historical quotes from primary sources.
It is optional, but recommended that you include music. You may include no more than one
contemporary music selection. If you do include one contemporary piece, you must also include
at least one musical piece from the historical period. Consult the Lesson Activity web page for
some examples of historical music.
Remember that your documentary must gain attention and be persuasive in order to faithfully
represent the experiences and beliefs of your assigned group. As you plan your documentary,
consider how you may use music, photographs, video footage, and historical quotations to
convey humor, fear, sympathy, etc.
Consult the models that your teacher has presented to help you as you plan for your own
documentary.
© 2007 PIH. All rights reserved.
Documentary Instructions
2
Documentary Assessment:
Your documentary will be evaluated for its content and its composition according to the
following criteria:
1. Documentary clearly communicates ideas.
2. Documentary demonstrates adequate understanding of the facts and arguments surrounding
the issue.
3. Documentary presents persuasive evidence and arguments for the client’s point of view
4. Documentary scenes flow smoothly and work together to provide a consistent argument.
5. Documentary demonstrates a creative and unique combination of information to present a
persuasive argument
6. Final documentary product is polished and appealing.
7. Storyboard clearly shows documentary content and cites sources for all historical
information.
Documentary Construction Process:
A.
Group Roles
Each student will be assigned one of the following roles in the documentary process:
Narrator: Primary responsibility for documentary voiceover. Creates sketches of
storyboard images for each scene.
Screenwriter: Primary responsibility for writing the script. Creates screen narrative for
the storyboard.
Technical Director: Primary responsibility for producing the final product in Movie
Maker, creating the technical directions on the storyboard, locating the visual images and
any music that the group will use.
B.
Project Checklist
Have your teacher review your ideas and initial your Checklist at each stage indicated
below:
1. Read and discuss Group Profile document. Narrator completes the
accompanying question sheet.
____________
2. Examine resources for your group on the Documentary Planning Resource
Page.
3. Use the Brainstorming Guide to help you plan for information, arguments, and
media to be used in documentary.
____________
4. Use Storyboard to complete a rough draft for documentary.
____________
5. Produce a final Storyboard.
6. Use final Storyboard to produce the actual documentary.
© 2007 PIH. All rights reserved.
Documentary Instructions
3
Brainstorming Guide for Planning Your Documentary
IF YOU ARE A: Factory Owner, Child Laborer, Middle Class Woman, or Artisan:

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How does the information in the source documents support or expand the information
available in your Group Profile?
Based on all of the information at your disposal, what key points do you wish to make about:
o Life for your group
o Your group’s experiences compared to those of others
o Your answer to whether the Industrial Revolution has improved or diminished the
quality of life
o What, if anything, should be done to change things.
What quotes or factual details might be taken from the documents to make or support a key
point?
What does each image in your collection depict?
Which images support the key points you wish to make in the voiceover narrative?
IF YOU ARE A Socialist, Communitarian, or Economist:
 How does the information in the source documents support or expand the information
available in your Group Profile?
 Based on all of the information at your disposal, what key points do you wish to make about:
o Particular benefits and problems your group sees as resulting from the Industrial
Revolution
o Your group’s opinions about particular societal groups that you believe have
benefited or suffered and why
o Your answer to whether the Industrial Revolution has improved or diminished the
quality of life
o What, if anything, should be done to change things.
 What quotes or factual details might be taken from the documents to make or support a key
point?
 What does each image in your collection depict?
 Which images support the key points you wish to make in the voiceover narrative?
© 2007 PIH. All rights reserved.
Documentary Instructions
4
Assessment Criteria
Group
Rating
I. Documentary Content
1. Documentary demonstrates adequate understanding of the facts
and arguments surrounding the issue.
2. Documentary presents persuasive evidence and arguments for
the client’s point of view.
3. Storyboard clearly shows documentary content and cites sources
for all historical information.
II. Documentary Composition
1. Documentary clearly communicates ideas.
2. Documentary scenes flow smoothly and work together to provide
a consistent argument.
3. Documentary demonstrates a creative and unique combination of
information to present a persuasive argument.
4. Final documentary product is polished and appealing.
Assessment Totals
Overall Assessment:
Description of Criteria Ratings:
5 = Exemplary: Goes beyond expectations to create original, highly insightful work.
4 = Competent: Meets expectations. Work is accurate and thorough.
3 = Acceptable: Meets most expectations with only minor omissions or inaccuracies.
2 = Needs Significant Improvement: Work has major omissions, inaccuracies.
1 = Unsatisfactory: Fails to meet minimal standards for quality work.
© 2007 PIH. All rights reserved.
Industrial Revolution Brainstorm Web
Name:_____________________________
Industrial Revolution Storyboard
Scene # ________
Scene Title:
______________________________
Scene Description:
______________________________
______________________________
Video Transition(s):
______________________________
______________________________
Estimated Time of Scene:
______________________________
Storyboard Scene/Image(s) Here
Media (Images/Video) Needed: ________________________________________________
Media Files Location / URL: __________________________________________________
___________________________________________________________________________
Audio Needed: _____________________________________________________________
Audio Files Location / URL: __________________________________________________
Narration Script for this Scene (use back if needed):
© 2007 PIH Network. All rights reserved.
Artisan Perspective
1830. My name is Josiah Carey and I am 48 years old. I am a master cabinetmaker, as were my father and
my grandfather. At the age of eleven I began work in my father’s cabinet shop as an apprentice. At the
time, Father employed one journeyman cabinetmaker and two apprentices. I was eighteen when I
completed my initial masterpiece—an inlaid mahogany chair and table that demonstrated my mastery of
the skills of the trade. I was then awarded the status of journeyman in my father’s shop. Five years later I
applied to the local Cabinetmakers Society for admission to mastership of my craft. I completed a more
elaborate masterpiece of four pieces of finely crafted furniture under the supervision of my father. My
father and an assessor from the Society judged my work, and, at the age of twenty-two, I was declared a
master of my craft. When my father died four years later, I became master of the shop.

From Carey’s description, what is involved in becoming a master craftsman?
I think back fondly on those days and worry that my own sons may never know the joys of that life. My
father was an honorable master. He worked daily in the shop with his workers. He was concerned for their
welfare, and treated each man with respect. When a man fell ill, my mother would be sure that he had
warm meals and whatever care she could provide. As the shop took in work, it was apportioned to each
man according to his skill level. A man worked on a piece from beginning to end with my father ensuring
that no piece left the shop that did not meet the high standards of quality for which we were known. He
never rushed anyone to finish a piece, but insisted that each man take the time necessary to produce
furniture of quality and beauty for which we could all be proud.
The shop was a lively place with constant conversation about politics, religion, and philosophy. The day
was broken up by breaks for tea and sweets in the morning and afternoons, beer in the late morning, and
the lunch hour. Apprentices were often sent to the local pub to keep the shop jug topped off. On
important occasions work in the shop stopped altogether. I remember well the day-long celebration that
accompanied the successful completion of my masterpiece. When a new journeyman arrived in the shop,
everyone stopped to raise a glass and the commemoration carried on into the afternoon.
I do not mean to give the impression that life in the shops was a constant, drunken revel. Everyone knew
that the work came first. Excessive drinking that threatened quality work was not tolerated. When the
shop had a full workload, each man was expected to focus on the job at hand with concentrated effort.
However, in other times, there might be fewer orders, and workers occupied themselves less strenuously
with making shop repairs and chatting with shopmates.
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How would you describe the working life of those in the craft shops?
What things seem most important to the master craftsman?
How does the work of the craft shop compare to jobs today?
I must admit that I was lucky to be born the son of a master craftsman. Others who have entered the trade
have been less privileged. In order to protect the integrity of our trade, there is only room for so many
masters in our Cabinetmaker’s Society, and many who work in the shops have found it difficult to
advance to master status. Indeed, the journeyman in my father’s shop when I began my work never
became a master although he was very skilled. He eventually left my father’s employ and began
producing cheap, shoddy goods for one of the greedy merchants who have begun setting up warehouses
for selling such trash to the public.
Although I have some sympathy for those whose advancement has been blocked, I cannot condone such
dishonorable work that diminishes the integrity and workmanship of the entire trade. Honorable craftsmen
© 2007 PIH Network
must resist the cheapening of our trade. It takes many years of work for a craftsman to master the
“mystery” of the trade so that we can produce beautiful, fine furniture that brings joy to the user. This
mystery is our rightfully earned property, and these new business arrangements threaten to rob us of that
property.
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Why did the craftsman societies block some journeymen from becoming masters?
What is the “mystery” of the trade, and why does Carey claim it is the rightful property of
craftsmen?
Why is he worried about journeymen leaving the shop and working for the merchants of mass
production furniture?
These conniving, greedy businessmen look only to maximize their profits without regard for the quality
of the product. They use their money to buy machines and assemble unskilled men, women, and children
to do work that skilled men have trained a lifetime to do. These dishonorable trades produce furniture,
clothing, and other items that are so poorly made that they are not worth having. Rather than producing a
fine item from start to finish, these unskilled workers spend their days placing spindles in fifty cheap
chair backs or sewing fifty collars on ready-made shirts. They produce no finished product that they have
crafted with their own hands. How can one feel pride in his or her work in such conditions?
Unfortunately, more and more craftsmen are finding it impossible to compete with the prices of these
inferior goods. Like the journeyman who left my father’s shop, they submit themselves to becoming
employees of these large enterprises in which they have no say over the quality of their work. In some
cases, they may make more money as a wage earner than as a shop craftsman, but at what cost?

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What seems to be happening to craft shops during this time period?
Why does Carey question the wisdom of workers who choose to work in the new industries?
I will sell oranges on the street before I give up my independence or betray my craft to such wage slavery!
As the master of a small shop, I control the conditions of my work. I own my tools and I sell the finished
products of my labor. I decide the quality of those products, and I feel genuine joy in using my skills to
produce quality furniture. My employees have a daily personal relationship with their employer rather
than being faceless names on a payroll sheet. Even the apprentices in my shop have the advantages of
meaningful work that allows them to produce a final product of real beauty and value. I could not lower
the quality of my product to compete with these dishonorable businessmen if I wished to do so. My
workmen’s sense of craft would cause them to refuse to do such work.
As an honorable craftsman, I will resist these evil trends to my last breath. I urge my brethren to band
together, or we shall lose forever our way of life. I do not call for the violent destruction of a thousand
manufacturing machines as we saw happen in 1811 and 1812 in Nottinghamshire. But authorities should
know that desperate, proud men may do desperate things. Instead of violence, I encourage every
craftsman to join and pay dues to a Friendly Society, an association of fellows from the same trades who
work together to protect the rights and privileges of their craft, police the honorable behavior of their
members, and provide mutual assistance and support to individual members when they are in need. Only
by joining together can our collective strength fight off the dishonorable tide that threatens to take us all
under.
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What does Carey mean by wage slavery?
What specific things does he think craftsmen will lose if they join the new manufacturing
economy?
Why does he believe the Friendly Societies offer hope for the future of the craftsmen?
© 2007 PIH Network
Artisan Group Profile Question Sheet
1. From Carey’s description, what is involved in becoming a master craftsman?
2. How would you describe the working life of those in the craft shops?
3. What things seem most important to the master craftsman?
4. How does the work of the craft shop compare to jobs today?
5. Why did the craftsman societies block some journeymen from becoming masters?
6. What is the “mystery” of the trade, and why does Carey claim it is the rightful property of
craftsmen?
© 2007 PIH Network
7. Why is he worried about journeymen leaving the shop and working for the merchants of
mass production furniture?
8. What seems to be happening to craft shops during this time period?
9. Why does Carey question the wisdom of workers who choose to work in the new
industries?
10. What does Carey mean by wage slavery?
11. What specific things does he think craftsmen will lose if they join the new manufacturing
economy?
12. Why does he believe the Friendly Societies offer hope for the future of the craftsmen?
© 2007 PIH Network
Child Factory Worker: Matthew Jenkins:
As a frail six year old, one of ninety orphaned children, (60 girls and 30 boys) I lived in
an apprentice house where Samuel Greg bought children to work in the cotton factory. I
became known as a pauper apprentice where I signed a contact that virtually made me the
property of Mr. Greg. I received board and lodging and two pence a week. Although I
was not accustomed to working in a household setting alongside my family members,
many of my friends were used to this type environment and had a very difficult time
adjusting to the separation as a result of the factory system in which they worked in a
different building from their parents under the supervision of a shop foreman or factory
overseer. During this period in time, 50% of the total workforce was composed of
children.
I began in the factory as a “scavenger” where I had to pick up the loose cotton from under
the machinery. This was extremely dangerous as I was expected to carry out this task
while the machine was still working. The whirling motion and noise of the machinery
horrified me and the dust and flue half suffocated me. My initial reaction to the horrific
factory pollution resulted in sickness and headaches which later was labeled “mill fever”.
The dust and floating cotton fiber in the atmosphere was a major factor in the high
incidence of tuberculosis, bronchitis, and asthma amongst the young workers. Although
I became accustomed to these conditions, visitors could only remain for ten minutes
before they began gasping for air. I was also responsible for sweeping under the wheels
while they were in perpetual motion. I frequently lay flat to avoid being run over or
caught in the machinery. I watched as my friends, David Abrams, lost his left leg as it
was caught in one of the machines, Hannah Karan lost her right arm, but the worst
memory that I have is of poor Mary Richards’s screams as her entire body was sucked
into the machine and whirled round and round; her blood was streaming over the machine
and dropping to the floor and I listened as her bones were cracking one by one. I
watched as they carried her lifeless body from the factory. Much to my surprise, David
and Hannah returned to work as soon as they recovered.
1. Compare and contrast David and Hannah’s requirement to immediately return
to work without monetary compensation to today’s injured worker.
As I grew in size, I became a “piecer” in the factory where I walked along the mule as it
advanced or receded, catching up the broken thread and skillfully reuniting them. I was
continually running to and fro and had great difficulty keeping up with the work. If I fell
behind, I was beaten with a strap or sometimes a stick in an attempt to spur me on. This
job was very rough on my hands; it made them bleed; the skin was often completely
rubbed off; and in that case they bled perhaps in a dozen parts. My legs felt great pain as
a result of my required fourteen hour work days which eventually resulted in deformities
in both knees. This abnormality became known as “knock-knees” and actually caused me
to loose twelve inches of my height due to my knees becoming so weak that they turned
inward. The building that I had to work in was dirty; low-roofed; ill-ventilated; illdrained; no-conveniences for washing or dressing; as well as an average of eighty –two
© 2007 PIH Network
degrees. Can you imagine any young boy doomed to toil twelve to fifteen hours a day in
such cruel and inhumane conditions?
2. Describe Matthew’s life as a scavenger and a piecer.
3. Compare and contrast the life of a typical young boy on a farm fifty years before
the Industrial Revolution to Matthew’s life.
My day usually began around five o’clock and lasted until nine at night. In reality there
were no regular hours, masters and managers did with us workers as they liked. Our lives
were literally dictated by the ringing of a bell. The doorkeeper looked the door
punctually at 5 a.m. The clocks in the factories were often put forward in the morning
and back at night, if there were any clocks at all. Though, this was known amongst the
hands, everyone was afraid to speak and a workman was afraid to carry a watch,
especially a young boy like me. I was required to walk to work and if I was late, I was
beaten severely with a strap.
4. Describe how you would feel in a classroom setting where there were no clocks
and if there were, the clocks were put forward in the morning and turned back in
the evening, and your school day was a minimum of 12 hours.
I was not allowed time to sit and eat meals. The breakfast which the factory owners
provided while I continued to work consisted of water-porridge, with oatcakes in it and
onions to flavor it. Dinner mostly consisted of thick and coarse oatcakes, often covered
by flues from the wool; and in that case had to be blown off with my mouth, and picked
of with my fingers, before I could eat it. On rare occasions, I was given potato pie with
boiled bacon in it, so thick with fat that I could scarcely eat it; though I was so hungry I
would eat anything and was glad to get it. Once a year I was given cheese and brown
bread.
Today, I still have nightmares about the terrible hardships that I endured as a result of my
work in the factories and I have the physical deformities to remind me as well.
5. How was Matthew’s life changed as a result of the Industrial revolution?
6. Does Matthew believe that the Industrial Revolution improved or diminished
the quality of life for 19th century citizens? Support your answer.
7. Does Matthew believe society should do something to promote fairness and
justice as a result of the industrial revolution? Support your answer.
© 2007 PIH Network
Child Factory Worker Group Profile Question Sheet
1. Compare and contrast David and Hannah’s requirement to immediately return to
work without monetary compensation to today’s injured worker.
2. Describe Matthew’s life as a scavenger and a piecer.
3. Compare and contrast the life of a typical young boy on a farm fifty years before the
Industrial Revolution to Matthew’s life.
4. Describe how you would feel in a classroom setting where there were no clocks and if
there were, the clocks were put forward in the morning and turned back in the
evening, and your school day was a minimum of 12 hours.
© 2007 PIH Network
5. How was Matthew’s life changed as a result of the Industrial revolution?
6. Does Matthew believe that the Industrial Revolution improved or diminished the
quality of life for 19th century citizens? Support your answer.
7. Does Matthew believe society should do something to promote fairness and justice as
a result of the industrial revolution? Support your answer.
© 2007 PIH Network
Communitarian: George Holyoake (1817-1906)
As I consider the last 60 years of my life I cannot help but remember, with equal amounts of
outrage and joy, the flowering of the Cooperative Movement. My outrage flows from the
horrifying circumstances that forced workers to band together, while the source of my joy is the
hope that these workers, cooperating for the benefit of all, still hold forth to our society.
At my birth, machines and factories had already begun to poison the soil from which the
cooperative efforts of so many would struggle to sustain themselves. Robert Owen’s attempt1 to
create a better place for the worker, while ultimately unsuccessful, opened the eyes and, more
importantly, the hearts of many.
1. Is Holyoake being literal when he says machines/factories poisoned the soil?
2. What kind of negative things is he referring to?
Farmers had, by necessity, become factory workers. Skilled workers were now nothing more
than dull and little-valued tools, existing only to maintain the valued machinery. Workers were
easily replaced and consequently of little concern.2 Capitalistic greed led to overproduction.
Competition between producers created more of the same, making a bad situation worse.
Capitalists cut prices in an effort to convince people to buy goods that they didn’t need. At the
same time, the wages of the workers were reduced in order to ensure that profits continued to
line the pockets of the owner. Entire families were forced into the jaws of the factory in an effort
to survive.
3. What motive does Holyoake think drives the capitalistic system?
4. What does Holyoake believe is the end result of competition between producers?
Many began to dream of a better, more moral, way. Some held firmly to the idea that giving
everyone the right to vote would, through changing the laws, fix the ills of an immoral
capitalistic society. But this would take much too long with too many suffering and dying while
waiting for Parliament to act. Other reformers joined with those who saw the evils of alcohol to
be the utmost concern for improving the lives of the workers. These “Teetotalers” were naïve,
thinking that all the working man had to do to improve his precarious existence was stop
drinking. Sobriety, while perhaps making him a better man, would do nothing to improve his
treatment or wages.
In 1843, a group of desperate English workers3 began the adventure of ”taking their own affairs
in their own hands”. They agreed to abandon capitalistic competition and instead work for their
common good through cooperation. A store was opened that would, over time, provide basic
needs for the workers. The goods were of the highest quality and affordable. It provided more
than a chance to just survive; it provided hope. Both the investors and those who purchased items
at the store shared in its profits. Instead of an “invisible hand” choking workers to death through
competition, this collective effort demonstrated the value of a compassionate hand that seeks to
benefit all of society through cooperation.4
© 2007 PIH Network
The store was a humble, but powerful beginning. Not only would basic goods be made available
to the workers, but eventually housing and land for farming would be provided as needed by
those currently without jobs or being severely underpaid.5
5. What kind of conditions caused the workers to band together in an effort to improve
their lives?
6. How would the store help the workers? Their community?
Capitalism is the monstrous machine of the Industrial Revolution. Greed is the corrosive steam
that fuels it. Laws will come, but all too slowly…and this time will see too many families
devoured. Parliament will not rescue us – we must rescue ourselves by returning to the moral
foundation of cooperation. Treat others as you would like to be treated. By caring for others, we
best care for ourselves.
7. Considering all that George says, what does he think of British society? What, if
anything, might he argue should be done to improve British society?
Footnotes
1.
Under Owen’s management the cotton mills and village of New Lanark became a model community, in which the drive towards
progress and prosperity through new technology of the Industrial Revolution was tempered by a caring and humane regime. New
Lanark had the first Infant School, a creche for working mothers, free medical care, and comprehensive education, including evening
classes. Leisure and recreation were not forgotten; there were concerts, dancing, music-making and pleasant landscaped areas for the
benefit of the community. The village attracted international attention.
2.
“At the close of the year 1843, on one of those damp, dark, dense, dismal, disagreeable days…such days as occur towards
November, when the daylight is all used up, and the sun has given up all attempt at shining, either in disgust or despair—a few poor
weavers out of employ, and nearly out of food and quite out of heart with the social state, met together to discover what they
could do to better their industrial condition. Manufacturers had capital ($ to invest), and shopkeepers the advantage of stock
(goods to sell); how could they succeed without either?...What should they do? They would commence the battle of life on their own
account. They would, as far as they were concerned, supersede (replace) tradesmen, mill owners, and capitalists: without experience,
or knowledge, or funds, they would turn (become) merchants and manufacturers.” George Holyaoke. History of Rochdale Equitable
Pioneers.
3.
“[at our store] Pure quality, good weight, honest measure, and fair dealing within the establishment, buying without haggling, and
selling without fraud (it was common for store owners to cheat by mixing other things in their products), are sources of moral and
physical satisfaction of far more consequence to a well-trained person than a farthing in the pound cheaper which the same goods
might elsewhere cost. How heavily are we taxed to put down vice when it has grown up—yet how reluctant are we to tax ourselves
ever so lightly to prevent it arising. If there are to be moral sellers, there must be moral buyers. It is idle to distinguish the seller as an
indirect cheat, so long as the customer is but an ambiguous knave…Our little Store thought more of improving the moral
character of trade than of making large profits. In this respect they have educated their associates and customers to a higher point
of character.” George Holyaoke. History of Rochdale Equitable Pioneers.
4.
-"The establishment of a Store for the sale of provisions, clothing, etc.
-"The building, purchasing, or erecting a number of houses, in which those members, desiring to assist each other in improving their
domestic and social condition, may reside.
-"To commence the manufacture of such articles as the Society may determine upon, for the employment of such members as may be
without employment, or who may be suffering in consequence of repeated reductions in their wages.
-"As a further benefit and security to the members of this Society, the Society shall purchase or rent an estate or estates of land, which
shall be cultivated by the members who may be out of employment, or whose labor may be badly remunerated. (poorly paid)" George
Holyaoke. History of Rochdale Equitable Pioneers.
© 2007 PIH Network
Communitarian Group Profile Question Sheet
1. Is Holyoake being literal when he says machines/factories poisoned the soil?
2. What kind of negative things is he referring to?
3. What motive does Holyoake think drives the capitalistic system?
4. What does Holyoake believe is the end result of competition between producers?
5. What kind of conditions caused the workers to band together in an effort to improve their
lives?
© 2007 PIH Network
6. How would the store help the workers? Their community?
7. Considering all that George says, what does he think of British society? What, if anything,
might he argue should be done to improve British society?
© 2007 PIH Network
Economist: Andrew Ure (1778-1857)
Let me introduce myself. My name is Andrew Ure. My name rhyme’s with “pure.” Leave the
“p” off, say the rest, and you’ve got it! I grew up in Glasgow, Scotland where I was raised by
my mom and dad. They earned their living by making cheese. You might call them cheese
mongers! I was fortunate to receive the best education available and so, when I reach adulthood,
I decided to become a teacher. I taught chemistry and natural philosophy at Anderson College in
Glasgow. My father wanted me to make cheese as he had so he was not happy when I chose a
different path. His anger at my decision led him to write me out of his will. Not to be outdone, I
stole the will and burned it! In my position as professor, I began giving evening lectures on
chemistry and mechanics to artisans from the city. I have always believed that a taste for science
elevates the character of men from the drudgery of the lower social classes. Any man whose
Saturday night is spent in rioting or drunkenness will make a bad Christian on Sunday, an
indifferent workman on Monday, and an unhappy husband and father through the week. Science
can bring men out of this decay. I have seen countless artisans make something of themselves.
My lectures were well received among these lower classes with sometimes as many as 500
people filling the classroom. They seemed to enjoy the demonstrations I made on electricity,
magnetism, heat, light, mechanics hydraulics, pneumatics and astronomy. As my writings and
outreach became more and more popular, the government and several private companies hired
me periodically to do experiments on their behalf.
1. How might his youth impact his view of the artisans?
2. As a professor, what sort of man was Andrew Ure? What motivated him to work
with the artisans?
It was in my role as a government employee that I became acquainted with the new factories and
their inner workings. In 1835 I published my first book on the subject entitled The Philosophy of
Manufacturers. My intention in writing this book was to provide factory owners and managers
with directions on how to improve their production. When I visited the factories, I made special
note of how well the workers lived. In spite of what others say, I never once saw children being
abused. In fact, they seemed cheerful and alert, taking pleasure in using their muscles. It is
almost as if these children were playing sport. By the day’s end, the children workers continued
in their revelry and were not exhausted as so many contend. At Winslow in Cheshire, I saw a
two-story, magnificent house built by the factory owner specifically for the female workers.
Each woman was well fed, clothed, and educated. They ate milk-porridge for breakfast, potatoes
and bacon for dinner, and meat on Sundays. Abundant food and excellent living conditions were
common sights. Interestingly, I was shocked to see workers perform their duties with minimal
perspiration (you might know that as sweat!).
3. How does Andrew Ure characterize the life of workers during the Industrial
Revolution? Why do you think Andrew might be interested in portraying the
workers’ lives in this manner?
Great Britain, an island nation of such prosperity, is too often taken for granted by people living
right here. They say that industrialization has caused evil. How wrong they are! Any evils are
the result of man! We should not forget that the industrial growth occurring right here is
© 2007 PIH Network
allowing us to be independent of foreign products and foreign money. We should not forget the
significance of becoming economically self-sufficient.
The factory and its machines have brought great benefits to society and have the potential to
eliminate many of mankind’s problems. Some say that industrial production has resulted in
workers being forced to work at increased rates. The reality is exactly the opposite; the
machines have limited the work required of factory workers, thereby allowing them to save their
energies for other endeavors. Work little and receive ample wages; what could be better? I
suggest to you that if you investigate, you’ll find that non-factory workers find their work
physically tiresome and that they would give anything for a factory position. Factory work is
charitable. It saves the workmen from having to change body positions just to do their jobs.
Scientifically managed factories are humane! People exert less energy, get paid a good wage,
and gain the means to buy products that were once only available to the rich.
The whole point of the factory system is to replace hand skill with machine production so that no
one person has to over exert themselves. When artisans did all the work before, labor was
incredibly expensive and prevented our economy from growing as it should. In many ways, the
artisans became arrogant. They believed that they were the only ones who had the right to
produce quality goods. Their opposition to machine production is understandable – it represents
a loss of power to them and no one likes to lose control. They should not fear, however. The
advent of machinery is contributing mightily to the growth of our economy and to the creation of
multitudes of jobs. Miners, engineers, shipbuilders, and sailors are desperately needed. If the
artisans will only lay their pride aside, they, and anyone else seeking employment, can find
meaningful work that will bring an excellent wage.
4. Does Andrew believe the Industrial Revolution has improved or diminished British
society? List the arguments he uses to support his view.
We must maintain the open economic environment of Great Britain. Everyone must have an
opportunity to improve their life but we mustn’t force people to do so through government
regulation.
Each time the government tries to regulate industry, they wreak havoc. They simply do not
understand the inner workings of factories and therefore provide “solutions” to problems that are
absurd at best. Social evils are the result of man’s perversion and laws can not change that. It is
up to the individual to seize the opportunities presently available. If each of us would do so, our
nation would grow in wealth and prestige. National progress is the sum of individual industry,
energy, and uprightness. National decay results from idleness, selfishness, and vice. Society
should help individuals help themselves.
5. Throughout, Andrew seems concerned with foreign countries. How does he believe
the Industrial Revolution benefits Great Britain internationally?
6. Who or what does Andrew blame for poverty? What, if anything, does Andrew
argue should be done to improve British society?
© 2007 PIH Network
Economist Group Profile Question Sheet
1. How might his youth impact his view of the artisans?
2. As a professor, what sort of man was Andrew Ure? What motivated him to work with
the artisans?
3. How does Andrew Ure characterize the life of workers during the Industrial Revolution?
Why do you think Andrew might be interested in portraying the workers’ lives in this
manner?
4. Does Andrew believe the Industrial Revolution has improved or diminished British
society? List the arguments he uses to support his view.
© 2007 PIH Network
5. Throughout, Andrew seems concerned with foreign countries. How does he believe the
Industrial Revolution benefits Great Britain internationally?
6. Who or what does Andrew blame for poverty? What, if anything, does Andrew argue
should be done to improve British society?
© 2007 PIH Network
Factory Owner: William Pierce (1793-1853)
It is an exciting time to be alive in Great Britain! Much has changed since the days of my father.
Papa, as I called him, lost his cattle farm at age 30 and was forced to move to Lancashire to find
work. Papa was fortunate to find a job in a small textile shop where he earned an adequate wage.
Throughout his years of labor, Papa kept smiling, always thankful for the opportunity to work.
Using his own experience as a guide, Papa taught me and my brothers the value of hard work.
He instilled optimism and eagerness in each of us. I have tried to instill these same qualities in
my own children.
When I reached adulthood, my brothers and I pooled our resources in order to set up our own
textile shop using the knowledge we had gained from our father. After only a few short years,
my brothers chose to pursue other avenues but I remained dedicated to growing the business we
had started and to using all of my strength to improve it. As sole owner of the business, I
willingly moved my business several times in order to find the location that proved most
profitable. Each move proved very difficult for my family as we had to uproot ourselves and
move to places that often seemed strange at best. I asked my family to make such sacrifices
because I recognized the tremendous opportunities afforded by machines. More opportunity was
on the horizon. I chose not to live solely in the moment as so many of the impoverished do
today; instead, I always planned for the future by saving and by investing for future growth. So
many people today just want to fill their present appetites only to starve the next day. It is time
for more people to cease their complaining, to work hard, and to plan for their futures.
1. What values did William learn while growing up?
2. Who or what does William blame for poverty? How does his life experience confirm
these beliefs?
After several years of moving around, I was fortunate to buy large factory space in a city called
Ramsbottom. This was an expensive decision and one that was incredibly risky. In fact, I had to
borrow additional money from several associates in order to cover the cost of equipping the
factory with the latest machines. With each loan, I had to agree to hand over all of my
possessions including the factory if I proved unable to pay my debts in a timely manner. My
plans, however, were well conceived and my investments paid off. Within a few short years, the
factory in Ramsbottom became the city’s largest employer.
After paying off my creditors, I continued to reinvest my profits into the factory in Ramsbottom
but I also began opening several new factories in other cities. I equipped each new factory with
the latest machinery which often required the expansion of the factory building itself. During the
years of my business’ greatest expansion, most of my money had to be spent in equipping and
upgrading the factories. On one occasion, I had to spend £20,000 to equip a factory. While the
stress of managing my accounts and factories is often more than I can handle, I am encouraged
by the material and moral improvements that such hard work brings. I have seen countless
individuals improve their station in life through hard work and determination. I have seen people
go from having nothing to living a life without fear of creditors. I have seen lazy, impoverished
individuals grow in character and strength. I have always tried to instill the same optimism and
© 2007 PIH Network
eagerness in my workers that my mentors instilled in me. If there is one thing that my
experience has taught me, it is that God helps those who help themselves.
3. What business risks did William have to take to establish his factories? How does
this risk-taking impact William’s view of the Industrial Revolution and of factory
workers?
I have been criticized by radicals like the socialists and the communitarians who argue that I
have exploited my workers for my own personal gain. Nothing could be further from the truth. I
do not dispute that I have grown wealthy over the years but one must not forget the years of
sacrifice and determination that brought me to that wealth. Likewise, we must not forget that
many of my employees would have no work if it were not for my factories. If you consider the
factories and everything it takes to build them, I have employed many hundreds of people who
might not otherwise have had a job. Construction workers, transportation engineers, factory
laborers, industrial designers, and many others benefited from my factories. Obviously though,
the people I impacted most were the factory workers themselves. With their best interest in
mind, I have always tried to publicly reward hard work and initiative. In this way, my laborers
learn that if they work hard, they too can reap the rewards of machine production. Times have
changed. The socialists and communitarians don’t seem to realize this. No longer does a worker
have to waste large amounts of time and energy producing hand crafted tools. With factories
like my own, the work is brought to the laborer where they manage machines which continually
produce inexpensive but efficient products.
4. How does William respond to his critics? In what ways does he believe the socialists
and communitarians have misjudged present working conditions?
Never before have people had so many opportunities. It is up to them to seize them! The
government cannot legislate moral uprightness. Every time parliament has tried to enact laws
regulating the economy or providing for the poor, they have only made things worse. You can
not give people everything they want and then expect them to work hard. The poverty of today
has resulted from ignorance and self-indulgence. Progress in society will only occur as people
embrace work in order to overcome their own ignorance. The best thing that the government can
do is nothing.
5. Considering all that William says, what does he think of British society? What, if
anything, might he argue should be done to improve British society?
© 2007 PIH Network
Factory Owner Group Profile Question Sheet
1. What values did William learn while growing up?
2. Who or what does William blame for poverty? How does his life experience confirm
these beliefs?
3. What business risks did William have to take to establish his factories? How does this
risk-taking impact William’s view of the Industrial Revolution and of factory workers?
© 2007 PIH Network
4. How does William respond to his critics? In what ways does he believe the socialists and
communitarians have misjudged present working conditions?
5. Considering all that William says, what does he think of British society? What, if
anything, might he argue should be done to improve British society?
© 2007 PIH Network
Middle Class Woman: Emma Burton Mackay
Background
Emma Burton the eighth child of twelve was born in Whitechapel (poor area within London),
England in 1812 to a pawnbroker family. Emma was never formally educated and she lived in a
small three room home with her parents and siblings. Emma meets and marries Newsome
Mackay, an entrepreneur from Suffolk. Newsome who worked with his father as a coal merchant
began to see his fortune rise and thus his interest extended to textile mills. He built several mills
around the London area.
1) How might her childhood experiences influence her thoughts about the Industrial
Revolution?
Life as a Victorian Woman
As a Victorian woman life for me is a daily treat. As my husband travels to his factory sites I
provide a comfortable and quiet home to protect my family from the harsh realities of our fair
city. It is my God-given role to cherish and nurture our 5 children as well as protect the morality
of our people based on my Protestant beliefs. As I read my magazines the focus on scientific
housework and efficiency is quite prevalent thus I ensure that my governess, laudress, ironer,
dressmaker, cook and other domestic servants understand the importance of a schedule so that
our home may work to its best potential. In today’s world, we all must focus on individual selfrespect thus completing our jobs to the fullest extent. I employ hundreds of people despite the
illusion that I stay at home and participate in no honorable occupation. Not only is it the
domestic servants who make a good wage but others such as the tradeswomen, milliners,
staymakers, straw-hat makers, furriers, and jewelers that are able to make a nice life for
themselves and their families. It is important for me to dress well and take care of myself to
provide steadiness and security to my husband who through his hard work outside the home
provides for each of us.
2) What was the middle class woman’s role in society during the nineteenth century?
I have had eight pregnancies but regrettably lost three babies. I surely would have been lost too if
not for the medical treatment by our wonderful physicians. I would never want to be at the mercy
of those home remedies that my rural counterparts must rely on. Listen to their description.
“To a handful of blue flag root add a pint of good spirits; let stand for a week. Dose, a spoon full
three times a day, and increase by degrees to three tablespoons full a day. Or, apply a poultice
of hot potatoes; renew as often as it becomes hard or cool. It is said to be a very excellent
remedy."
How awful!
I too realize and see that there are new opportunities for women to work and support themselves
in factory work, retail or domestic service for those who wish to follow this form of lifestyle.
Also there are movements toward equal education as well as the suffrage issue for women to
gain political, social and economic status. However, for the majority of married women (95%)
who remain in the home, our domestic tasks do more than fulfill our societal debt. It is the
women of the home that help set up and run charitable societies whose motto is to “Help the
©2007 PIH Network
Middle Class Woman: Emma Burton Mackay
Poor to Help Themselves”. We are the patrons to such organizations as schools, clubs (The
Society of St Leonard’s Archers), churches and the Infirmaries.
3) Do you think she would support the feminism movements for women? (Equal
education, suffrage and legal rights) Why or why not?
I not only give monetary gifts to ensure the continued efforts of these entities but I also give my
time and efforts. For instance, my family attends our church every Sabbath giving our tithes as
well as paying for our reserved pew weekly. I too support the voices calling for closing the shops
early on Saturday to encourage these shopkeepers and merchants in prompt attendance in our
local churches. It is the church that provides our moral strength as individuals that enables us to
hold our families together. This too is why I protest public alcohol usage because these people
should spend their wages on clothing, food, shelter for their families; it is the decay of the
family. Perhaps these workers should provide for their children and thus the youngsters would
not have to devote so much time in labor. As for the infirmary, I visit as often as I can to bring
knitted items and read to the patients in addition to my duties of running my home, taking care of
the servants, keeping aware of the news and innovations around our community as well as taking
house hold accounts of inventory of my glass and china and purchasing needed provisions. This
time to help others is afforded to me while my girls are being taught by the governess their
music, reading, and sewing and the boys are attending their grammar school.
4) How or why might she justify the use of child, and women labor in factories?
When I leave the infirmary, I will complete my shopping of bread, butter, potatoes, bacon, sugar,
and fish. I have a sweet tooth and love to surprise the children with the peanut brittle, liquorice
and those delicious chocolate bars. Once we finish dinner, we will gather around the piano and
sing or perhaps I will read a story to the family before bedtime. Oh too, the opera is starting soon
and my husband and I love to attend. I must purchase a new dress, and bonnet. As the season is
soon changing and the weather is warming I must get my staff to change the winter curtains to
the white summer curtains, pick up the carpets, paint and whitewash the kitchen and clean the
dirt from all corners. The house must be clean as our trip to the seaside is approaching soon. The
children and I are really looking forward to croquet, swimming and yachting this summer. Oh so
much to take care of, I must have everything prepared before we leave.
5) How has her life changed as a result of the Industrial Revolution?
Overall Questions:
6) What were her values:
a. Economic
b. Social
c. Political
7) How were her values important to the success and progress of the Industrial
Revolution?
8) Is she satisfied with the way her life has evolved? Support your answer.
9) What is her future vision for women?
©2007 PIH Network
Middle Class Woman Group Profile Question Sheet
1) How might Emma’s childhood experiences and marriage influence her thoughts about the
Industrial Revolution?
2) What was the middle class woman’s role in society during the nineteenth century?
3) What are Emma’s views on poverty? What are her views on feminism (equal education
for women, voting rights for women, etc.)? How might her life experiences influence her
views on these issues?
4) Overall, what does Emma think is wrong with society?
5) Overall, how has Emma’s life changed as a result of the Industrial Revolution? What, if
anything, does she believe should be done to improve society?
© 2007 PIH Network
6) What were her values:
a. Economic
b. Social
c. Political
7) How were her values important to the success and progress of the Industrial Revolution?
8) Is she satisfied with the way her life has evolved? Support your answer.
9) What is her future vision for women?
© 2007 PIH Network
Socialist: Karl Marx (1818-1883)
My name is Karl Marx. I was born in Germany to a middle class family. After I finished my
university studies, I began writing articles and soon became editor of a newspaper in Cologne,
Germany. My writings condemned contemporary politics and social conditions, and soon I was
asked to resign. I moved to Paris where I met Fredrick Engels who shared my beliefs about
society. Together we wrote about the unjust treatment of the working class. Soon I was asked to
leave Paris. Over the next several years, I devoted myself to an intensive study of the history of
the production of goods, particularly of the present system of production: industrial capitalism.
1. Why do you think Karl was asked to resign from his job and move away from Paris?
I have seen the profound effects of industrial capitalism on the European civilization. Industrial
capitalism is the result of a historical process characterized by a continual conflict between
classes. Capitalism has made much of the old aristocracy irrelevant, boosted the bourgeoisie
factory owners to economic and political power, and drafted much of the old peasant class into
its factories as little more than wage slaves. The new industrial modes of production have
fundamentally changed people’s work lives and created immense new wealth.
2. How did the Industrial Revolution change Europe?
The present capitalist system is unfair, though superior to the socioeconomic system that
preceded it. Even though under capitalism the workers freely sell their labor and receive wages
in return, this system disguises a profound inequality. The capitalists cheat the workers by taking
for themselves far more than they paid out in wages and other production costs. The profit that is
left after all of the costs of producing a product have been paid is surplus value. Because the
worker’s labor contributed to the value of the goods produced, he should receive a share of that
profit. However the industrialists view themselves as the sole creators of this new wealth and see
no reason why they should share their good fortune with their workers. Their accumulated profits
give them great power over the economic development of society and great influence over those
who make the laws that govern that society.
3. Why does Marx author feel capitalism is unfair? What does he mean by surplus value?
Under capitalism, the workers become all the poorer. The goal is always to get the most labor
from the worker at the cheapest possible price. Vicious competition is the only rule. There is not
enough work for everyone. Competition for jobs causes workers to take lower and lower salaries.
To produce products for lower prices than his competitors, the owner forces the worker to work
14 hour days with the threat that he will be fired and replaced with a cheaper worker. And so a
man’s wages continue to go down while his hours go up. Women and small children, who will
work for even cheaper wages, are forced into the factories in order to supplement the father’s
wages and help their families survive. Any owner who tried to treat his employees more fairly
would be driven out of business by his more ruthless competitors.
Capitalism exploits workers, it degrades them, and it transforms them into beasts or machines.
The workers are broken in body and spirit As British journalist William Cobbett observed: “men
© 2007 PIH Network
are rendered old and past labor at forty years of age, and children are rendered decrepit and
deformed, and thousands upon thousands of them slaughtered by consumptions [tuberculosis],
before they arrive at the age of sixteen.”
4. How does competition affect the way the new economy operates? What does this mean
for the lives of workers and their chances for improving their lives?
Caught up in this great societal change, workers have banded together to form labor unions. By
joining together they hope to convince the owners to grant them respect for their skills and their
work, a decent standard of living, and the right to leisure and recreation time with their families.
But owners have refused to negotiate, claiming that the workers had no right to join together or
to make demands about the conditions of work and wages. When workers have attempted
organized strikes against factories, employers have locked them out of the factory, fired whole
groups of strikers, and attacked strikers with armed policemen. The government is controlled by
the wealthy and helps the factory owners continue to hold down the workers.
5. Why did workers form unions? Why were they unsuccessful in meeting their goals?
I believe that only a fundamental social and economic change will allow the new industrial
society to work for all classes. Competition must be eliminated and replaced with a cooperative
society where people work for the good of all. We must organize into political parties and trade
unions that will represent the interests of the working class and reject any attempt to divide us on
the basis of religion, ethnicity, nationality, and gender. A divided working class is the surest way
to ensure the continuation of capitalist rule.
Capitalists will never surrender their power voluntarily. I believe the only way that real change
can occur is for the proletariat (workers) to forcibly overthrow the bourgeoisie (the employers).
We can see the change coming. In 1848, the poor rose up in revolutions all over Europe. In 1871,
the workers took over Paris and for two months we had a government run by the working class.
Each of these revolutions was put down violently by the wealthy, but there is strength in
numbers, and workers far outnumber the owner class. The time is coming when the people will
seize power from the wealthy and keep it. As I have said in my writings: “Workers unite! You
have nothing to lose but your chains!”
6. Why does Marx believe that only revolution can solve the problems of industrial
society?
7. How would his new society be different from the one it replaced? Why would he argue
that the new society is fairer and more just?
© 2007 PIH Network
Socialist Group Profile Question Sheet
1. Why do you think Karl was asked to resign from his job and move away from Paris?
2. How did the Industrial Revolution change Europe?
3. Why does Marx author feel capitalism is unfair? What does he mean by surplus value?
4. How does competition affect the way the new economy operates? What does this mean for
the lives of workers and their chances for improving their lives?
© 2007 PIH Network
5. Why did workers form unions? Why were they unsuccessful in meeting their goals?
6. Why does Marx believe that only revolution can solve the problems of industrial society?
7. How would his new society be different from the one it replaced?
© 2007 PIH Network
Name(s) ______________________________________________________________________
Small Group Deliberation Scaffold
I. From Your Assigned Perspectives:
A. Arguments that the IR Diminished
Quality of Life
1.
B. Arguments that the IR Improved Quality
of Life
1.
2.
2.
3.
3.
II. Now As a Group, What Do You Really Think? :
A. Group’s Decision:
Did the Industrial Revolution diminish or improve quality of life?
Diminish
or
Improve
B. Group’s Responses to Arguments Against Your Decision:
1.
2.
3.
© 2007 PIH Network. All rights reserved.
Name(s) ______________________________________________________________________
C. What, if anything, does your group think should be done to improve society?
© 2007 PIH Network. All rights reserved.
Industrial Revolution - Editorial Instructions
Directions: Assume the role of an English journalist in _______. Take your own position on
the central questions of this unit. Your writing should take the form of an editorial to be
published in the London Times, the most widely read English newspaper of the time.
Central Questions:
Did the Industrial Revolution diminish or improve quality of life? What, if anything,
should be done to promote a more fair, just society?
Requirements:
1. Your editorial must include a minimum of 4 paragraphs as described below.
2. Your editorial should use persuasive language and should be written to the English
people.
3. Your editorial should be written in the 1st person, plural tense – “we”.
Editorial Format:
Paragraph I:
Take a clear position on the central questions.
Paragraph II:
Support your position with historical evidence.
Paragraph III:
A: Acknowledge the arguments of your opponents.
B: Respond to your opponents’ arguments.
Paragraph IV:
Provide a conclusion that summarizes your position.
© 2007 PIH Network. All rights reserved.