Luddites

Some ideas and resources for Key stages 3 or 4

Overview
A study of the Luddite machine breakers in the early 19th Century can shed light on many
aspects of History – reactions to industrialisation, the struggle of workers to maintain their
standard of living, how working class people protested before they had the vote. It is a very
human story with concepts which are quite straightforward. However, the moral issues
involved in this episode are quite complex and therefore useful to explore with pupils as
part of their wider education. The sources included here are useful for an exploration of bias
in primary sources. For some pupils, the sources could be reduced so that they are studying
shorter extracts with less reading.

Questions
Look at each document and consider whether the writer is for or against the actions of the
Luddites. (The ‘Philosophy of Manufacture’ (source 1) writer does not mention the Luddites
as such but it is possible to work out whether he would have supported them or not.) Which
words and phrases make clear the opinion of the writers?

Which of these pieces of evidence is the most useful and reliable for a historian? Think
about these things – how factual is it, is the account biased, does it describe one particular
event/place or does it give wider information?

Look at the list of sentences passed by the court at York (source 3). Which of these
sentences seem to be the harshest to you? Explain why.

The man who killed the mill owner William Horsfall (source 3, -‘MELLOR, George’), received
the same sentence as the men who smashed machines. If you were one of the Luddites and
you knew that this had happened, what might go through your mind if you were smashing
machines and somebody tried to stop you? (For teachers – looking at the idea that the
Luddite may decide to kill the person who got in their way, as the punishment would be the
same for simply breaking a machine)

©Working Class Movement Library. www.wcml.org.uk.

Other activities/Cross-curricular links etc
Take a section of the poem (source 4) and, in groups, produce a mime to be acted out while
the poem is read out loud. Different groups could perform different sections. (The poem has
been recorded, and can be listened to via the Library website –www.wcml.org.uk/learning).

Alternatively, produce a ‘storyboard’ to show these events or produce a few lines from a
possible film/play about the Luddites, based on the events of the poem. Another idea is to
set the poem to music and turn it into a song – what kind of music would be suitable?

Compare the Luddites with reactions to modern technology, such as computers,

computerised checkouts in supermarkets, speed cameras. Perhaps find a news article about
people’s jobs being replaced by computerisation or machines, (self-checkouts in
supermarkets?) or smashing speed cameras in modern times and ask pupils to consider the
question, ‘Luddites smashing machines in the 1800s was just the same as people smashing
speed cameras in the 2000s.’ Do you agree with this?

Provide two contrasting statements about the Luddites – e.g. ‘The Luddites were stupid,
stubborn people who tried to stand in the way of progress’ and ‘The Luddites were brave
people who stood up for the poor against the rich’. Place these statements at either end of
the room, then pupils stand along an ‘opinion line’, depending on their point of view. They
would stand closer to the statement which they agreed with most, their proximity being
greater depending on how much they agree with it. Pupils could be asked to explain their
position along the line and this could then lead to a discursive piece of writing which
considers both views.

©Working Class Movement Library. www.wcml.org.uk.

Source 1

©Working Class Movement Library. www.wcml.org.uk.

An extract from Philosophy of Manufactures by Dr Ure 1835.
Source 2

© Working Class Movement Library. www.wcml.org.uk.

Extracts from The Risings of the Luddites by Frank Peel, 1880.
Source 3

©Working Class Movement Library. www.wcml.org.uk. Extract from Proceedings at York, Special Commission, 1813
Source 4

This source is available in sound.

Visit www.wcml.org.uk/learning.

© Working Class Movement Library. www.wcml.org.uk

Extracts from The Burning of West Houghton Cotton Mill by John Clough 1882.
© Working Class Movement Library. www.wcml.org.uk
Extracts from The Burning of West Houghton Cotton Mill by John Clough 1882.
© Working Class Movement Library. www.wcml.org.uk
Extracts from The Burning of West Houghton Cotton Mill by John Clough 1882.
Source 5

Manchester Observer, 30th January, 1839

©Working Class Movement Library. www.wcml.org.uk.

From a collection of newspapers held in the collection.