Global History: Industrial Revolution — Unit Test
Name:
Date:
Period:

AIM

How did the Industrial Revolution change the daily lives of ordinary people, and who was responsible for improving those conditions?

Objectives

Source Documents

Testimony of a Factory Worker (Paraphrased) (Paraphrased from testimony given to a British parliamentary committee, 1830s)

The witness stated that children as young as six were employed in the mill. They worked from five in the morning until eight at night, with a one-hour break for dinner. The witness reported that the children were often beaten to keep them awake at their machines. The air in the factory was thick with cotton dust, and many workers developed coughs and lung problems. The witness said that the owners cared only for profit and not for the health of the workers.

The Conditions of the Working Class in England (Excerpt) (Friedrich Engels, 1845)

The streets are usually unpaved, full of holes, filthy and strewn with refuse. The atmosphere is polluted by the stench of the gutters and the smoke from the chimneys. The houses are crowded together, and the rooms are small and poorly ventilated. In many cases, whole families live in a single room. The workers are poorly clothed and fed, and disease is rampant. The mortality rate among the poor is far higher than among the wealthy.

The Factory Act of 1833 (Summary) (British Parliament, 1833)

This act made it illegal to employ children under the age of nine in textile factories. Children between nine and thirteen were limited to nine hours of work per day and forty-eight hours per week. They were also required to receive two hours of schooling each day. Factory inspectors were appointed to enforce the law. The act applied only to textile mills, not to other industries.

Packet A

1. Which detail from Source 1 best shows that factory owners cared more about profit than workers' health?
↳ Refer to: source_1
The detail I choose is ______.
This detail shows owners cared about profit because ______.
It shows they did not care about health because ______.
So the best answer is ______.
2. According to Source 2, which problem was common in working-class city neighborhoods?
↳ Refer to: source_2
Source 2 says the streets were ______.
It also says the houses were ______.
This means the neighborhood was ______.
So the correct answer is ______.
3. What was one major limit of the Factory Act of 1833, according to Source 3?
↳ Refer to: source_3
The act applied only to ______.
It did not apply to ______.
This is a limit because ______.
So the correct answer is ______.
4. Which pair of details from Sources 1 and 3 best shows a problem and a reform response?
↳ Refer to: source_1
One problem from Source 1 is ______.
One reform from Source 3 is ______.
These connect because ______.
So the best pair is ______.
5. Which statement best explains how industrialization contributed to urbanization?
Industrialization created many ______.
People moved to cities to ______.
This is called ______.
So the best explanation is ______.
6. Which pair of details from Sources 1 and 2 best shows how industrialization affected ordinary people's daily lives?
↳ Refer to: source_1
From Source 1, daily life included ______.
From Source 2, daily life included ______.
Together these show ______.
So the best pair is ______.
7. Short Response: Using Source 1, describe two working conditions for children in the textile mill and explain why reformers wanted to change them. (9 points)
↳ Refer to: source_1
One working condition from Source 1 was ______.
A second working condition was ______.
Reformers wanted to change these because ______.
This shows the need for reform because ______.
Claim-Evidence-Reasoning
ClaimEvidenceReasoning
8. Short Response: Using Source 2, describe two problems in working-class city neighborhoods and explain how those problems could lead to poor health. (9 points)
↳ Refer to: source_2
One problem from Source 2 was ______.
A second problem was ______.
This could lead to poor health because ______.
So the evidence shows ______.
Claim-Evidence-Reasoning
ClaimEvidenceReasoning

Packet B

1. Which statement best describes the working hours of children in the mill according to the paraphrased factory worker testimony?
↳ Refer to: source_1
2. According to the excerpt from The Conditions of the Working Class in England, what was one effect of urbanization on workers' living conditions?
↳ Refer to: source_2
3. Using source 3, explain the purpose of the Factory Act of 1833 and describe one limit of the law.
↳ Refer to: source_3
4. Compare the description of factory conditions in source 1 with the description of urban living conditions in source 2. What is one similarity between the two descriptions?
↳ Refer to: source_1
5. Which of the following was a reform described in source 3 that addressed problems faced by child workers?
↳ Refer to: source_3
6. Based on source 1, what was one reason factory owners were criticized by the witness?
↳ Refer to: source_1
7. Using source 1 and source 2, describe two ways the Industrial Revolution changed daily life for ordinary people. Support your answer with one detail from each source.
↳ Refer to: source_1
8. Using source 3, explain the purpose of the Factory Act of 1833 and evaluate one limit of the law. Use at least one specific detail from the source to support your answer.
↳ Refer to: source_3

Packet C

1. Multiple choice (2 points). Analyze Sources 1 and 2 together. Which conclusion about industrial cities is best supported by combining the factory testimony with Engels's description of working-class neighborhoods?
↳ Refer to: source_1
2. Multiple choice (2 points). Evaluate the Factory Act of 1833 using Source 3. Which statement best evaluates both its purpose and its limits?
↳ Refer to: source_3
3. Multiple choice (2 points). Synthesize Sources 1 and 3. A historian argues that the Factory Act of 1833 was a direct response to the abuses described in worker testimony. Which evidence best supports this argument?
↳ Refer to: source_1
4. Multiple choice (2 points). Analyze Source 2. Engels's excerpt is a secondary account written to persuade readers. Which feature of the excerpt most clearly shows an effort to persuade rather than simply to describe?
↳ Refer to: source_2
5. Multiple choice (2 points). Synthesize all three sources. Which claim about responsibility for improving working conditions is best supported by the source set as a whole?
↳ Refer to: source_3
6. Multiple choice (2 points). Evaluate this counterargument: Some historians argue that early factory legislation did more harm than good because it raised costs for mill owners and reduced jobs for poor families. Using Source 3, which response best addresses this counterargument?
↳ Refer to: source_3
7. Short response (9 points). This question has three parts. (a) Analyze how Sources 1 and 2 together describe the effects of industrialization on ordinary workers. (b) Evaluate whether the Factory Act of 1833 (Source 3) adequately responded to those effects. (c) Address a counterargument: some people at the time argued that regulating factories would hurt business and cost jobs. Justify your position using evidence from at least two sources.
↳ Refer to: source_1
Claim–Evidence–Reasoning
PartClaimEvidenceReasoning
(a)
(b)
(c)
8. Short response (9 points). Open-ended construction. You are an adviser to a British parliamentary committee in the 1830s. Propose a reform plan that addresses the factory and urban problems described in Sources 1 and 2, and explain how your plan relates to the Factory Act of 1833 (Source 3). In your response, (a) propose at least two specific reforms, (b) justify each reform with evidence from the sources, and (c) explain one likely objection to your plan and how you would answer it.
↳ Refer to: source_2
Reform Plan Proposal
Proposed ReformSource EvidenceJustificationLikely Objection and Response

Answer Key

Packet A

1.
Which detail from Source 1 best shows that factory owners cared more about profit than workers' health?
Answer: The correct answer is the detail that children were beaten to keep them awake at their machines. This shows owners cared about profit because they wanted machines running, not children resting. It shows they did not care about health because beating children is harmful. So the best answer is the option describing children being beaten to stay awake. “the children were often beaten to keep them awake at their machines” (source_1)
Supporting source evidence:
  • “the children were often beaten to keep them awake at their machines” (Testimony of a Factory Worker (Paraphrased) [source_1])
Common error: students may pick the long hours detail, but the beating detail more directly shows disregard for children's well-being. Accept any answer that cites a specific detail and explains the profit-over-health connection.
2.
According to Source 2, which problem was common in working-class city neighborhoods?
Answer: The correct answer is that streets were filthy and strewn with refuse. Source 2 describes unpaved streets full of holes and refuse, crowded houses, and poor ventilation. This means the neighborhood was unhealthy and dirty. So the correct answer is the option about filthy streets and crowded housing. “The streets are usually unpaved, full of holes, filthy and strewn with refuse.” (source_2)
Supporting source evidence:
  • “The streets are usually unpaved, full of holes, filthy and strewn with refuse.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Common error: students may choose an answer about factories, but Source 2 focuses on city living conditions, not factory interiors.
3.
What was one major limit of the Factory Act of 1833, according to Source 3?
Answer: The correct answer is that the act applied only to textile mills, not to other industries. Source 3 states the act applied only to textile mills. This is a limit because workers in other industries were not protected. So the correct answer is the option about the law covering only textile mills. “The act applied only to textile mills, not to other industries.” (source_3)
Supporting source evidence:
  • “The act applied only to textile mills, not to other industries.” (The Factory Act of 1833 (Summary) [source_3])
Common error: students may think the act covered all factories, but Source 3 explicitly limits it to textile mills.
4.
Which pair of details from Sources 1 and 3 best shows a problem and a reform response?
Answer: The correct answer pairs the problem of young children working long hours with the reform of limiting hours for children aged nine to thirteen. Source 1 describes children working from five in the morning until eight at night. Source 3 limits children aged nine to thirteen to nine hours per day. These connect because the law tried to fix the long-hours problem. So the best pair is the option linking long hours to the nine-hour limit. “They worked from five in the morning until eight at night” (source_1)“Children between nine and thirteen were limited to nine hours of work per day” (source_3)
Supporting source evidence:
  • “They worked from five in the morning until eight at night” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “Children between nine and thirteen were limited to nine hours of work per day” (The Factory Act of 1833 (Summary) [source_3])
Common error: students may pick two problems instead of one problem and one reform. The question asks for a problem-reform pair.
5.
Which statement best explains how industrialization contributed to urbanization?
Answer: The correct answer is that factory jobs drew large numbers of people from rural areas into cities. Industrialization created many factory jobs in cities. People moved to cities to work in those factories. This movement is called urbanization. So the best explanation is the option about factory jobs attracting people to cities.
Common error: students may confuse urbanization with industrialization. Urbanization is the movement to cities; industrialization is the growth of machine production.
6.
Which pair of details from Sources 1 and 2 best shows how industrialization affected ordinary people's daily lives?
Answer: The correct answer pairs the long factory hours from Source 1 with the crowded, unhealthy housing from Source 2. Source 1 describes children working from five in the morning until eight at night. Source 2 describes whole families living in a single room. Together these show that ordinary people faced long workdays and poor living conditions. So the best pair is the option linking long hours to crowded housing. “They worked from five in the morning until eight at night” (source_1)“In many cases, whole families live in a single room.” (source_2)
Supporting source evidence:
  • “They worked from five in the morning until eight at night” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “In many cases, whole families live in a single room.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Common error: students may choose two details from the same source. The question asks for one detail from each source.
7.
Short Response: Using Source 1, describe two working conditions for children in the textile mill and explain why reformers wanted to change them. (9 points)
Answer: A complete response names two conditions from Source 1 and explains why reformers wanted change. Sample response: One condition was that children as young as six worked from five in the morning until eight at night. Another was that children were often beaten to keep them awake at their machines. Reformers wanted to change these because long hours and beatings harmed children's health and safety. This shows the need for reform because the testimony describes treatment that no child should endure. “children as young as six were employed in the mill” (source_1)“the children were often beaten to keep them awake at their machines” (source_1)
Supporting source evidence:
  • “children as young as six were employed in the mill” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “the children were often beaten to keep them awake at their machines” (Testimony of a Factory Worker (Paraphrased) [source_1])
Scoring guide (9 points): 3 points for each accurately described condition from Source 1 (up to 6 points); 3 points for a clear explanation of why reformers wanted change. Common error: students may list conditions without explaining the reformer's reason. Accept any two conditions explicitly stated in Source 1.
8.
Short Response: Using Source 2, describe two problems in working-class city neighborhoods and explain how those problems could lead to poor health. (9 points)
Answer: A complete response names two problems from Source 2 and explains the link to poor health. Sample response: One problem was that streets were filthy and strewn with refuse. Another was that whole families lived in a single room with poor ventilation. These could lead to poor health because dirty streets and crowded rooms help disease spread. Source 2 also states that disease was rampant and the mortality rate among the poor was far higher than among the wealthy. So the evidence shows that unhealthy housing and streets harmed workers' health. “The streets are usually unpaved, full of holes, filthy and strewn with refuse.” (source_2)“In many cases, whole families live in a single room.” (source_2)“The mortality rate among the poor is far higher than among the wealthy.” (source_2)
Supporting source evidence:
  • “The streets are usually unpaved, full of holes, filthy and strewn with refuse.” (The Conditions of the Working Class in England (Excerpt) [source_2])
  • “In many cases, whole families live in a single room.” (The Conditions of the Working Class in England (Excerpt) [source_2])
  • “The mortality rate among the poor is far higher than among the wealthy.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Scoring guide (9 points): 3 points for each accurately described problem from Source 2 (up to 6 points); 3 points for a clear explanation linking the problems to poor health. Common error: students may describe problems without explaining the health connection. Accept any two problems explicitly stated in Source 2.

Packet B

1.
Which statement best describes the working hours of children in the mill according to the paraphrased factory worker testimony?
Answer: The testimony states that children worked from five in the morning until eight at night, with a one-hour break for dinner. This means they worked a very long day, from early morning to late evening, with only a short break. Therefore, the correct answer is the option that says children worked long hours from early morning until evening with only a one-hour break.
Supporting source evidence:
  • “They worked from five in the morning until eight at night, with a one-hour break for dinner.” (Testimony of a Factory Worker (Paraphrased) [source_1])
Common error: choosing an option that says children worked short days or had many breaks. The source clearly describes a long workday with only one break.
2.
According to the excerpt from The Conditions of the Working Class in England, what was one effect of urbanization on workers' living conditions?
Answer: The excerpt describes crowded housing, small and poorly ventilated rooms, and whole families living in a single room. It also mentions that disease is rampant and the mortality rate among the poor is far higher than among the wealthy. Therefore, a correct answer is that urbanization led to overcrowded and unhealthy living conditions for workers.
Supporting source evidence:
  • “The houses are crowded together, and the rooms are small and poorly ventilated. In many cases, whole families live in a single room.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Common error: selecting an option that says workers lived in spacious, clean homes. The source emphasizes crowding, poor ventilation, and disease.
3.
Using source 3, explain the purpose of the Factory Act of 1833 and describe one limit of the law.
Answer: The Factory Act of 1833 was passed to improve conditions for child workers in textile factories. It made it illegal to employ children under nine, limited the hours of children aged nine to thirteen to nine hours per day and forty-eight hours per week, required two hours of schooling each day, and appointed factory inspectors to enforce the law. However, the act applied only to textile mills, not to other industries, so it did not protect children working in other types of factories. This is a significant limit because many children outside the textile industry remained unprotected.
Supporting source evidence:
  • “The act applied only to textile mills, not to other industries.” (The Factory Act of 1833 (Summary) [source_3])
Common error: stating that the act covered all industries. The source explicitly says it applied only to textile mills. Another common error: forgetting to mention enforcement through inspectors.
4.
Compare the description of factory conditions in source 1 with the description of urban living conditions in source 2. What is one similarity between the two descriptions?
Answer: One similarity is that both sources describe unhealthy environments for workers. Source 1 mentions that the air in the factory was thick with cotton dust and that many workers developed coughs and lung problems. Source 2 describes polluted air from gutters and chimneys, crowded housing, and rampant disease. Both sources show that workers faced serious health hazards in their daily lives, whether at work or at home.
Supporting source evidence:
  • “The air in the factory was thick with cotton dust, and many workers developed coughs and lung problems.” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “The atmosphere is polluted by the stench of the gutters and the smoke from the chimneys.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Common error: focusing only on differences (factory vs. home) and missing the shared theme of poor health conditions. A strong answer identifies a specific similarity, such as air pollution or disease, and supports it with details from both sources.
5.
Which of the following was a reform described in source 3 that addressed problems faced by child workers?
Answer: Source 3 states that children between nine and thirteen were required to receive two hours of schooling each day. This was a reform because it aimed to provide education to child workers, addressing the problem of children working long hours without schooling. Therefore, the correct answer is the option that mentions required daily schooling for children aged nine to thirteen.
Supporting source evidence:
  • “They were also required to receive two hours of schooling each day.” (The Factory Act of 1833 (Summary) [source_3])
Common error: choosing an option that describes a working condition rather than a reform. The question asks for a reform, which is a change made to improve conditions.
6.
Based on source 1, what was one reason factory owners were criticized by the witness?
Answer: The witness said that the owners cared only for profit and not for the health of the workers. This criticism suggests that owners prioritized making money over the well-being of their employees, including children who were beaten and exposed to unhealthy conditions. Therefore, the correct answer is the option that says owners were criticized for caring only about profit and not workers' health.
Supporting source evidence:
  • “The witness said that the owners cared only for profit and not for the health of the workers.” (Testimony of a Factory Worker (Paraphrased) [source_1])
Common error: selecting an option that says owners were praised for their concern. The source clearly states the opposite.
7.
Using source 1 and source 2, describe two ways the Industrial Revolution changed daily life for ordinary people. Support your answer with one detail from each source.
Answer: One way daily life changed was in working conditions. Source 1 describes children working very long hours, from five in the morning until eight at night, with only a one-hour break, and being beaten to stay awake. This shows that work became regimented and harsh, especially for children. Another way daily life changed was in living conditions. Source 2 describes crowded, poorly ventilated housing where whole families lived in a single room, and disease was rampant. This shows that urbanization led to overcrowded and unhealthy homes for workers. Together, these changes meant that ordinary people faced difficult conditions both at work and at home.
Supporting source evidence:
  • “They worked from five in the morning until eight at night, with a one-hour break for dinner.” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “In many cases, whole families live in a single room.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Scoring guidance: 9 points total. 3 points for each clearly described change (working conditions and living conditions), and 3 points for using at least one specific detail from each source. Accept any reasonable description that is supported by the sources. Common error: describing only one change or using details from only one source.
8.
Using source 3, explain the purpose of the Factory Act of 1833 and evaluate one limit of the law. Use at least one specific detail from the source to support your answer.
Answer: The purpose of the Factory Act of 1833 was to regulate child labor in textile factories. It set a minimum age of nine for employment, limited the hours of children aged nine to thirteen to nine hours per day and forty-eight hours per week, required two hours of daily schooling, and created factory inspectors to enforce the law. One limit is that the act applied only to textile mills, not to other industries. This means that children working in other types of factories, such as mines or potteries, did not receive the same protections. Therefore, while the act was an important step, its impact was limited to a single industry.
Supporting source evidence:
  • “The act applied only to textile mills, not to other industries.” (The Factory Act of 1833 (Summary) [source_3])
Scoring guidance: 9 points total. 3 points for explaining the purpose, 3 points for identifying and evaluating a limit, and 3 points for using at least one specific detail from the source. Accept any reasonable evaluation of the limit. Common error: stating that the act covered all industries or failing to explain why the limit matters.

Packet C

1.
Multiple choice (2 points). Analyze Sources 1 and 2 together. Which conclusion about industrial cities is best supported by combining the factory testimony with Engels's description of working-class neighborhoods?
Answer: The best answer is the option stating that poor working conditions inside factories and unhealthy living conditions in crowded cities reinforced each other, so workers faced danger at both work and home. Source 1 describes long hours, beatings, and lung problems from cotton dust “The air in the factory was thick with cotton dust, and many workers developed coughs and lung problems.” (source_1); Source 2 describes filthy streets, crowded single-room homes, and high death rates among the poor “In many cases, whole families live in a single room.” (source_2). Together they show that industrialization harmed workers in more than one setting, which is why reformers targeted both workplaces and cities. Distractors that focus on only one source, or that claim conditions improved automatically, are incomplete.
Supporting source evidence:
  • “The air in the factory was thick with cotton dust, and many workers developed coughs and lung problems.” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “In many cases, whole families live in a single room.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Award 2 points for the synthesis option; 1 point if a student selects a single-source option but can explain the limitation. Common error: choosing an option that treats factory conditions and urban conditions as unrelated. Language-access support: allow students to restate each source in one sentence before choosing.
2.
Multiple choice (2 points). Evaluate the Factory Act of 1833 using Source 3. Which statement best evaluates both its purpose and its limits?
Answer: The best answer is the option stating that the act protected some child workers in textile mills by setting age and hour limits and adding inspectors, but it left many workers unprotected because it covered only textile mills and did not address adult hours or wages. Source 3 shows the age-nine minimum, the nine-hour and forty-eight-hour limits for children nine to thirteen, required schooling, and inspectors “Factory inspectors were appointed to enforce the law.” (source_3), but it also states the act applied only to textile mills “The act applied only to textile mills, not to other industries.” (source_3). A strong evaluation names both the reform and its boundary.
Supporting source evidence:
  • “Factory inspectors were appointed to enforce the law.” (The Factory Act of 1833 (Summary) [source_3])
  • “The act applied only to textile mills, not to other industries.” (The Factory Act of 1833 (Summary) [source_3])
Award 2 points for the option naming both protection and limitation; 1 point for an option naming only one side. Common error: assuming the act ended child labor everywhere. Exemplary responses connect the limited scope to the idea that reform was gradual.
3.
Multiple choice (2 points). Synthesize Sources 1 and 3. A historian argues that the Factory Act of 1833 was a direct response to the abuses described in worker testimony. Which evidence best supports this argument?
Answer: The best answer is the option pointing out that Source 1 describes very young children working extremely long days and being mistreated “They worked from five in the morning until eight at night, with a one-hour break for dinner.” (source_1), while Source 3 sets a minimum age and limits hours for young children “Children between nine and thirteen were limited to nine hours of work per day and forty-eight hours per week.” (source_3). That pairing shows legislation targeting the specific abuses reported. Options that cite only Engels, or that describe the act's limits without linking them to testimony, do not support the causal argument as directly.
Supporting source evidence:
  • “They worked from five in the morning until eight at night, with a one-hour break for dinner.” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “Children between nine and thirteen were limited to nine hours of work per day and forty-eight hours per week.” (The Factory Act of 1833 (Summary) [source_3])
Award 2 points for the option linking a specific abuse to a specific legal remedy; 1 point for a partial link. Common error: confusing correlation with proof, since the sources do not state that Parliament relied on this exact testimony. Language-access support: permit students to underline the abuse in Source 1 and the matching rule in Source 3 before answering.
4.
Multiple choice (2 points). Analyze Source 2. Engels's excerpt is a secondary account written to persuade readers. Which feature of the excerpt most clearly shows an effort to persuade rather than simply to describe?
Answer: The best answer is the option noting the contrast drawn between the mortality of the poor and the wealthy, which frames urban poverty as an injustice demanding action. Source 2 describes unpaved, filthy streets and polluted air “The streets are usually unpaved, full of holes, filthy and strewn with refuse.” (source_2) and then states that death rates among the poor far exceed those among the wealthy “The mortality rate among the poor is far higher than among the wealthy.” (source_2). That comparison pushes readers toward a moral judgment, which is characteristic of persuasive writing.
Supporting source evidence:
  • “The streets are usually unpaved, full of holes, filthy and strewn with refuse.” (The Conditions of the Working Class in England (Excerpt) [source_2])
  • “The mortality rate among the poor is far higher than among the wealthy.” (The Conditions of the Working Class in England (Excerpt) [source_2])
Award 2 points for the option identifying the persuasive contrast; 1 point for an option that identifies description without explaining persuasion. Common error: treating all description as neutral. Note that multiple readings of tone can be defensible if supported with evidence.
5.
Multiple choice (2 points). Synthesize all three sources. Which claim about responsibility for improving working conditions is best supported by the source set as a whole?
Answer: The best answer is the option stating that responsibility was shared: factory owners were criticized for prioritizing profit “The witness said that the owners cared only for profit and not for the health of the workers.” (source_1), urban poverty created public health crises that demanded attention “The workers are poorly clothed and fed, and disease is rampant.” (source_2), and Parliament began to act through legislation and inspectors “This act made it illegal to employ children under the age of nine in textile factories.” (source_3). The sources together support a shared-responsibility claim rather than placing blame on a single group. Options naming only owners, only workers, or only government ignore part of the evidence.
Supporting source evidence:
  • “The witness said that the owners cared only for profit and not for the health of the workers.” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “The workers are poorly clothed and fed, and disease is rampant.” (The Conditions of the Working Class in England (Excerpt) [source_2])
  • “This act made it illegal to employ children under the age of nine in textile factories.” (The Factory Act of 1833 (Summary) [source_3])
Award 2 points for the shared-responsibility option; 1 point for a single-actor option with partial evidence. Common error: assuming workers could fix conditions alone. Exemplary responses explain how each source assigns part of the responsibility.
6.
Multiple choice (2 points). Evaluate this counterargument: Some historians argue that early factory legislation did more harm than good because it raised costs for mill owners and reduced jobs for poor families. Using Source 3, which response best addresses this counterargument?
Answer: The best answer is the option acknowledging that the act imposed real costs and limits on employers “Children between nine and thirteen were limited to nine hours of work per day and forty-eight hours per week.” (source_3) while arguing that the law still addressed documented harms to children through age limits, hour limits, schooling, and inspectors “They were also required to receive two hours of schooling each day.” (source_3). A strong response does not dismiss the counterargument; it weighs the trade-off. Multiple interpretations can be valid here, so credit should go to the option that both recognizes the economic concern and defends the reform with evidence.
Supporting source evidence:
  • “Children between nine and thirteen were limited to nine hours of work per day and forty-eight hours per week.” (The Factory Act of 1833 (Summary) [source_3])
  • “They were also required to receive two hours of schooling each day.” (The Factory Act of 1833 (Summary) [source_3])
Award 2 points for the balanced option; 1 point for an option that addresses only one side. Multiple defensible evaluations exist, so do not require students to reject the counterargument outright. Exemplary responses explicitly weigh costs against protections.
7.
Short response (9 points). This question has three parts. (a) Analyze how Sources 1 and 2 together describe the effects of industrialization on ordinary workers. (b) Evaluate whether the Factory Act of 1833 (Source 3) adequately responded to those effects. (c) Address a counterargument: some people at the time argued that regulating factories would hurt business and cost jobs. Justify your position using evidence from at least two sources.
Answer: A complete response has three parts. Part (a): Source 1 shows long hours, physical mistreatment, and lung disease inside the mill “The witness reported that the children were often beaten to keep them awake at their machines.” (source_1), while Source 2 shows crowded, unsanitary housing and high death rates among the poor “The houses are crowded together, and the rooms are small and poorly ventilated.” (source_2); together they show harm at work and at home. Part (b): Source 3 responded to some harms by banning employment under age nine, limiting hours for children nine to thirteen, requiring schooling, and appointing inspectors “Factory inspectors were appointed to enforce the law.” (source_3), but it covered only textile mills, so the response was partial. Part (c): A strong answer takes a position and justifies it. One defensible position is that the act was worthwhile because it reduced documented harms to children even if it imposed costs on owners; another defensible position is that the act was too limited to count as an adequate response because it left other industries and adult workers unregulated. Both positions can be valid if supported with evidence. The response should acknowledge the economic counterargument rather than ignore it.
Supporting source evidence:
  • “The witness reported that the children were often beaten to keep them awake at their machines.” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “The houses are crowded together, and the rooms are small and poorly ventilated.” (The Conditions of the Working Class in England (Excerpt) [source_2])
  • “Factory inspectors were appointed to enforce the law.” (The Factory Act of 1833 (Summary) [source_3])
Scoring guide (9 points): 3 points for part (a) with evidence from both Sources 1 and 2; 3 points for part (b) naming both a protection and a limitation from Source 3; 3 points for part (c) stating a position, addressing the counterargument, and citing at least one source. Award partial credit for two of three parts done well. Multiple interpretations are valid; do not penalize a defensible position that is well supported. Exemplary responses explicitly weigh costs against protections and use precise evidence. Language-access support: allow students to answer in labeled parts (a), (b), (c) and to use short bullet points within each part.
8.
Short response (9 points). Open-ended construction. You are an adviser to a British parliamentary committee in the 1830s. Propose a reform plan that addresses the factory and urban problems described in Sources 1 and 2, and explain how your plan relates to the Factory Act of 1833 (Source 3). In your response, (a) propose at least two specific reforms, (b) justify each reform with evidence from the sources, and (c) explain one likely objection to your plan and how you would answer it.
Answer: A complete response proposes a plan and defends it. Part (a): possible reforms include extending age and hour limits beyond textile mills, requiring ventilation and dust control, and improving urban housing and sanitation. Part (b): the plan should be justified with evidence. Source 1 supports limits on child labor and dust control because children worked very long days and suffered lung problems “The witness stated that children as young as six were employed in the mill.” (source_1); Source 2 supports housing and sanitation reform because streets were filthy and families lived in single crowded rooms “The atmosphere is polluted by the stench of the gutters and the smoke from the chimneys.” (source_2); Source 3 shows a model for enforcement through inspectors that could be extended “The act applied only to textile mills, not to other industries.” (source_3). Part (c): a likely objection is that reform will raise costs and reduce jobs; a strong answer responds that the harms documented in the sources impose costs on workers and society, and that inspectors could enforce rules fairly. Multiple plans are defensible if they are specific and evidence-based.
Supporting source evidence:
  • “The witness stated that children as young as six were employed in the mill.” (Testimony of a Factory Worker (Paraphrased) [source_1])
  • “The atmosphere is polluted by the stench of the gutters and the smoke from the chimneys.” (The Conditions of the Working Class in England (Excerpt) [source_2])
  • “The act applied only to textile mills, not to other industries.” (The Factory Act of 1833 (Summary) [source_3])
Scoring guide (9 points): 3 points for two specific, relevant reforms; 3 points for evidence-based justification using at least two sources; 3 points for naming a plausible objection and answering it. Award partial credit for two of three parts done well. Multiple reform plans can be valid; do not require one particular plan. Exemplary responses connect each reform to a specific source detail and treat the objection seriously rather than dismissing it. Language-access support: allow students to draft the plan as a labeled list before writing sentences.