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Better Off by the Clock? A Factory Village Debates, 1860 worksheet preview

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Better Off by the Clock? A Factory Village Debates, 1860

Grade 8 economics: a mock 1860 lyceum debate in a Connecticut clock village, with railroad and travel-time data, weighs how industry changed work and daily life.

Grade 8Social StudiesInteractive · Printable

Aligned toECO.8.1

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 C3 Framework standard
  • Printable answer key
  • 11 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
Social Studies
Question types
Fill in the blank, Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students explain how factories and railroads changed work, transportation and daily life before 1860.
  • Students weigh evidence on each side of a debate and use data to support a claim.

How to use

Assign the four speakers to readers, read the debate aloud, then have students sort the evidence and write their own verdict.

Curriculum

C3 Framework standard covered

ECO.8.1

Explain how the Industrial Revolution and the market revolution changed work, transportation and daily life in the United States.

Preview

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Name Date

Better Off by the Clock? A Factory Village Debates, 1860

Weigh arguments on each side of a lyceum debate about the Industrial Revolution.

The debate

Read the account of the debate and the fact card. The village and its speakers are made up, but the changes they describe were real.

The Hollis Falls Lyceum, March 1860

1On a March evening in 1860, the lyceum of Hollis Falls, a made-up Connecticut factory village, meets in the schoolhouse. Lyceums were clubs where townspeople heard lectures and held debates. Tonight’s resolution: “The changes of the last forty years have made life better for the working people of this town.” The moderator, Mr. Elihu Barnes, reads the fact card aloud.

2Lydia Fenn, a teacher, speaks for the resolution. “Look at the clock on that wall. In 1820 a clock was a luxury. Then clockmakers such as Eli Terry, working not far from here, used water-powered machines to cut parts so alike that they fit any clock of the same model. Clocks that once took a craftsman weeks now come out of factories by the thousands, and a plain shelf clock sells for a few dollars. Nearly every kitchen in this village has one. Factory cloth, iron stoves and store-bought shoes have come into our homes the same way.”

3Thaddeus Rowe, a foreman at the clock factory, adds, “See how we move. When I was a boy, the trip to New York City took two days by stagecoach and boat. Since the railroad reached our village in 1849, it takes about five hours. Our clocks ride the train to the city, and farmers near us ship milk and butter to city buyers. The telegraph at the depot brings news and prices the same day.”

4Silas Brandt speaks against. “I once made clocks with my own hands, start to finish, and I set my own hours. Now I tend one machine that cuts one kind of wheel, eleven hours a day, and a bell tells me when to eat. A man who knew a whole trade has become a hand who knows one task, and the owner keeps the profit from his skill.”

5Bridget Doyle, who came from Ireland in 1850, closes for her side. “I work at the cotton mill down the river, and my brothers work there too, though they are only twelve and ten. When the panic of 1857 came, the mill shut for three months, and we had no wages and no garden to fall back on. Last month the shoemakers of Lynn, Massachusetts, walked out by the thousands after their pay was cut. If life is so much better, why are working people striking?”

6Before the vote, Mr. Barnes reminds the hall that the cotton in Mrs. Doyle’s mill was grown in the South by enslaved people, whose forced labor was also part of these changes. “They are working people too,” he says, “and no vote in this hall will count them.”

Fact Card A: Railroad Track in the United States (rounded)
YearMiles of track
183023
18402,800
18509,000
186030,600
Fact Card B: Travel Time, New York City to Chicago (historians’ estimates)
YearTravel time
1800About 6 weeks
1830About 3 weeks
1857About 2 days
1.
What change does Lydia Fenn’s clock example mainly show?
  • A. Families began building their own clocks at home.
  • B. Skilled craftsmen began making more clocks by hand.
  • C. Clocks cost more as factories made more of them.
  • D. Machines and matching parts made clocks cheap.
2.
Use Fact Card A. Write the number.

Between 1850 and 1860, about   miles of railroad track were added.

3.
Which use of Fact Card B best supports Thaddeus Rowe’s side?
  • A. Goods could reach far-off markets in days instead of weeks.
  • B. Travel times stayed about the same from 1830 to 1857.
  • C. Railroads were the main way to travel west in 1800.
  • D. Travel to Chicago took longer in 1857 than in 1800.
4.
Sort each piece of evidence by the side that uses it in the debate.
A shelf clock for a few dollarsA mill closed for three monthsMilk shipped by train to city buyersEleven hours a day at one machineNews and prices arriving the same dayBrothers aged twelve and ten in the mill
For the resolutionAgainst the resolution

Weigh the arguments

Use the speeches and the fact cards.

5.
What change in work does Silas Brandt describe?
  • A. Factory hands now set their own hours and keep the profits.
  • B. A worker who made whole products now repeats one task for wages.
  • C. Machines replaced the workers in the clock factory.
  • D. Clockmakers moved from factories back to shops at home.
6.
Circle the sentence in which Bridget Doyle shows that factory workers now depended on distant markets for a living.

I work at the cotton mill down the river, and my brothers work there too, though they are only twelve and ten.When the panic of 1857 came, the mill shut for three months, and we had no wages and no garden to fall back on.Last month the shoemakers of Lynn, Massachusetts, walked out by the thousands after their pay was cut.If life is so much better, why are working people striking?

7.
A clock now hangs in a farmhouse kitchen near Hollis Falls. Which change in daily life does it best show?
  • A. Farm families stopped selling food to people in cities.
  • B. Families began to plan their days by the hour, not just the sun.
  • C. Farmers began to work shorter hours than factory hands.
  • D. Families began to make their own tools and cloth again.
8.
Why does Mr. Barnes mention the cotton in Mrs. Doyle’s mill?
  • A. To prove that Southern farms paid higher wages than mills
  • B. To show that the mill should stop using Southern cotton
  • C. To show that the changes also rested on forced labor
  • D. To argue that the resolution had already been decided
9.
Use Fact Card A. In which ten years did the nation add the most miles of track?
  • A. The same in each ten years
  • B. 1840 to 1850
  • C. 1850 to 1860
  • D. 1830 to 1840
10.
Which statement would speakers on both sides most likely accept?
  • A. Factories and railroads have changed how villagers work and live.
  • B. Life in the village is about the same as in 1820.
  • C. Railroads have hurt the village more than they have helped.
  • D. Working people now earn more than the mill owners.
11.
Which side made the stronger case: for or against the resolution? Make a claim, use at least two pieces of evidence from the speeches or the fact cards, and explain why your evidence outweighs the other side’s.

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