The Industrial Revolution was sparked by technological advances and made profound impacts on labor, human populations, and economies. Robert C. Allen describes the Industrial Revolution as a “technological revolution,” “demographic revolution,” “urban revolution,” “agricultural revolution,” as well as a commercial and transportation revolution.22 The inventions that were created in the context of eighteenth- and nineteenth-century Europe and North America transformed all these areas of human life. Inventions, like the spinning jenny, allowed for the mass production of textiles or fabric, which prompted a boom in cotton industries. The construction of these factories promoted a mass migration to cities, since there was a new source of income in the factories. Although there were many benefits to industrialization, common people also experienced harsh working and living conditions in these new cities.
The Industrial Revolution helps provide the historical context for the conditions that would ultimately spark the Russian Revolution. At the start of the twentieth century, there were two revolutions in Russia. In 1905, Russia became a constitutional monarchy and formed a nationally elected parliament known as the Duma.23 This regime continued until World War I drained Russia, and Russians began to desperately call for Russia’s withdrawal.24 In February 1917, the tsar fell out of power and immediately a Provisional Government was formed. In what is known as the October Revolution later that year the Bolsheviks launched a successful coup of the Provisional Government, and made significant changes that would transform the daily lives of Russians. This revolutionary group focused on achieving the transfer of power to the proletariat, which consisted of industrial workers. Amidst a civil war, the peasants seized land from their former landlords and workers took control of factories. Throughout the years, the Bolsheviks sought to transform Russian culture, and emphasize the workers behind their revolution.
Lessons for the Industrial Revolution
Day 1: Introduction to the Industrial Revolution
- Do Now: Answer questions on worksheet regarding CT Child Labor Laws
- Lecture introducing the Industrial Revolution and the creation of factories and cities
- Connection between child labor and the eventual formation of child labor laws
- Object Analysis with an invention of the Industrial Revolution
- Inventions will include the steam engine, elevator, cotton gin, spinning jenny, water frame, telegraph, etc.
Day 2: Inventions of the Industrial Revolution
- Do Now: Students will finish their object analysis of an invention and submit their findings on Google Classroom.
- Students will engage in a digital gallery walk with inventions of the Industrial Revolution.
- Students will sketch an invention of their own.
- Exit Ticket: Invention Design
Day 3: Pros and Cons of the Industrial Revolution
- Do Now: Students will read a primary source excerpt about life in the city in the 1800s
- In groups, students will read about the benefits and drawbacks of the industrial revolution and categorize them in worksheets
- Exit Ticket: Do you think the industrial revolution was overall positive or negative?
Lessons for the Russian Revolution
Day 1: Introduction to Russia and the Russian Revolution
- Do Now: Reading on Russia’s complicated history with the US
- Lecture on Russia’s basic facts and history (location on a map, late Russian empire, revolutionary beginnings, etc.)
- Timeline Activity: Students construct a timeline with the teacher, noting important dates and events
- End of serfdom, Coronation of Tsar Nicholas II/the Khodynka tragedy, Liberal revolution of 1905, WWI, February/October Revolutions/withdrawal from WWI
- Causes of WWI: MANIA Reading (Militarization, Alliances, Nationalism, Imperialism, and Assassination)
- Exit Ticket: MANIA Worksheet Questions
Day 2: World War I and Russia
- Do Now: What is MANIA?
- Review MANIA causes
- Lecture on the impact of WWI on the Russian people, important leaders, the rise of different factions (Mensheviks vs. Bolsheviks)
- Primary Source Analysis using New York Times archives25
- Exit Ticket: Primary Source Analysis Worksheet
Day 3: October Revolution and Soviet Culture
- What kind of changes would you want in your country if the country were to start anew?
- Group Activity: Front page news
- In groups, students will learn about the policies implemented by the Bolsheviks and each student will write a report to be included on the front page of a newspaper that they will construct.
- Class ends with a presentation of their newspapers
- Exit Ticket: Group Newspapers
Day 4: Soviet Culture
- Do Now: What role does culture play in revolutions?
- Discussion on the role of culture and revolution.
- Object analysis: Students will have the opportunity to analyze posters, plates, sculptures, etc.
Object Analysis: Russian Revolutionary Plate
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Description:
- Materials: The object is made out of porcelain.
- Size/Shape: This object is circular and a hard material that resembles a white ceramic material. Its diameter is “24.80 centimeters,” while its depth measures to “2.87 centimetres.”26
- Parts/Condition: In the center circle, there is a colorful image with white exterior borders. The circle’s frame has twelve indents. In the middle of the circle, there appears to be red buildings that have windows. Every building appears to have a chimney that releases smoke. On the top of the image of the red buildings there are yellow and black sharp lines with hints of white clouds. To the left of the buildings, there is a tall red figure, presumably a man due to his short hair. The man’s stance suggests that he is moving towards the buildings. He is holding a large hammer that is also red. Underneath him is a clockwork-like gear. On the snowy ground in front of him alongside vegetation is the word “Kapital.” His movement in the image suggests that he is about to trample the letters.
- Markings: On the backside of the object are two black inscriptions. One inscription has the year 1901 with the image of a crown on top, and the other inscription has a hammer and sickle symbol with the year 1921.
- Deduction: The object and its image could be viewed if it is laid flat on the table. Technically, other objects could be placed on the object, but that would cover the elaborate image. Its different parts seem to only enhance the display, such as the color and striking details. In general, the object inspires feelings of awe and curiosity regarding the decisions behind the construction of the object and its image.
- Speculation:
- Best Guess: The object resembles a plate, but is more likely meant to display Soviet propaganda than other functions of a plate such as eating.
- Approximate Date: 1901/1921
- Further research could clarify if these plates were given out to workers on a mass scale or were kept by upper-class people.
- Although it is vaguely identified as “plate,” the catalogue description confirms that the plate’s material is porcelain and was made by workers in the Imperial Porcelain Factory, which the Bolsheviks seized after the October Revolution. One can presume that the plate was originally made without the design in 1901, the earliest date on the plate, and then decorated with the image in 1921, the second date with the Soviet symbol. The plate was painted and then glazed over. The first mark is also confirmed by the museum as the “Imperial Porcelain Factory mark of Nicholas II,” so the plate was originally ordered by the Imperial family.27 The museum’s curator provides a robust description of the plate’s history and the factory’s role in producing propaganda for the Russian Revolution. Through a study of this object, students can learn about Russian history and the changes that impacted Russian industries, workers, and visual culture.
