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History at key stage 3 (Year 8)
Unit 11: Industrial changes action and reaction
Section 1: What industrial changes happened in the locality around the school?
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Objectives |
| Children should learn: |
- to use local maps to identify changes in industrial growth and development
- to extract information from local maps and present this as a flow-chart to show one aspect of local change over time
- to identify the main features of local industrial changes
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Activities |
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Outcomes |
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Children: |
- Introduce to the whole class a nineteenth-century map of the village/the town/the city in which the school is situated. Pupils locate, as appropriate, the site of the school, their own homes, shops, etc. Hold a class discussion of what has changed, then and now, and what has stayed the same.
- Extend the activity to include a series of local maps, from the eighteenth to the early twentieth century. Focus on transport, agriculture and factories. Pupils identify, as appropriate to the locality, when and how the field pattern changed; when the canal and the railway line first appeared; when and where factories were built, etc.
- In groups, ask pupils to create a flow chart of local changes over time, showing links between the different industrial changes. The level of difficulty of this activity will vary from locality to locality, according to the maps available and the complexity of the changes. This may need to be broken down into a series of associated activities (one group, for example, focusing on roads, and another on railways, etc) or it may need to be taken as a whole-class activity.
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- use maps to identify differences and similarities over time in the local area
- use a sequence of maps to demonstrate change over time
- extrapolate and evaluate information from maps and present it in a different form
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Points to note |
- The local history section of a central library or the local record office will have maps and other local resources. Many will have made them up into packs.
- Local archivists can also help with resources. They will usually work in the local record office.
- Maps and other local source material will be available on the internet for some areas.
- Links can be made to work in art and design by suggesting to pupils that maps are only one way of showing change.
How would paintings/drawings/photographs show change? How would the view change if you stood in the same place on different maps? Pupils could draw or write down these changes,
eg A person standing on Nower Hill in 1780 would see ... In 1830 he or she would see ...
- ICT: pupils could work together to create a multimedia presentation or website to provide an interactive guide for visitors to their town. The guide should focus on the most significant changes experienced in the village, town, etc over the past two centuries. Pupils could use a range of resources,
eg local maps, sketch plans, digital images, video clips, oral reminiscence. The design of the presentation or website will reflect pupils' interpretation of the local changes and will be a substitute for the flow chart. The presentation can be sent or made available via the internet to 'partner' schools in other parts of the UK and the world.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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