Was Government Regulation an Effective Way to Stop the Abuses of the Factory System?

Evidence #1: This is a section from a report of a factory inspector that was taken in 1836- three years after the Factory Act was passed.


Extract from a Factory Inspectors report of Taylor, Ibbotson, and Company.- British Parliamentary Papers (1836) 

My Lord, in the case of Taylor, Ibbotson, and Company I took the evidence from the mouths of the boys themselves.  They stated to me that they commenced [started]working on Friday morning, the 27^th of May, at six AM, and that, with the exception of meal hours and one hour at midnight extra, they did not cease working till four o’clock on Saturday evening, having been two days and a night thus engaged.  Believing the case scarcely possible, I asked every boy the same question, and from each received the same answers.  I then went into the house to look at the time book, and, in the presence of one of the masters, referred to the cruelty of the case, and stated that I should certainly punish it with all the severity in my power.

Talk to an elbow partner: Does this evidence suggest that the Factory Act was an effective way to stop abuses in the factory system? Why or why not?


Evidence #2: This photo was taken about 50 years after the passage of the Factory Act.

Talk to an elbow partner: Does this evidence suggest that the Factory Act was an effective way to stop abuses in the factory system? Why or why not?

Evidence #3: This table shows companies that were inspected 30 years after the passage of the Factory Act and found to be breaking the law. You can see what part of the law was broken, and how much the company has to pay in fines.

British money of the 1830s is different from American money of today.

• One British Pound (£) is like one US Dollar ($1).
• One British shilling (s.) is like one US nickel (5 ¢). 
• One British pence (p.) is like one US penny. (1¢)

Date	Sept 20,1863
Names and Addresses of Persons summoned.	Mary Jones, near Bridgend, Glamorganshire
Names of the Judges who heard the Case, and place of Hearing.	Richard Franklyn and Charles Knight. Town Hall, Bridgend.
Nature of the Offence.	Employing three young persons after 6p.m.
Amount of Penalty.	£1
Amount of Costs to be repaid to the court.	£1
Date	Sept 24, 1863
Names and Addresses of Persons summoned.	John Jones, Forest Factory, near Newbridge,
Names of the Judges who heard the Case, and place of Hearing.	William Perkins, and the Rev.Evan Morgan; Newbridge, Glamorganshire.
Nature of the Offence.	Employing three young persons and one female (adult) after 6p.m.
Amount of Penalty.	£1
Amount of Costs to be repaid to the court.	£1 ,10s. , 3p.
Remarks	Three cases withdrawn on payment of costs.

Date	Sept. 26, 1863
Names and Addresses of Persons summoned.	William Llewellyn, Lamb and Flag Factory, Glynneath
Names of the Judges who heard the Case, and place of Hearing.	Ilowel Gwyn and Griffith Llewellyn, Town Hall, Neath
Nature of the Offence.	Employing three young persons and two children after 6p.m.
Amount of Penalty.	£ 2
Amount of Costs to be repaid to the court.	£3 , 9s.
Remarks	Four cases withdrawn on payment of costs.

Date	July 21, 1863
Names and Addresses of Persons summoned.	William Kirk, Burnley.
Names of the Magistrates who heard the Case, and place of Hearing.	Thomas Hordern Whittaker and John Neels Esqrs.; Burnley
Nature of the Offence.	Employing two young persons without doctor certificates
Amount of Penalty.	£3
Amount of Costs to be repaid to the court.	£1
Remarks	One summons withdrawn on payment of costs, in consideration of the state of trade

Talk to an elbow partner: Does this evidence suggest that the Factory Act was an effective way to stop abuses in the factory system? Why or why not?

Haitian Revolution Test Review

Today you are going to do some independent review for tomorrow's Haitian Revolution test. If you are sharing a computer, please borrow headphone splitters so you and your partner can both listen. 

 You have two options for review sources. 

Option 1: Listen to a 15 minute podcast about the Haitian Revolution by clicking here:  http://15minutehistory.org/2013/02/06/episode-11-the-haitian-revolution/

• Pros: This podcast is easy to understand and sounds like a conversation between two people. It is split into sections with main ideas posed as questions. There is a transcript so you can follow along with the audio.

• Challenges: The podcast does not perfectly follow the order of the review sheet, so you will have to jump around a little bit. There are few visuals, so learners use pictures to help in understanding will not have a lot to go on. 

Option 2: Watch the 14 minute Crash Course video by John Greene by clicking here: https://www.youtube.com/watch?v=5A_o-nU5s2U

• Pros: Crash course videos are funny and thorough. This video follows the review sheet very closely. There is lots of supplementary information that is engaging.

• Challenges: John Greene speaks quickly, and the editing is super quick. You may have to pause the video a lot in order to capture information on your review sheet. 

Legacy of the Haitian Revolution: Impact on Other Countries

The Revolution may 
have contributed to the end of slavery in other areas, including Chile, Argentina, and Britain’s Caribbean colonies, in the early 1800s. Many Haitian leaders invited anyone escaping slavery to take refuge in Haiti. Haiti also gave support and inspiration to people in Latin America fighting against colonialism.

Examine the chart to the left. You’ll notice that Haiti was the first nation in the Caribbean to win independence, and the first nation to abolish slavery.

The success of the Revolution forced racist Europeans and Americans to reevaluate their vision of a world dominated by white nations. In later years, observers would come to see Haiti as the first nation in the movement against European colonizers in Latin America, Asia, and Africa.

“I can speak of...[Haiti]...not only words of admiration, but words of gratitude as well. She has grandly served the cause of universal human liberty. We should not forget that the freedom you and I enjoy to-day; that the freedom that eight hundred thousand colored people enjoy in
the British West Indies; the freedom that has come to the colored race 
the world over, is largely due to the brave stand taken by the black sons of Haiti ninety years ago.... [S]triking for their freedom, they struck for the freedom of every black man in the world.... She has taught the world the danger of slavery and the value of liberty. In this respect she has been the greatest of all our modern teachers.”
                      —Frederick Douglass, U.S. statesman and former slave, January 2, 1893

Questions to Consider:

• Answer as a comment on the blog. 
• Have a separate comment for each question. 
• Clearly state the question # and your name (and your partner's name if applicable.) 
• Comment on the posts of at least two others. 

1. How important is inspiration in a long struggle? Explain why it is important to have examples and inspiration in a difficult fight. (Honors extension: Did the people of Haiti have inspiration for their fight? Explain your answer.)
2. Do you believe that the world owes something to Haiti for teaching the world about “the danger of slavery and the value of liberty”? Is this debt different from the debt the French might owe? How might the world repay the debt that Douglass speaks of?

Legacy of the Haitian Revolution: Impact on the USA

From the outset of the revolution, nearby slave societies were terrified that the revolt in Haiti would spread to their own communities. From 1792 onwards, laws were passed throughout the Caribbean and North America to restrict immigration from Saint-Domingue. Slave owners feared that former enslaved people from Saint-Domingue would incite revolutions in their societies. They were right to be afraid; there were many slave uprisings in the American South following the events in Saint-Domingue.

Sign marking the site of
Gabriel's Rebellion

One of the most famous was in Virginia in 1800, called Gabriel’s Rebellion. It was led by a literate enslaved blacksmith who had learned of the slave rebellion in Haiti. He secretly met and planned his rebellion in the same way as the slaves on Haiti had. Unlike the slave rebellion in Haiti, Gabriel’s rebellion failed. And because of this rebellion and others like it, slavery became more restrictive in the United States. For example, many states passed laws that forbid slaves to learn how to read.

Another impact of the Haitian Revolution was on the size of the United States! The success of the Haitians led to the growth of the United States. When Napoleon could not re-conquer Haiti, he realized it would be better to get rid of all colonial holdings in the Western Hemisphere. Therefore, he decided to sell the Louisiana Territory to the United States, nearly doubling the size of the US. In an ironic twist, the additional land sold to the United States in the Louisiana Purchase allowed slavery to grow and thrive there for an additional sixty years.

However, the Haitian Revolution also inspired the fight for abolition in the United States. People who were against slavery saw the harsher slave laws in their own countries and became more vocal in their opposition to slavery. People, both black and white, began helping slaves make their way to freedom. A loosely connected network of safe houses developed across the states to help runaway slaves find freedom. This “Underground Railroad” helped many slaves find their way to the northern states or to Canada.

Questions to Consider:

• Answer as a comment on the blog. 
• Have a separate comment for each question. 
• Clearly state the question # and your name (and your partner's name if applicable.) 
• Comment on the posts of at least two others. 

1. Why did the Haitian Revolution make slave owners in the US pass stricter laws?
2. Why were slave owners afraid of having slaves learn to read? How does access to information empower people?
3. Some people claim that things often get worse before they get better. Do you think this is true? How might that explain the development of the Underground Railroad?

Station D: The Civil Code and Nepotism

Watch the short video and answer the questions on page 11 of your blue book.

Napoleon Station E: Napoleon in Spain

You must complete station C before you do this station.

·      Begin by writing this note on page 10 of your bluebook:

o  When Spain refuses to participate in the Continental System, Napoleon decides to invade Spain and make it part of the Spanish Empire.

 Now watch the video below and answer the following questions in complete sentences on page 10 of your blue book.

1.     How did the Spanish people react to Napoleon’s invasion? Why does this surprise him?

2.     Describe the five years of warfare in Spain between the French and Spanish troops.

3.     Do Napoleon’s actions in Spain make him seem more like a hero or a tyrant? Explain.

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