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History at key stage 3 (Year 8)
Unit 11: Industrial changes action and reaction
Section 4: How industrialised was Britain by 1850?
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Objectives |
| Children should learn: |
- that by 1850 some areas of the country were heavily industrialised and others were not
- that the rate and nature of change in the three industries of transport, agriculture and production differed
- to carry out investigations based on a range of sources, to hypothesise and reach and test conclusions
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Activities |
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Outcomes |
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Children: |
- Link back with work on protest against changes, and ask whether they were, in the long term, successful. Remind pupils of the local industry they studied and ask them whether protest affected this industry and whether their local study could help to answer the question
'How far was Britain industrialised by 1850?'
- If appropriate, ask pupils to return to their local study and look at the situation in 1850. This may have already been done in part, and will need teasing out and highlighting. A new focus could be given by considering housing, town and street plans, census data and street directories.
- Move to the national scene, and consider a range of images of Britain in 1850. These should include source material (written and pictorial) relating to transport,
eg cobbled streets, decline of canals, railways; agriculture,
eg enclosed field systems, mechanisation; and production,
eg smoking chimneys, factory workers, back-to-back houses, and should include material relating to areas that experienced very little change,
eg Fens, rural market towns.
- Ask pupils to brainstorm each area (transport, agriculture and production) and produce their own hypotheses/conclusions from the given material. Individually, or in groups, ask pupils to use textbooks (and the library if appropriate) to confirm, or otherwise, the conclusions/hypotheses they have drawn.
- Ask pupils to group the source material under the three headings on the classroom walls or screens, and underneath present the pupils' conclusions as to how sufficiently these represent transport, agriculture and production in 1850. These could be written as '
At first we decided these sources showed that ... . Then we found out that ...'.
- Ask pupils to undertake a summative activity for each area (transport, agriculture and production) to answer the original question
Were the changes here to stay? This could be structured so as to contrast/compare the local and the national: '
Here in Farnhill ... but elsewhere in Britain ... '.
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- make links between outline and detailed factual knowledge
- begin to analyse relationships between features of a particular period
- draw conclusions and/or create hypotheses from selected source material
- begin to understand that conclusions are tentative
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Points to note |
- Images of Britain in 1850 are readily available from textbooks and libraries. The way in which they are reproduced will depend on whether they are to be used as part of a whole-class activity or by individual and/or groups of pupils.
- The number of images used and their complexity, as well as the detail and level of difficulty of written sources, will depend upon the ability levels of the pupils. This will, in turn, reflect upon the nature of the conclusions made or hypotheses drawn. This does not matter. The aim here is for pupils to understand that any selection of source material will present evidence that is at best partial, and that conclusions drawn from such a selection will have to be tested.
- Links can be made with trade, especially the Triangular Trade, as in unit 15 'Black peoples of America' and unit 14 'The British Empire'.
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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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