Year 8 – Industrial Revolution and Victorian Values Aim: The aim of this SoW is to study the changes in British Society from 1700 to the beginning of the 20th Century.

Citizenship links: For students to understand how work changed; how treatment of workers changed; alterations in the leisure industry Level 4: To describe the changes made by the Industrial Revolution Level 5: To explain the changes made by the Industrial Revolution Level 6: To evaluate and compare the changes caused by the Industrial Revolution Where this unit fits in: This unit examines how Britain began to change from an agrarian Medieval Society to an industrial one, including how democracy was achieved. End of unit assessment: Students will complete a written assessment based on sources. SMSC: Empathy – child workers; Interpretation – how did the Industrial Revolution benefit people? Synthesis – to make links between the Industrial Revolution and modern life.

Scheme of Work: What was the Industrial Revolution? Year Group: Year 8 No. Lesson

Title/Aim

(Key Questions)

Learning Objectives

(Learning about /

Learning from)

Lesson Content- teaching activities

Use of AFL

Resources Curriculum

Links LEA /

Citizenship links

Media/ICT

Links

1.

How did life change between 1750-1900?

4 – to describe major changes between 1750 -1900 5 – to explain major changes between 1750- 1900 6 – To evaluate if the changes were positive or negative

Starter – put up pictures of things that we take for granted everyday – electricity, transport, supermarkets. How do you think we would cope without it? Next- show students the picture of Britain in 1750, and then Britain in 1900. Students are to look at both pictures in pairs, and then make a list of all the differences they spot: Level 4 – 10 Level 5- 15 Level 6 – 20 In pairs, pick 5 changes. Consider these questions and write the answers in your book: One way Britain changed between 1750 and 1900 was….. I think this changed because…. I think an effect of this change could be… Next: give students the information sheet. They can apply their knowledge to answer this question: Was there a lot of change between 1750 and 1900? Were the changes positive or negative? Plenary – what was the most important change?

Ppt, pictures, sources 2 Stars/1 Wish 4 – to describe major changes between 1750 -1900 5 – to explain major changes between 1750- 1900 6 – To evaluate if the changes were positive or negative

Geography – to consider the changes made to landscapes and rise of towns/transport; changes to population Citizenship – to consider the light of child workers/changes to working laws Literacy/oracy – writing PEE paragraphs, and also presenting to the class.

2 stars / 1 wish Key words

2.

What was the Agricultural Revolution?

4 – Describe the agricultural Revolution 5 – Explain the reasons for the Agricultural Revolution 6 – Consider the impact of the Agricultural Revolution

Starter – Show students a population graph. Ask them to consider two questions:

What is happening to the population of England and Wales?

How might this affect families – food provision, transport?

Students can consider in pairs and then put their hands up to answer. Next – 3 field system. Show students the diagram, then the explanation. Working in pairs, they need to sort the advantages and disadvantages of the system. Which is the most important advantage? Which is the most important disadvantage? Why do you think some farmers would want change? Next – Enclosure. Using the information, students are to write a pitch for the local farmers, explaining why enclosure farming is more efficient and will help the community more than 3 field. Students need to write for an audience and then present it. AfL- peer assessment – have they explained the reasons for the agricultural revolution and changes to the system? Plenary – why was there an agricultural revolution? And how effective was it?

Ppt, information sheets, group work 2 Stars/1 Wish 4 – Describe the agricultural Revolution 5 – Explain the reasons for the Agricultural Revolution 6 – Consider the impact of the Agricultural Revolution

Citi – how has our population changed? How does that affect people and how they live? BV – tolerance

3.

Who was good at solving problems?

4 – Describe who could solve problems and what they were 5 – to explain what the problems were and who was effective at solving them 6 – to evaluate which were the most important problems and who could solve them.

Starter – show students the comparison pictures from the first lesson. They have ascertained that the country turned from predominantly rural to urban – but what problems do they think would have to be solved to make it a successful transition? Think, pair, share and then feedback to class. Next – all students are to receive a “role play” card. Explain that it will work by showing the students slides with a problem on it, that had to be solved to make the Revolution successful. Each student needs to study their card to check if they are the one who solved the problem. The students need to listen and fill in their information chart. Next – students are to divide the problems into four categories: Scientific Engineering Social/Political Leisure Next – which were the most important problems to be solved, and why? Students can link in who was the most effective at solving the problems. AfL – self assessment Plenary – who was good at solving problems? Nominate one person and explain!

Ppt, role play cards 2 Stars/1 Wish 4 – Describe who could solve problems 5 – to explain what the problems were and who was effective at solving them 6 – to evaluate which were the most important problems and who could solve them

Citi – think of inventions that have enhanced your life. Why are they important? BV- tolerance

4.

Would you like to work from home?

4- to describe what a cottage industry was 5- to explain how the cottage industry worked 6- to evaluate why it was important but why it changed.

Starter – where do most people work? At home, or do they go outside to external places? Take feedback, ask for examples. Next – what if you didn’t have the choice to go out to work, but had to stay at home? What types of work could you do? Domestic system – show the students pictures of what was produced by the domestic system. Next – information about the domestic system. Students are to read and then apply the information to advantages and disadvantages. Judgement – was the domestic system something that was positive or negative? Explain. Next – do you think people should be encouraged or discouraged to work from home? Write a newspaper article explaining why its important, but it might be time to change. AfL – peer assessment. Plenary – what was the cottage industry, why did it change?

Ppt, information, sentence starters. 2 Stars/1 Wish 4- to describe what a cottage industry was 5- to explain how the cottage industry worked 6- to evaluate why it was important but why it changed.

Citi - how is working life organised today?

5.

How did industry boom?

4 – describe how industry became successful 5 – explain how industry became successful and show links 6 – evaluate how industry became successful and the most important reason.

Starter – what factors do you think are needed to make industry successful? Brainstorm in pairs, and feedback! Next: Jigsaw – students are going to be split into five groups. Direct them to sit in the right place. Explain that they are going to send one member of each group to research the following topics, and then report back to the group. The five topics are: Population Agriculture Transport Raw Materials Inventors Next –How do the five factors link in helping industry become successful? In their groups, students are to discuss and make a decision, then present to the rest of the class. AfL – group peer assessment. Next – AfL pair work. Draw a mind map showing how the factors interlink to produce successful industry. Highlight which was the most important factor in your view. Plenary – how did industry boom?

2 Stars/1 Wish 4 – describe how industry became successful 5 – explain how industry became successful and show links 6 – evaluate how industry became successful and the most important reason.

Citi – Why is industry important? How is the economy important?

6.

What was wrong with living conditions?

4 – describe how industry became successful 5 – explain how industry became successful and show links 6 – evaluate how industry became successful and the most important reason.

Starter – show students the photo of the Brazilian slums. What do they think of it? Is it amazing that people are living like this in the 21st Century? Why do they think they are living in these conditions? Next – show students the picture of tenement housing from Leeds in the early Industrial Revolution. Compare it to Brazil – why do they think people were living there? How do they think they coped? Empathy – you are a health inspector. You need to work out why so many people are living in bad/desperate conditions. Distribute source packs. Students need to consider what the problems were of living conditions, why they were dangerous, and to consider why such little attention was given to them. They need to put this into a PEE paragraph that explains this. Source analysis will be done in pairs/threes. AfL – peer assessment. AfL -model answer of PEE paragraph. Plenary – what was the problem with living conditions, and why was it allowed to happen?

2 Stars//1 Wish 4 – describe how industry became successful 5 – explain how industry became successful and show links 6 – evaluate how industry became successful and the most important reason.

Citi – how do people live? What sort of conditions do we consider acceptable for people to live in?

7.

Why was there a problem with public Health?

4 – to describe the problems with public health 5 – to explain why there were problems with public health 6 – to evaluate the best solutions for public health

Starter – show students the cartoon “In the Court of King Cholera”. What are the key health risks they can identify? Think, pair, share and feedback. Next – give students the answers of what was spotted. What were the health implications of this? Students are to consider and give answers. Next – put students into groups. They are going to role play at being public health inspectors and investigate how they can improve people's health. With a budget of £50,000, they need to decide if they're going to buy: Sanitation Running water Bin men Park for kids More money on housing. Students have to make decisions to come in on or just under budget. Then they need to present their ideas to the rest of the class, justifying their opinions. AfL – group assessment. Plenary – what was the biggest issue for public health?

2 Stars/1 Wish 4 – to describe the problems with public health 5 – to explain why there were problems with public health 6 – to evaluate the best solutions for public health

Citi – how do we encourage people to look after their health? What do we do?

8.

Who were the child workers?

4 – to describe who the child workers were 5 – to explain who the child workers were and how they were treated 6 – To evaluate the reliability of sources in regards to child workers.

Starter – show the students the picture of child workers in factories in India. How do they feel when seeing those? Shocked, appalled, horrified? Should children have to work in those conditions? Next – show the picture of child workers from the early 18th Century. How do students feel upon seeing that? What reasons can they think of for why children were having to work? Think, pair, share! Next – Explain how the students will be using a source pack to work out how the child workers were treated. They need to consider that the evidence will be biased, and not reliable. Questions: What is happening to the child workers? Why is this happening? How reliable is this source? Is it a useful source? PEE – write a paragraph summarising what the situation was for child workers, and how they were treated. To get Level 6, students need to assess if the evidence is reliable, or useful. AfL – peer assessment. Plenary – how were the child workers treated?

2 Stars/1 Wish 4 – to describe who the child workers were 5 – to explain who the child workers were and how they were treated 6 – To evaluate the reliability of sources in regards to child workers.

Citi – Where are children still expected to work in the world? Why is this regarded as acceptable?

9.

Did Robert Owen show a better way to run a factory?

4- to describe how Robert Owen changed factories 5 – to explain how it was a change for the better 6 – to compare and evaluate how it changed situations for child workers.

Starter – re-cap – what were conditions like for child workers? In pairs, brainstorm 2 and contribute on mini whiteboards. Next – if you were in charge of a factory, what changes would you consider? Students are to think, pair, share, and contribute. Next – Show students the picture of Robert Owen. Explain how they are going to be investigating the changes he made at his mills in New Lanark, Scotland, 1799. In groups, they are going to use sources to investigate: What changes he made for the workers; What changes he made to the environment; What was the reaction of Parliament Did Robert Owen cause Parliament to pass the 1819 Factory Act? Write a PEE paragraph giving an answer and explaining whether it did. Level 6 – remember to compare the progress of this act to previous conditions for workers. Plenary – what did Robert Owen do?

2 Stars/1 Wish 4- to describe how Robert Owen changed factories 5 – to explain how it was a change for the better 6 – to compare and evaluate how it changed situations for child workers.

Citi – what is health and safety? How does it work? What is its purpose?

10.

Were railways a good idea?

4 – to describe reactions to the railways 5 – to explain reactions to the railways 6- to evaluate the negative and positive reactions to the railways.

Starter – How can you travel across the country? Students need to brainstorm and then give feedback – think, pair, share! Next – show students the two maps of different travel times before and after railway. What benefits can they identify from the railways? Show students the adverts. What other benefits can they identify from a railway? Distribute source sheet of two cartoons. What views do these give of reactions to the railways. Why do you think people had these views? Source packs in groups, students have to assess the views of four different people on the railways. They have to assess whether they think the railways will have a positive or negative impact on their lives, and why they were built. AfL – group presentations. Students are to imagine they are presenting a TV programme abou the railways – assign roles. Students are to assess each other’s presentations for discussing the reasons for the railways, the positive and negative impact, and why they were built. Plenary – what was the impact of the railways?

2 Stars/1 Wish 4 – to describe reactions to the railways 5 – to explain reactions to the railways 6- to evaluate the negative and positive reactions to the railways.

Citi – how do we travel? What makes it easier or harder for us to do so?

11.

Would you be able to vote?

4 – to describe who could vote and why 5 – to explain why only certain groups could vote 6 – to evaluate the voting system and what changes were needed.

Starter – show pictures of the Prime Minister. Who is he? How did he get his job? Students are to give feedback. Next- put the voting box on the table, and distribute slips. Students are to vote on an important subject, and then fold their slip to bring to the front. Give two minutes, and then tell the class to stand up with their completed slip. Then –tell the girls they cannot vote, so they have to sit down! Produce a bag of sweets and tell the boys that if they change their minds and vote the way you tell them, they’ll get a sweet. Ask the class – do you think this is a fair way of voting? ABCD discussion. Next – in groups – students are to use sources to work out who was happy with the voting system, and who was not. Why did some want change? Next – adopt a character. Write a PEE paragraph explaining what your views are, and why. To get Level 6, indicate why changes are needed in the voting system. AfL – peer assessment Plenary – would you be able to vote?

2 Stars/1 wish 4 – to describe who could vote and why 5 – to explain why only certain groups could vote 6 – to evaluate the voting system and what changes were needed.

Citi – Why is voting important? Who is able to vote?

12.

Why was the poor law needed?

4- to describe the conditions the poor lived in 5 – to explain why the situation needed reform 6 – to evaluate whether it was an effective change

Starter – Why are people poor today? Students are to brainstorm in their book with a mind map. How do we help the poor at home? Internationally? Introduce words “benefits” “charity” and ask how they can apply them. Let students discuss in pairs before putting their hands up. Next – give students the extract from “Oliver Twist”. In pairs, students are to go through it and think about this question – how were the poor treated in Victorian times? Next - using the source pack, students are to find the answers to these questions:

1) What support was available to the poor before 1834? 2) What sort of poor relief system did Edwin Chadwick want to create? 3) Using the sources, list 5 different examples of bad treatment or conditions in the workhouses. 4) Use the sources to create PEE paragraphs which explain whether life got better through the Poor Law.

Next – create an interview with your partner. One of you is for reform, the other is not. Ask three questions and get three answers. Plenary – why was the poor law needed?

2 Stars/1 Wish 4- to describe the conditions the poor lived in 5 – to explain why the situation needed reform 6 – to evaluate whether it was an effective change

Citi – what do we do to help the poor? Why do we help them?

13.

Who were the Chartrists and why were they important?

4 – to describe who the Chartrists were 5 – to explain what they tried to achieve 6 – to evaluate how successful they were.

Starter – If you could change things in the school, what would you do? How do you think you could change things? Work in pairs, swap and share ideas and be prepared to feed back. Next – Distribute copies of the 1832 Reform Act. Students are to read through it in pairs and find the answers to these two questions: Who could vote now? Do you think these were “radical” reforms? Next – show students what the Chartrists wanted. Do they think this is attainable? Students are to raise their hands in “yes” or “no” class vote. Explain how the Government agreed with the “no” voters in the class – what do you think the reaction of the Chartrists would be? Newport Rising – explain this was the reaction of the Chartrists to the Government's refusal. Next – Source pack investigations! Students are to work in allocated groups, and investigate the following questions using the sources: Who was to blame for the violence? What impression do the sources give you of the Chartrists? Do sources 4 and 5 disagree with sources 6A and 6B? What reasons do the sources give you for the different viewpoints? Evaluation – how successful do you think the Chartrists were? Consider this on a scale of 1 to 10, and then write a PEE paragraph explaining. AfL – peer assessment. Plenary – who were the Chartrists, and what did they want?

2 Stars/1 Wish 4 – to describe who the Chartrists were 5 – to explain what they tried to achieve 6 – to evaluate how successful they were.

Citi – why do people protest? What reforms do they hope to have as a result?

14.

What did the Victorians believe?

4 – to describe the Victorians beliefs; 5 – to explain what the Victorians believed and why; 6 – to evaluate the importance of the Victorians beliefs.

Starter – what is a belief? Do you have a belief? If so, how do you think it should be put into practice? Next – Show students the list of Victorians' beliefs. Which do you think are relevant to today, and which are not? Next – students are to work in pairs, and go through the sources. They need to consider the following: Which value does the source relate to? How important do you think it is? Using your sources, make bullet points about the Victorians' values. “The Victorians believe in...because of...” Next - “Victorian values were good values.” Look at your notes, and decide what you want to use to argue for the motion, or against. Then choose two values that you are going to use in the discussion. AfL – class assessment. ABCD – kids are to have cards and debate their ideas. Plenary – what did the Victorians believe?

2 Stars/1 Wish 4 – to describe the Victorians beliefs; 5 – to explain what the Victorians believed and why; 6 – to evaluate the importance of the Victorians beliefs.

Citi – What are beliefs, and why do people have them?

Assessment

Students will use sources to answer the question “how fair was Victorian life?”

Assessment – how did the industrial Revolution change Britain?