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History at key stage 3 (Year 8)
Unit 11: Industrial changes action and reaction
Section 3: Did everyone agree with the industrial changes?
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Objectives |
| Children should learn: |
- to undertake small-scale independent research on the Luddite, Swing or Rebecca riots
- about the opportunities for ordinary people to protest
- to formulate questions on a historical topic which deals with motivation
- the likely responses of different social groups to change
- to present supported judgements orally
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Activities |
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Outcomes |
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Children: |
- Explain that many people felt threatened by industrial change, particularly when it seemed to affect their jobs or their income or both. Introduce the protest movements associated with Ned Ludd, Captain Swing and Rebecca.
- Ask pupils to investigate either Ned Ludd, Captain Swing or Rebecca and to ask appropriate questions, such as:
What happened? When? Where? Why? Ask pupils to compile, either individually or in groups, a grid to show the outcome of their researches. They discuss similarities and differences.
- Introduce pupils to protest songs - current/contemporary back to examples of Luddite songs. Ask pupils to write a protest song appropriate to the supporters of Ludd, Captain Swing or Rebecca.
- Lead a class discussion on the methods and techniques of protest open to ordinary people.
What alternatives to violence were open to them? What was the attitude of the authorities? Why were the sentences passed on the rioters so harsh? Why were the leaders anonymous?
- Use mini-case studies of individuals,
eg a Nottinghamshire framework knitter, an Essex labourer, a Pembrokeshire farmer. Ask pupils, in groups, to work out the pros and cons of 'their' individual joining Ludd, Captain Swing or Rebecca. Ask pupils to write down the advice (with reasons) they would give 'their' various individuals. Each group presents their decisions to the class and, after discussion, a consensus is reached.
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- demonstrate independence in following a line of investigation
- research texts using knowledge of how texts are organised
- explain the likely diversity of response to change among different social groups as part of a series of class presentations
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Points to note |
- Links can be made with unit 16 'The franchise', which also provides further opportunities to consider protest movements.
- Citizenship: links can be made to the electoral system and the importance of voting.
- Luddite protest songs were common and can frequently be found in local archives. Links can be made with music, and genuine Luddite song(s) can be played/sung as a stimulus.
- The role cards should contain as much accurate information as possible. If actual individuals cannot be identified, the information on the role cards about wages, living conditions, size of family, prospects, etc should relate as directly as possible to the individual's occupation. Remember to include women as appropriate.
- Language for learning: pupils undertake research, using knowledge of how texts are organised and appropriate reading strategies. Pupils discuss and respond to initial ideas and information, carry out an investigation and then review and refine their ideas. The final activity provides opportunities for pupils to describe and evaluate how their mini case studies were undertaken and what led to their conclusions.
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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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