Question 1

Source A

1. During these times child labour and exploitation was normalised as a cost-
effective way to employ. Children would work anywhere from 9-12 hours,
describing a severe work schedule and harsh work hours. As evident in the
quote, “I come to work at seven o’clock, and sometimes leave at four, five or six
in the evening in summer, and in the winter near seven.”
2. The text suggests that economic desperation drives these children to endure
such challenging and exploitative work conditions. The need for employment and
the pressure to fulfil coal orders creates’ a cycle of forced labour. Displayed in
the line, “I have to hurry so many corves a day, depending on orders for coal.”
3. The emotional toll on child labourers is evident through Ann Ambler's experience.
The mention of her crying frequently emphasises the mental impact of the harsh
working conditions and physical abuse on these young children. The narrator
identifies this in the quote: “She does not like the work, she does not that. I have
seen her cry many times.”
4. The text illustrates the challenging conditions faced by the child labourers, such
as having only a dry muffin for lunch, no time to eat in the pit, and having nothing
to drink throughout the day. These conditions highlight the lack of concern for the
well-being of the child workers. “I get my breakfast before I go to the pit and take
my dinner with me, which is a dry muffin. I have not time to get my dinner in the
pit, but eat it on my way home. I have nothing to drink”
5. The mention of the only girl, Ann Ambler, working alongside the narrator which
focuses on gender inequality. Ann is paid the same as the narrator but faces
physical abuse when she doesn't meet expectations. This highlights the
vulnerability of female child labourers and the lack of protection against abuse. “I
have seen her thrashed many times when she does not please the hewers: they
rap her in the face and knock her down.”
6. At just the age of 6, the narrator entered the workforce, being 14 they had
worked over half their life. This early start deprives children of a normal childhood
and raises concerns about their well-being and development. For example, "I am
fourteen years old and have been employed ever since I was six."

Source B

1. The repetition of fatal incidents truly establishes the recurrence of these mishaps
and how nothing has been done to change them. It identifies persistence and
potentially preventable safety issues in mining. This suggests the need for
 systematic changes and improved safety protocols: “Death from fall of stones,
coal, and rubbish in the mines: 97”
2. The old data shows dangers linked to mining equipment, but advancements have
made today's equipment much safer. Modern technology and improved safety
measures mean fewer risks like crushing or being drawn into machinery. This
shift reflects a commitment to making mining workplaces safer and protecting the
well-being of workers.
3. The table outlines fatalities resulting from specific equipment-related incidents
such as being crushed in coal pits, injuries from tram wagons, and being drawn
over the pulley. This sheds light on the hazards associated with the operation
and machinery used in mining.
4. Even the inclusion of age in this chart highlights the problem of how young
people are dying. This highlights the different risks and vulnerabilities faced by
individuals in the varying age ranges in coal mining. “[Fatal injury chart] Under 13
years of age, 13 and not exceeding 18, Above 18 years of age.”
5. Also clear in the text, is the lack of understanding of environmental hazards and
disasters, where over 130 of the total fatality count was due to natural risks.
These deaths resulted from drowning in the mines, suffocation by choke damp,
and the fall of stones, coal, and rubble in the mines.
6. Highlighted in the data, the number of deaths signifies the lack of worth for
human life. During these times it is evident how people prioritise money over
wellbeing, and their thirst for power and wealth. This harsh truth prompts the
thought of ethical considerations and where lives were sacrificed for economical
gain.

Source C

1. Recognizing the help from the nurses, the church provided a small amount of
pay. This demonstrates a form of community support for those dedicating their
efforts to the well-being of the workhouse, even without formal wages. “For all
this work nurses did not receive a wage, however, the church did pay them a
small amount."
2. The resident nurses in the workhouse had a diverse range of responsibilities.
From cleaning the wards and sweeping passages to caring for the sick and
tending to the needs of young children, their roles were various. "Nurses were
responsible for cleaning the wards, sweeping the passages and stairs... They
were also required to look after the sick, make the beds and mend the bedding
and clothing."
3. Despite the availability of paid positions, the workhouse enlisted the help of poor
residents to fill certain roles, notably the resident nurse. This reflects a system
 where community members contributed to the functioning of the facility without
financial compensation. "Although there were paid jobs, the poor who lived in the
workhouses filled certain positions themselves, including the resident nurse."
4. Built with a specific purpose in mind, St James Westminster was built in 1726 as
a dedicated workhouse. This detail reflects the clear intention behind its
construction during that historical period. "St James Westminster was purpose-
built in 1726.”
5. Staffing the workhouse were fourteen people, each holding specific roles and
receiving varied annual wages ranging from 5 to 40 pounds. The staff included
positions such as the workhouse master, clerk, matron, and other support staff.
"There were fourteen members of staff each receiving a wage between 5 and 40
pounds per year. Beside the workhouse master who was paid forty pounds per
year..."
6. The salaries of workhouse staff varied significantly, with positions such as the
clerk earning twenty pounds per year, while the workhouse master received the
highest wage of forty pounds per year. This difference highlights the worth of
workers among staff roles within the workhouse.

Question 2
Paragraph 1: Source A

This firsthand account from a young hurrier during the Industrial Revolution is crucial for
historians studying that time. It gives us a clear picture of the tough life children led
during this period. The story reveals the early age at which kids started working and
describes their long working hours, limited meals (like a dry muffin), and the physically
demanding job of moving heavy loads for 500 yards. The mention of Ann Ambler, the
only girl working in similar conditions, highlights gender differences and the
mistreatment she faced. The physical abuse she experienced, including being thrashed
and knocked down, paints a vivid picture of the difficulties and lack of protection for
young workers. This source helps us understand the economic factors driving child
labour, the toll it took on young workers, gender roles, and the harsh treatment they
went through. Historians can use this primary source to learn about the conditions of the
Industrial Revolution, revealing issues like child exploitation, gender inequality, and the
human impact of industrialization.

Paragraph 2: Source B

The 1842 Commission on Causes of Death in Coal Mining Accidents is a valuable

resource for historians studying the Industrial Revolution. It shows 349 deaths,
categorising them by age and cause, giving a clear picture of the dangers faced by
workers in coal mining. The categorised causes of death, like falling down shafts or
explosions, highlight the various risks involved in this workforce. This information is
essential for understanding the safety challenges, technological aspects, and rules in
place during the Industrial Revolution. The age shows how younger workers were
especially vulnerable, emphasising the exploitation of child labour and the need for
better protection. The numbers highlight the significant human toll of coal mining
accidents. In summary, this source is crucial for historians examining the social,
economic, and technological aspects of the Industrial Revolution. It provides essential
knowledge to look at worker safety, the effectiveness of rules, and the impact this had
on the workforce during the Industrial Revolution.

Paragraph 3: Source C

This source is really helpful for historians studying the Industrial Revolution, as it gives a
good picture of how people lived and worked back then. The workhouse had different
areas for men, women, boys, and girls, with a total of 300 people. There were different
jobs, and staff wages varied from 5 to 40 pounds per year. It had a workhouse master, a
clerk, a matron, an assistant matron, a laundry maid, and a general maid servant. The
highest-paid was the clerk, earning twenty pounds per year. The porter made sure
everyone followed the rules, like waking up on time and having meals when the bell
rang. Even though some jobs were paid, poor people living in the workhouses took up
certain roles. The nurse, for instance, had many responsibilities like cleaning, taking
care of the sick, and looking after kids. Although nurses didn't get paid, the church gave
them a small amount. This source is crucial for understanding how workhouses were
organised, the different jobs and wages, and how the community supported these
places. It also gives us a view into the lives of people who worked without pay but were
still essential for the workhouse to function.