|
|
|
History at key stage 3 (Year 8)
Unit 11: Industrial changes action and reaction
Section 2: Local industry: what happened?
|
|
Objectives |
| Children should learn: |
- about the development and significance of a local industry
- to interrogate local source material in order to answer a specific question
- to plan and to carry through a group presentation of findings
- to make comparisons between local industry and the national context
|
Activities |
|
Outcomes |
|
Children: |
- Linking back to the flow charts, introduce the local industry on which the class is to focus. This could be connected to transport, agriculture or a local production industry.
- The local study should take the form of an investigation, and should be constructed so as to answer a question or test a hypothesis. Examples of the sorts of questions that could be asked of a locality include:
-
What was it like to work in the lead mine?
-
What effect did enclosing the fields have on the farm workers?
-
What was the importance of the local canal?
These 'big' questions should be broken down into 'little' questions which themselves contribute to an overall answer. Ways in which the 'big' question can be broken down into 'little' questions will vary according to local conditions and the availability of source material.
- Ask pupils to work in groups, with each group trying to find an answer to one ?little? question, using appropriate source material.
- Ask groups to plan how to present their findings, and ask representatives from each group to meet together in new pupil groups to decide how the overall answer to the ?big? question can be presented.
- Pupils present overall findings as a group display or individual structured writing.
The national picture: what happened?
- Using textbooks where appropriate, put the local study into the national context. While focusing on the particular industry which pupils have studied locally, links can be made with developments in other industries and in transport.
- Lead a whole-class discussion on the similarities and differences between the local and the national picture.
|
|
- identify, evaluate and use sources of information
- use sources of evidence to reach a supported conclusion
- show some independence in following lines of investigation, asking questions and using source material to provide some answers
- select, organise and present group findings in a structured way
|
|
Points to note |
- Material to support local studies is increasingly available from local museums, record offices, libraries and the internet. Appropriate source material would include maps and plans, prints, photographs, trade directories, gazetteers, local newspapers, advertisements, posters, business and company records, letters, diaries, written accounts of workers' reminiscences and general memorabilia.
- Where possible, a class site visit should be made to an appropriate locality. This should focus on data collection to provide answers to specific questions and to support the general investigation.
- Depending on the complexity of the local study and the detail taught about the national context, pupils may need some help in structuring the extended writing task.
- It would be possible to run the local and national material together in tandem.
- Language for learning: pupils will synthesise information from different sources, consider the usefulness of different texts and organise facts and ideas into an appropriate sequence.
- ICT: e-mail links could be made with other schools working on local studies. Information,
eg census, directory data, could be exchanged by attachment and video conferencing. Local experiences can be compared as a national picture is built up.
- Key skills: These activities will provide opportunities for pupils to demonstrate evidence of problem solving and working with others.
|
|
|
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.
|
|
|
|
