Evaluation

Explain how life changed for farm girls in 1830's when they became mill girls

(Lyddie)

Students can give only disorganized scraps of information concerning the reasons for and effects of leaving the farm for the mill.

Students can identify 3 reasons girls left the farms to work in cities. Students can explain 4 ideas about working in the mills and living in the boarding houses.

Students can describe at least 3 reasons that girls left the farm to work at the mills. Students can explain working and living conditions of mill girls.

Students can provide detailed descriptions of causes and effects of migration to Lowell. Students are able to assess the financial situations for families and mill girls and describe life as a mill girl.

Describe ways women in the mills tried to make conditions better, including the mill owners ideas and actions..

Sarah Bagley

Students can describe only conditions in the mill.

Students can describe two ways women tried to improve conditions and two reasons mill owners did not try to improve conditions.

Students can describe the role of the mil girl and the working conditions. They can elaborate on the means workers used to try to improve conditions. They can explain the owners reasoning.

Students can explain how mills worked and what the difficulties were for the mill girls. They can cite the role of the mill owners and directors to maintain profits. Students can present the argument for the 10 hour day.

Illustrate ways women "stuck" together and supported each other and Irish victims of famine.

Irish letters

Students can describe only that mill girls work in the mill.

Students can tell about how mill girls helped people starving in Ireland and how they could stick together.

Students can explain how the mill girls supported people in Ireland who were starving. Students can give examples of how mill girls supported each other.

Students can outline and explain mill girls response to famine in Ireland and give examples of how they supported each other and sometimes why they did not.

Discuss how the coming of immigrants may have changed the lives of the mill girls

Students can only describe that mill workers work in the mill.

Students can describe why immigrants took jobs in the mill.

Students can describe why mill work seemed good to immigrants and mill owners.

Students can explain and debate positions of native born, immigrants, and mill owners.