TERM 3 – 2014 - Year 8 INDUSTRIAL REVOLUTION

UNIT : G9.3 INDUSTRIAL REVOLUTION

This Unit Plan is a guide to

  • covering the essential elements of the National Curriculum
  • matching learning goals with success criteria
  • matching learning goals with resources
  • preparing students for assessment items

Teachers ensure that all our students can access the work and make progress.

LEARNING GOALS / SUCCESS CRITERIA Able to
Week 1
Learning Goal: (1) Revolution - Overview
K &U of Historical Skills –Chronology, terms and concepts, specifically the term “revolution”. /
  • Define terms from Glossary eg revolution
  • Relate the concept of revolution to different periods of history.
Create a visual image of the IR
Week 2
Learning Goal: (2) Causes
K &U of Causes of the Industrial Revolution (IR) /
  • Create mind map
  • List causes
  • Complete Blank Flow charts

Week 3
Learning Goal: (3) Working Conditions
K &U of theworking conditions of slaves, men, women and children in the IR. Specific reference to cotton, textile and mining industries. /
  • Create mind map
  • Interpret the meaning of visual images
  • Create captions for images

Week 4
Learning Goal: (4) Using Sources
Using Sources K &U of Historical Skills
Analysis sources.
Identify the origin and purpose and context of primary and secondary sources
Process and synthesise information from a range of sources for use as evidence in an historical argument
Evaluate the reliability and usefulness of primary and secondary sources
Identify and analyse different historical interpretations including their own,
specifically working conditions
Identify and analyse the perspectives of people from the past /
  • Analyse Primary and Secondary Sources
  • Reflect on a completed check list of the Skill Analysis Worksheet on competency levels.
  • Apply the Guidelines for Source Analysis to class activities.
  • Apply the key questions when analysing primary sources

Week 5
Learning Goal: (5) Diagnostic Assessment
Summative Assessment /
  • Analyse interpret and evaluate sources.

Week 6
Learning Goal (6) Impact
K &U of the impact of the development of a railway system on Britain.
Week 7
Learning Goal (7) Revise – Using Sources
Learning Goal (4 and 5)

Referenced to the National Curriculum

In this unit, students:

  • investigate the factors that led to the Industrial Revolution beginning in Britain
  • examine the population movements and changing settlement patterns during this period
  • explore the experiences of ordinary people and their changing way of life during this time
  • assess the short and long-term impacts of the Industrial Revolution.

Skills and Key Concepts for National Curriculum

Historical Skills

Chronology, terms and concepts

Use chronological sequencing to demonstrate the relationship between events and developments in different periods and places (ACHHS164)

Use historical terms and concepts (ACHHS165)

Historical questions and research

Identify and select different kinds of questions about the past to inform historical Inquiry (ACHHS166)

Evaluate and enhance these questions (ACHHS167)

Identify and locate relevant sources, using ICT and other methods (ACHHS168)

Analysis and use of sources

Identify the origin and purpose and context of primary and secondary sources (ACHHS169)

Process and synthesise information from a range of sources for use as evidence in an historical argument (ACHHS170)

Evaluate the reliability and usefulness of primary and secondary sources (ACHHS171)

Perspectives and interpretations

Identify and analyse the perspectives of people from the past (ACHHS172)

Identify and analyse different historical interpretations (including their own) (ACHHS173)

Explanations and communication

Develop texts, particularly descriptions and discussions that use evidence from a range of sources that are referenced (ACHHS174)

Select and use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS175)

Key Concepts of historical understanding are:

Evidence

Information obtained from historical sources used to construct an explanation or narrative, to support a hypothesis, or prove or disprove a conclusion.

Continuity and change

Continuities are aspects of the past that have remained the same over certain periods of time. Changes are events or developments from the past that represent modifications, alterations and transformations.

Cause and effect

The relationship between a factor or set of factors (cause/s) and consequence/s (effect/s). These form sequences of events and developments over time.

Perspectives

A point of view or position from which events are seen and understood, and influenced by age, gender, culture, social position and beliefs and values.

Empathy

An understanding of the past from the point of view of the participant/s, including an appreciation of the circumstances faced, and the motivations, values and attitudes behind actions.

Significance

The importance that is assigned to particular aspects of the past, such as events, developments, movements and historical sites, and includes an examination of the principles behind the selection of what should be investigated and remembered.

Contestability

Debate about particular interpretations of the past as a result of the nature of available evidence and/or different perspectives

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