Massachusetts: Lowell National Historical Park

2019 Handbook

2019 Test B English · Question 54 of 57

Passage Massachusetts: Lowell National Historical Park

Massachusetts: Lowell National Historical Park

During the first half of the 19th century, Lowell, Massachusetts, quickly transformed itself from a farm town to a bustling industrial city. In time, Lowell became a model of industry, gaining global recognition for its state-of-the-art technology, innovative canal and dam system, mill architecture, boardinghouses, churches, and ethnic neighborhoods. Young Yankee women, immigrant families, and European tourists all flocked to Lowell to find work at one of the many textile mills, or visit the industrious city that was becoming a popular tourist destination. As one Scottish traveler observed during his visit to America, “Niagara and Lowell are the two objects I will longest remember in my American journey, the one the glory of American scenery, the other of American industry.” Today, Lowell National Historical Park welcomes visitors to enjoy the sights of Lowell and learn about the history of one of America’s most significant industrial cities.

The Boston merchants who founded Lowell in 1821 and named it after Francis Cabot Lowell chose to locate the town along Massachusetts’s Merrimack River to take advantage of the kinetic energy offered by the Pawtucket waterfalls. Over six miles of canals powered the waterwheels of Lowell’s mills, whose massive five- and six-story brick buildings dominated the city’s landscape. . . . The most recognized of these buildings are the Lowell Manufacturing Company chartered in 1821, the Suffolk or Wannalancit Mill completed around the 1880s, the Boott Mill Company established in 1835, and the Boott Mill Boardinghouse that opened in 1838. By the 1850s, 40 textile mills employing over 10,000 workers stretched for about a mile along the river. . . .

The city’s female workforce was significant in the history of Lowell. From the early to mid-1800s, women left the constricted lifestyle of small rural towns and rural areas for independent industrial city life. Most were young single Yankee girls, who were tired of the limited opportunities offered by their domestic work. Women found that Lowell’s mills offered monthly wages for their services and provided them room and board. Although these women gained economic independence in Lowell, the mill boardinghouse keepers constantly supervised their social activities, for which they hardly had any time, considering their daily 12- to 14-hour work schedules. At the end of the day, the factory bell signaled the “mill girls” to return to their boardinghouses. They were expected to adhere to the strict code of conduct respecting curfew and attending church.

Yankee “mill girls” continued to dominate the Lowell workforce until the 1840s, when the city began to find it difficult to compete with the growing industrial development in other New England communities. As profits fell, the mill industry cut wages. These wage cuts, deteriorating working conditions, and long workdays led the “mill girls” to protest and organize strikes. When their demands went unheard, the women left Lowell, and immigrant groups replaced them in the workforce. Despite the low wages and unhealthy work conditions, immigrants were eager to find work.

The immigrants replacing the Yankee “mill girls” during the 1840s were predominantly Irish Catholics, who traveled to America during the Great Potato Famine. Although Lowell received an influx of Irish families during this time, the Irish were a part of the city’s history from its birth, and before the “mill girls” arrived, they built Lowell’s historic canals, mills, and boardinghouses. Initially, Lowell’s Protestant community was slow to welcome Irish immigrants, but the hostility between Yankee Protestants and Irish Catholics eventually disappeared. Irish immigrants dominated the industrial scene until the Civil War, when other immigrant groups began to work in the city mills.

Like the Irish, the French-Canadians, Greeks, Poles, Portuguese, Russian Jews, and Armenians who came to work in Lowell’s mills faced long work hours, low wages, and poor living conditions in the city’s crowded tenements. By the time Lowell’s industry declined, the city had become an ethnic melting pot, where each group claimed its own distinct neighborhood, like the Irish immigrants’ “New Dublin” or “Acre,” and the French-Canadians’ “Little Canada.” The city officially began to close down its mills in the 1920s and ’30s after Lowell’s outdated mills could no longer compete against the state-of-the-art cotton mills in other communities and working conditions continued to decline as Lowell’s companies stopped reinvesting in their mills. . . . Despite a brief resurgence during World War II, the city shut down its last surviving mill by the mid-1950s.

From “Massachusetts: Lowell National Historical Park”—Public Domain/National Park Service

Yankee: native to New England
Niagara: a town in northwestern New York State well known as the location of Niagara Falls, a series of waterfalls on the Canadian border
domestic work: household duties like cooking and cleaning

Question

Which sentence best summarizes the mill girls’ time as the dominant workforce in Lowell?

  • AThe mill girls were eager to leave their domestic duties and small towns behind, so they went to work in the mills of Lowell.
  • BOriginally, the mill girls were satisfied to work in Lowell, but as they left their jobs at the Lowell mills, immigrants arrived to fill the empty positions.
  • CYoung women left home to work in the Lowell mills, but the mill girls soon became dissatisfied with the working conditions and rigid boardinghouse rules.
  • DThe mill girls embraced city life when they came to work in Lowell’s mills, but when the working conditions became unfavorable and the mill girls’ protests went unanswered, they left.
Show the answer

Correct answer: D

The question asks for the sentence that best summarizes the mill girls’ time as the dominant workforce in Lowell.

A. Incorrect. While the passage explains that mill girls were initially eager to leave the domestic duties of life in rural areas, the summary sentence does not address the details about the mill girls’ time working in the mills or the changes that led the mill girls to leave the industry.

B. Incorrect. Mill girls initially found satisfaction in the mill work and lifestyle, and when they did leave, immigrants filled the empty jobs. This summary sentence, however, does not address the details about the mill girls’ time as the primary workforce in Lowell or the circumstances that led them to leave their jobs in the mid-1800s.

C. Incorrect. Mill girls did leave home to work in the Lowell mills, and they did grow dissatisfied over time, but this summary sentence does not include details about the mill girls’ actions to improve the working conditions, and it incorrectly emphasizes the rigid boardinghouse rules as a key reason the mill girls were unhappy with their working conditions.

D. CORRECT. The details about the mill girls’ time as the primary workforce in Lowell are outlined in paragraphs 3 and 4. These paragraphs explain how women initially were excited by the opportunity to live independently (“Women found that Lowell’s mills offered monthly wages for their services and provided them room and board” [paragraph 3]). Over time, however, the working conditions changed and became unfavorable, leading the women to leave the industry when their calls for change were not addressed by mill owners (“When their demands went unheard, the women left Lowell, and immigrant groups replaced them in the workforce” [paragraph 4]).

Question analysis

Students pick the sentence that best sums up the mill girls’ years in Lowell, Massachusetts, when young women from New England farm towns made up most of the textile mills’ workforce. The details come from two paragraphs of a National Park Service history, and the four choices differ in which parts of that story they keep.

NYS standards
  • 7R2 theme or central idea
  • 7R3 plot elements and ideas
Grade level
Grade 8 reading and task
Compared with grade 7
Above grade 7 A grade 7 summary question normally has one choice that is plainly fuller than the rest. In this one, every choice is a compound sentence built from the passage’s details, so students must check each for a missing stage or a misplaced cause.
Estimated difficulty
Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
Evidence
Answered from several paragraphs or stanzas
Reading level
Passage: about grade 15, 764 words; question and choices: about grade 11, 120 words.
Corrected from the DOE handbook
  • A grammatical error in the explanation was corrected.
Students, last 30 days
Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)

Why it is hard

This is a completeness question: every summary is assembled from true pieces of paragraphs 3 and 4, and only one runs from arrival to departure with the cause in between. The strongest wrong summary stops at the women’s discontent, which feels like a whole arc, and adds the boardinghouse rules, a detail the passage never gives as a complaint. Sketching a beginning, a turning point and an end before reading the choices shows each gap quickly.

  1. Every choice must be checked moderate Choosing the answer

    All four summaries are two-part sentences of 24 to 30 words built from true details, so each has to be checked for what it leaves out: the arrival, the protests or the departure. (Embretson & Wetzel, 1987)

  2. A very close wrong answer moderate Choosing the answer

    The dissatisfaction summary shares the key’s shape, women arriving and then turning against working conditions; it differs only in its ending, which lacks the unanswered protests and the women leaving Lowell. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)

  3. Evidence in several places minor Working it out

    The story is split across two paragraphs: why the women came and how they lived is in paragraph 3, the wage cuts, strikes and departure in paragraph 4. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)

Strategy: List the main stages of the mill girls’ time in Lowell as paragraphs 3 and 4 tell it, then cross out any choice that skips a stage or explains events differently from the passage.

Traps

  • Too narrow: A single detail offered as the central idea or a summary, or a summary that keeps minor details and leaves out an essential part.

The wrong answers, classified

  • A Too narrow (King et al., 2004)

    Reveals partial knowledge Expected pull: weak

    Covers only why the women came, leaving domestic duties and small towns behind, and stops before their years as the workforce, the wage cuts and their departure.

  • B Too narrow (King et al., 2004)

    Reveals partial knowledge Expected pull: moderate

    Has the beginning and the replacement by immigrants but drops the wage cuts, worsening conditions and unanswered protests that paragraph 4 gives as the reason the women left.

  • C Too narrow (King et al., 2004)

    Reveals partial knowledge Expected pull: strong

    Keeps the arrival and the growing discontent, adding the minor boardinghouse rules, but leaves out the protests and the departure, and “soon” skips the years before the 1840s wage cuts.

What was corrected from the DOE handbook, and why

  • Explanation: The handbook’s explanation of Option D says “The details about the mill girls’ time as the primary workforce in Lowell is outlined in paragraphs 3 and 4.” The subject is “The details,” so the site now says “are outlined.”

How the questions are analyzed, and the research behind it

Working it out, step by step

  1. Figure out what the question asks

    This question asks for the best summary. A summary retells the main events in a few words. It covers the beginning, the middle and the end. Here you sum up the mill girls’ time as Lowell’s main workforce. Their story is in paragraphs 3 and 4.

  2. Find the beginning of their story

    Paragraph 3 says the women left small towns “for independent industrial city life.” They found that the mills “offered monthly wages for their services and provided them room and board.” Room and board means a place to live and meals. So at first, they were glad to come. Their days were long, though, and the rules were strict.

  3. Find the middle and the end

    Paragraph 4 gives the turning point. In the 1840s, profits fell and the mills cut wages. “These wage cuts, deteriorating working conditions, and long workdays” led the women to protest and strike. Deteriorating means getting worse. Then comes the end: “When their demands went unheard, the women left Lowell.” Immigrants took their jobs.

  4. Check each choice

    • A is wrong. It tells only why they came. It stops before their years at work and their leaving.
    • B is wrong. It has the start and the end. But it skips the middle: the wage cuts and protests that made them leave.
    • C is wrong. It has the start and the unhappy middle, but no protests and no leaving. The passage never says the women complained about the boardinghouse rules. Also, “soon” is off, since the trouble came years later.
    • D is right. They embraced, or gladly welcomed, city life. Conditions turned bad, their protests went unanswered, and they left.

    Watch out: C feels complete because it ends with the women unhappy. But their story doesn’t end there.

  5. Choose the answer

    Only one summary runs from the mill girls’ arrival to their leaving, with the cause in between. So the answer is D.

Why this answer and not the closest wrong one

C is the closest wrong choice. Like D, it starts with the women coming to the mills and then growing unhappy. But it stops there. It leaves out the protests that went unheard and the women leaving Lowell. That is how their time as the main workforce ended. D tells the whole story.

The original DOE question

Question 54 as printed on page 174 of the DOE handbook.
As printed in the DOE’s Specialized High Schools Student Handbook 2019–2020, page 174, question 54. Open page 174 of the handbook (PDF) The handbook letters this question’s choices E–H; here they are A–D (E = A, F = B, G = C, H = D). This is the DOE’s version, before the corrections listed in the analysis.
The passage “Massachusetts: Lowell National Historical Park” as printed (page 50)The passage “Massachusetts: Lowell National Historical Park” as printed on page 50 of the DOE handbook.