Activity
Day 1
1. Display
ponder question from previous lesson:
How serious were health concerns raised by the sanitation
issues you identified?
2. There
is an issue of disease and illness. The class will research
the health diseases and illnesses affected the American
population during this time. Students will individually
research projects locating diseases directly resulting
from contamination and pollution associated with industry
or community elements (such as tenement houses, stables,
overcrowded conveyances, filthy streets, etc.) The teacher
will assign different topics to students referencing the
Public Health List from the previous lesson and the “Working
9 to 5?” Industries list to compile a new working
list.
3. Students
will be responsible for the following data (Handout 1):
a.
Industry or community element
i.
Explain what the industry or community element is.
(include image)
ii.
Identify what is the cause of contamination or pollution
at the identified locale. How does it get to people
or the environment?
b. The
disease or illness
i.
Explain what specific disease or diseases can result
from the situation.
ii.
Define what the disease is and how it manifests
itself.
c.
Outbreaks
i.
Locate an example of an outbreak in a city or factory
town.
ii. Address
implications of such outbreaks (death, illness, survival
rates, etc.)
iii.Address
who got ill (age and wealth)
iv. Identify
any medications available for the illness or disease
and who had access to them. Explore why.
v. Address
how common such outbreaks could be and where they tended
to occur.
d.
Exposés
i.
Identify an article or muckraker that pointed out this
problem and find example. Include an image or quote
from their work.
e.
Regulation
i.
Identify at least one possible regulation or labor
movement that attempted to correct the problem at the
local level. Give dates and title of regulation(s).
ii.
Identify statewide regulation(s) addressing the problem.
Give dates and title of regulation(s).
iii.
Identify national regulation(s) enacted to deal with
the problem. Give dates and title of regulation(s).
iv.
Create a timeline, showing the succession of these
regulatory actions.
f.
Today
i.
Locate a modern image of the same industry or community
element for comparison.
ii.
Address the implications today of these historic sanitary
blunders. Are any of their ‘leftovers’ still
haunting us today?
4. Students
write down ideas and a tentative outline using what they
have done in the past and the list of data (above) of the
materials they must locate.
Days 2-4
5. Students
will have a day of library research and a day of Internet
research. They may have an additional day for research,
if teacher chooses.
Day 5
6. Students
create a Power Point presentation using tutorials listed
in resource section if necessary (or traditional report)
incorporating all information. The presentation or report
should address how the industry or community element has
changed from the turn of the century to our present day
because of awareness and regulation. (If students are creating
traditional reports they will need to prepare presentation
materials using posters, overheads, or handouts.)
Day 6-7
7. Students
will their research to the class. Presentations
will take 5-10 minutes each.
Closure
8. End by noting that Industry has been defined, the implications of combining
jobs and technology during the Industrial Revolution need to be further
addressed. Pose the question: How did technology define business,
the city landscape, and the American worker’s role during the
Industrial Revolution?
Homework
If applicable |
