When did the Industrial Revolution lead to an increase in the standard of living for 19th century workers, especially in regards to mortality?

Use 6-8 resources in this paper. The below are some resources that can be used This isn't an exhaustive list, but neither is it a minimum-reading list. The intro readings are probably the most important as they set the scene, but you should select readings from the other sections to round out your knowledge. Some of these are very dense readings, so feel free to wander down to the conclusions to see what they're arguing. Intro Readings: Kirby, P., ‘The Standard of Living Debate and the British Industrial Revolution’, Recent Findings of Research in Economic and Social History (Economic History Society), 25 (1997) Potter, J., ‘“Optimism” and “Pessimism” in Interpreting the Industrial Revolution: An Economic Historian’s Dilemma’, Scandinavian Economic History Review, 10.2 (1962), 245–61 <https://doi(dot)org/10.1080/03585522.1962.10407629> Voth, Hans-Joachim, ‘Living Standards and the Urban Environment’, in The Cambridge Economic History of Modern Britain (Cambridge University Press, 2004), pp. 268–94 Link: https://pdfs(dot)semanticscholar(dot)org/ef1d/ccb48b5a1a1d49893c43f1f1b92eb262202c.pdf 'Optimist' Readings: Ashton, T. S., ‘The Standard of Life of the Workers in England. 1790-1830’, The Journal of Economic History, 9 (1949), 19–38 Hartwell, R. M., ‘The Rising Standard of Living in England, 1800-1850’, The Economic History Review, 13.3 (1961), 397–416 <https://doi(dot)org/10.2307/2599511> Lindert, Peter H., and Jeffrey G. Williamson, ‘English Workers’ Living Standards during the Industrial Revolution: A New Look’, The Economic History Review, 36.1 (1983), 1–25 <https://doi(dot)org/10.2307/2598895> 'Pessimist' Readings: Crafts, N. F. R., ‘Some Dimensions of the “Quality of Life” during the British Industrial Revolution’, The Economic History Review, 50.4 (1997), 617–39 Feinstein, Charles H., ‘Pessimism Perpetuated: Real Wages and the Standard of Living in Britain during and after the Industrial Revolution’, The Journal of Economic History, 58.3 (1998), 625–58 Hobsbawm, E. J., ‘The British Standard of Living 1790-1850’, The Economic History Review, 10.1 (1957), 46–68 <https://doi(dot)org/10.2307/2600061> ———, ‘The Standard of Living during the Industrial Revolution: A Discussion’, The Economic History Review, 16.1 (1963), 119–34 <https://doi(dot)org/10.2307/2592521> Mortality: Huck, Paul, ‘Infant Mortality and Living Standards of English Workers During the Industrial Revolution’, The Journal of Economic History, 55.3 (1995), 528–50 Schwarz, Leonard, ‘Custom, Wages and Workload in England during Industrialization’, Past & Present, 197, 2007, 143–75 Szreter, Simon, and Graham Mooney, ‘Urbanization, Mortality, and the Standard of Living Debate: New Estimates of the Expectation of Life at Birth in Nineteenth-Century British Cities’, The Economic History Review, 51.1 (1998), 84–112 <https://doi(dot)org/10.1111/1468-0289.00084> Voth, Hans-Joachim, ‘The Longest Years: New Estimates of Labor Input in England, 1760-1830’, The Journal of Economic History, 61.4 (2001), 1065–82 Essay Elements- This paper should have the following at a minimum to be considered appropriately academic: The question on the first page (or repeated in the header section) The student's name and/or ID number Proper pagination Double spacing Direct quotes from primary and/or secondary sources cited in MHRA (unless directed otherwise) Short quotes incorporated into your paragraphs. Quotations longer than 3 lines should be in ‘block quote’: indented and single-spaced. A bibliography of the works used in the paper - remember that ideas as well as explicit quotations should be acknowledged A 12 point font. No weird typesets! Grading Rubric/Criteria Structuring The essay contains an introduction with argument, the main body, and a conclusion that contextualizes the essay and suggests future avenues for research. Paragraphs transition correctly. The paper length is within the 10% variance allowed. Citations Correctly cites all materials in the appropriate style with no formatting issues. All bibliographic information is present and correctly formatted. Any front page will have all the requisite information. Clarity/Style All sentences are grammatically correct, and there are no misspelled words, punctuation errors, or other syntax errors. All language is appropriately sophisticated for the content and is defined correctly when required. Argument Answers the question directly and in an exceptional, insightful, or unique fashion, and/or presents a clearly articulated argument to the reader. Counter-arguments will be dealt with satisfactorily. Evidence Provides compelling evidence directly linked to answering the question/supporting the thesis. There are no gaps in reasoning, and all facts are correctly stated. Where necessary, counter-evidence is dealt with appropriately and refuted. Sources Draws on and directly cites a wide variety of primary and secondary sources as applicable, and consults a wide range of academic secondary materials such as journals and books if applicable to the level. Historiography? Is aware of the different approaches to the subject, is capable of critiquing relevant schools, and employing specific historiographical approaches to the essay. Analysis Analyses all primary and secondary materials in an advanced manner that goes above and beyond material presented in class.