Stage 5 | History Program
TOPIC: Making A Better World?
(Depth Study: The Industrial Revolution)
/Stage5
/Year10
/Duration:
/ 10 weeksDetail:
/ 27 hours/ 30 lessonsHistorical Context of the Overview - The Industrial Revolution, developing first in eighteenth-century Britain, gave rise to economic changes that have had an enormous impact on society. An obvious result was urbanisation, but the Industrial Revolution also contributed to other population movements such as the slave trade, emigration and convict transportation. The Industrial Revolution also encouraged European nationalism and imperialism. While the Industrial Revolution created wealth for some and support for capitalism, it also created a new class of urban workers who were forced to endure poor living and working conditions. The resulting social discontent created support for new political ideas such as socialism. At the end of this period, a build-up of tensions among Europe's great powers contributed to the outbreak of World War I, the first global war.
Key Inquiry Questions -
/The highlighted historical skills are targeted in this unit:
- What were the changing features of the movement of peoples from 1750 to 1918?
- How did new ideas and technological developments contribute to change in this period?
- What was the origin, development, significance and long-term impact of imperialism in this period?
- What was the significance of World Wars I and II?
- Read and understand historical texts
- Use historical terms and concepts in appropriate contexts (ACHHS165, ACHHS183)
- Sequence historical events to demonstrate the relationship between different periods, people and places (ACHHS164, ACHHS182)
- Identify different types of sources
- Identify the origin, content, context and purpose of primary and secondary sources (ACHHS169, ACHHS187)
- Process and synthesise information from a range of sources as evidence in an historical argument (ACHHS170, ACHHS188)
- Evaluate the reliability and usefulness of primary and secondary sources for a specific historical inquiry (ACHHS171, ACHHS189)
- Identify and analyse the reasons for different perspectives in a particular historical context (ACHHS172, ACHHS173, ACHHS190, ACHHS191)
- Recognise that historians may interpret events and developments differently (ACHHS173, ACHHS191)
- Interpret history within the context of the actions, values, attitudes and motives of people in the context of the past (ACHHS172, ACHHS173, ACHHS190, ACHHS191)
- Ask and evaluate different kinds of questions about the past to inform an historical inquiry (ACHHS166, ACHHS167, ACHHS184, ACHHS185)
- Plan historical research to suit the purpose of an investigation
- Identify, locate, select and organise information from a variety of sources, including ICT and other methods (ACHHS168, ACHHS186)
- Develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources (ACHHS174, ACHHS188, ACHHS192)
- Select and use a range of communication forms, such as oral, graphic, written and digital, to communicate effectively about the past for different audiences and different purposes (ACHHS175, ACHHS193)
Framing Questions
- What is an Industrial Revolution? What are the key features of the Industrial revolution?
- What were the short and long term impacts of the Industrial revolution?
- Did the Industrial Revolution help to make a better world?
Outcomes -
/Focus Historical Concepts -
A student:
- explains and assesses the historical forces and factors that shaped the modern world and Australia HT5-1
- sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia HT5-2
- explains and analyses the causes and effects of events and developments in the modern world and Australia HT5-4
- uses relevant evidence from sources to support historical narratives, explanations and analyses of the modern world and Australia HT5-6
- applies a range of relevant historical terms and concepts when communicating an understanding of the past HT5-9
- selects and uses appropriate oral, written, visual and digital forms to communicate effectively about the past for different audiences HT5-10
- Related Life Skills outcomes: HTLS-3, HTLS-4, HTLS-6, HTLS-8, HTLS-11, HTLS-12, HTLS-1
- Continuity and change: During the Industrial Revolution, what features of British and Australian life changed over time and what features remained the same.
- Cause and effect: The reasons for and the impact of the Industrial Revolution upon the Global landscape.
- Perspectives: What were the differing views and experiences of the benefits of migration of labour, cheap labour and child labour in the industrialisation of Britain.
- Empathetic understanding: the ability to understand another's point of view, way of life and decisions made in a different period of time or society. Understanding why people accepted the conditions of industrialisation and the difficulties they faced.
- Significance: the importance of the changes brought about by the Industrial Revolution;
- Contestability: Did the Industrial revolution make the world a better place?
Key Historical Language -
/Site Study -
- Industrialisation
- Revolution
- Labour force
- Raw Materials
- Factories
- Manufacturing
- Mass production
- Empire
- Settlement
- Migration
- Emigration
- Country Villages
- Towns/Cities
- Working conditions
- Child labour
- Transport
- Global landscapes
- Communication
- Trade Unions
- Pollution
Students undertake a research task that involves perspectives and continuity and change skills. Students can undertake a range of tasks including:
- Creating a map of Cromford village in the 1770’s and indicating how it was designed as a model for industrial revolution cotton mill communities.
- Creating a blue-print of Arkwright’s factory, complete with water mill and features on its practical development for industry, mass production, etc.
- How inventions were included in these mills.
- An empathy and perspectives task whereby different students look at the perspectives of Richard Arkwright, the Arkwright family, a rival business entrepreneur, a cotton merchant, a worker in the factory, a wife of a factory worker, a child living in the village, etc.
Suggested Adjustments: consideration given to the task the student selects; provide text at appropriate reading level with access to speak/ read functionality; provide scaffolds and models
Resources -
/Resources -
- See web sites
Books –
- Pearson History 9 (Australian Curriculum); Pearson Australia;Melbourne (2013)
- Retroactive 2: Stage 5 History the making of the modern world and Australia (NSW Australian Curriculum); Jacaranda; Sydney (2013)
- Richart,R, Making Thinking Visible: How to promote engagement, understanding and independence for all learners, Jossey-Bass, 2011.
Websites –
(some useful teacher made powerpoints)- (great for transport/railways effect on population)
- (tremendous sacrifice cartoon)
You Tube Clips –
- (Industrial Revolution; 58 minutes. Excellent modern British documentary)
- (industrial revolution transport song from Horrible histories)
- (Simple summary of transport during the Industrial Revolution)
- (horrible histories Victorian child work song)
- (child labour) part 1 of 3 parts
- (Turning Points in History – Industrial Revolution)
- (Industrial Revolution Overview)
DVDs –
- INDUSTRIAL REVOLUTION DVD, THE: A PROGRAM IN THREE PARTS (2011)
- Just the Facts: The Industrial Revolution (2007)
- Mill Times (2006)
Students with special needs:
Adjustments: the adjustments in this unit are suggestions only. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with special education needs to access syllabus outcomes and content on the same basis as their peers. The types of adjustments made will vary according to the needs of the individual student.
Assessment: Students with special education needs should be provided with a range of opportunities to demonstrate achievement of identified outcomes. Evidence of achievement can be based on a range of assessment for learning experiences, such as observation during teaching and learning, work samples or planned assessment experiences. They will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. In some cases alternative assessment strategies may be needed. In this unit, an alternate assessment experience may be offered instead of the structured essay.
Assessment Overview
/Depth Study 1
Making a Better World: The Industrial Revolution 1750 – 1914
/Semester 1
Term 1, Week 10
Assessment for learning / Assessment as learning / Assessment of learning- Top ten reasons activity (cause and effect)
- Analyse maps and collate analysis tables (cause and effect)
- Analytical time-line activity (continuity and change)
- Cotton Industry analytical report (perspectives/cause and effect)
- Group discussions using statistical data (significance)
- Contestability debate on Industrial Revolution impact on Australia (Contestability)
- A film spectacular – students create a contestability film that highlights perspectives of factory conditions
- Source analysis
- Site study – Cromford Mill
- Ability to work individually and in a group on creating a graph to represent the benefits of the coal and iron industry
- Pair brochure and letter creation of a contestability issue, highlighting perspective and empathy skills.
- In groups, students synthesize a political cartoon on factory conditions
- Cotton millionaire on-line game
Structured Essay Task:
Students will undergo a research essay task, which consists of a comprehensive analysis of cause and effect of changes that occurred during the industrial revolution. They will explore the ways in which significant changes such as urbanisation, working conditions and the development of transport infrastructures helped or hindered the development of ‘a better world’.
Outcomes:HT5-1, HT5-4, HT5-6, HT5-10
Content
/Teaching and learning strategies –
including opportunities for extension activities & adjustments /Resources
Overview- the nature and significance of the Industrial Revolution and how it affected living and working conditions, including within Australia
- the nature and extent of the movement of peoples in the period (slaves, convicts and settlers)
- Map exercise featuring global migration patterns. (Continuity and Change) Voluntary Migration &. Involuntary migration. Students to determine patterns in migration movements, looking at extent of British Empire by 1914, the triangular trade in the Atlantic and the penal colonies of Britain. Also examine extent of Imperialism from European powers. Blank map needed for student group work. Different groups to present to class different people movements listed above.
- What is a revolution? Definition search in pairs, then a discussion in class. Class to agree on a universal definition they can use during the Depth Study.
- Overview of the Industrial revolution. Mind map of influences – Rise of Capitalism; factory system; trade and transport; growth of cities; living conditions; working conditions. Discussion between teacher and class on these influences and how they might inter-relate. Cause and effect exercise. Students to create a visual symbol for each of the above influences. They are to draw the symbols and with arrows demonstrate how the influences are connected. Next to the arrows, they are to write a 1 sentence explanation that demonstrates cause and effect.
Extension Activity: Students are to take one of the influences above and research a one paragraph summary of a specific example of one of the influences above, complete with its own original visual symbol. Example would be Richard Arkwright’s first factory and its contribution to the emerging factory system /
- Pearson History 9 (Australian Curriculum) pages 8-11.
The technological innovations that led to the Industrial Revolution, and other conditions that influenced the industrialisation of Britain (the agricultural revolution, access to raw materials, wealthy middle class, cheap labour, transport system and expanding empire) and of Australia
(ACDSEH017)
Students:
- outline the main reasons why the Industrial Revolution began in Britain
- describe key features of the agricultural revolution in Britain, including the emergence of a cheap labour force
- 10 reasons activity (cause and effect). Teacher prepares the top ten reasons for why the industrial revolution began in Britain. In pairs, students use and read the provided internet site and collate as many reasons why the industrial revolution began in Britain. They then prioritise their list from most important to least important. Once finished, each pair volunteers to the class their top reason that hasn’t been mentioned yet. Teacher collates responses on the board. Once every pair has contributed, class discusses, argues and evaluates the list into a compromised top ten list. Teacher then reveals how many of the top ten points were on their own list.
- Agricultural revolution study (continuity and change exercise). Students are to examine the site featuring the British agricultural revolution. They are to weigh up the strengths and weaknesses of the following:
-Enclosures
Discussion about the students’ findings.
Suggested Adjustments: provide pictures of open farming and enclosures; discuss the difference and possible reasons; complete Venn organiser to record thoughts
- Students then look at the continuity and change of this agricultural revolution. In groups of 4-5 they examine ONE of the following 5 areas:
-Selective Breeding
-Jethro Tull's Seed Drill
-The Rotherham Plough
-A Business approach to Farming
Student groups are to create a fact sheet on their topic. They are to research using the provided site and the internet. On this fact sheet they are to include:
-Heading
-Picture with caption
-Two sentence description of what the invention/innovation is about.
-Two sentence description about what has changed and is different from before.
-One sentence description of what has essentially stayed the same.
-Two sentences on how the change leads to improvements in agricultural production.
-For a short term consequence of the agricultural revolution, students are to explain in one or two sentences why their area of change would help to bring about the emergence of a cheap labour force.
Students can present or email findings to the rest of the class.
Suggested Adjustments: consideration to group placement and chosen topic, peer support, provide text at appropriate reading level with access to speak/ read functionality; provide detailed scaffold to present fact sheet; facts can be present in an alternate format - oral, written, visual or digital forms
Extension Activity: A real study of the village of Appleby. Using the two maps and the text, explain five ways that enclosures and the agricultural revolution changed the way that the village of Appleby in England was altered over time. /
(includes picture of open-field farming)
- Students use google images to find a picture of an enclosed field.
- locate the growth and extent of the British Empire from 1750 to 1900
- identify the raw materials Britain obtained from its empire, eg sugar from Jamaica, wool from Australia, and cotton and tea from India
- Map exercise. (Cause and effect). Examine a map of the British Empire in 1763 and a map of the British Empire c.1900. Students to complete a table such as:
West Indies / Sugar, cocoa, coffee / Manufacturing of raw products in factories to mass produce and distribute processed product. Increase in transport and machinery technology in Britain to process these luxury perishables. Increase in need for labour leads to involuntary movement of cheap labour (slaves) to plantations in West Indies.
etc
Students will need to research the main exports from the various colonial countries and then extrapolate from that the significance for the industrial revolution in Britain.
Suggested Adjustments: provide a partially completed table for completion or cards with simplified information for students to sort and paste into the correct column of chart; reduce the number of main exports student will research or allow student to select one main export to research; provide student with directed questions i.e. why did Britain need to get sugar and coffee from the west Indies? /
- Students search for map of British Empire in1763 and a map of the British Empire c.1900 using Google images.
- Map of raw materials of Empire in Pearson History 9 (Australian Curriculum) pages 70-71. Otherwise research from internet.
- identify key inventors and their inventions and discuss how some of these inventions affected transport and manufacturing in this period
- (Continuity and Change) Case Study: The importance of cotton. Students to create an annotated time-line on the development of the cotton industry, from the cottage industry pre-1750 until about 1850. Students are to place the following, in correct chronological order and with an approximate date, on their timeline:
-Spinning Jenny
-Cottage industry (domestic system)
-Bobbin Mills
-Roberts’ Power Loom
-Water frame
-The Mule
-Flying Shuttle
- For each of the above, students are to sketch a little picture/icon next to the title, and provide a 1 sentence summary of significance of the development in the cotton industry. They can use the listed internet sites to help them.
- Google image for pictures of inventions.