Year 8 – Industrial Revolution and Victorian Values
Aim: The aim of this SoW is to study the changes in British Society from 1700 to the beginning of the 20th Century.
Citizenship links: For students to understand how work changed; how treatment of workers changed; alterations in the leisure industry
Level 4: To describe the changes made by the Industrial Revolution
Level 5: To explain the changes made by the Industrial Revolution
Level 6: To evaluate and compare the changes caused by the Industrial Revolution
Where this unit fits in: This unit examines how Britain began to change from an agrarian Medieval Society to an industrial one, including
how democracy was achieved.
End of unit assessment: Students will complete a written assessment based on sources.
SMSC: Empathy – child workers;
Interpretation – how did the Industrial Revolution benefit people?
Synthesis – to make links between the Industrial Revolution and modern life.
Scheme of Work: What was the Industrial Revolution?
No.
Lesson
Title/Aim
(Key
Questions)
1.
How did life
change between
1750-1900?
Learning Objectives
(Learning about /
Learning from)
4 – to describe major
changes between 1750 -1900
5 – to explain major changes
between 1750- 1900
6 – To evaluate if the
changes were positive or
negative
Year Group: Year 8
Lesson Content- teaching activities
Use of AFL
Starter – put up pictures of things that we take for granted
everyday – electricity, transport, supermarkets. How do you
think we would cope without it?
Next- show students the picture of Britain in 1750, and then
Britain in 1900. Students are to look at both pictures in pairs,
and then make a list of all the differences they spot:
Level 4 – 10
Level 5- 15
Level 6 – 20
In pairs, pick 5 changes. Consider these questions and write
the answers in your book:
One way Britain changed between 1750 and 1900 was…..
I think this changed because….
I think an effect of this change could be…
Next: give students the information sheet. They can apply
their knowledge to answer this question:
Was there a lot of change between 1750 and 1900?
Were the changes positive or negative?
Plenary – what was the most important change?
Resources
Curriculum
Links
LEA /
Citizenship
links
Ppt, pictures, sources
Geography – to
consider the
changes made to
landscapes and rise
of towns/transport;
changes to
population
2 Stars/1 Wish
4 – to describe major
changes between
1750 -1900
5 – to explain major
changes between
1750- 1900
6 – To evaluate if the
changes were
positive or negative
Citizenship – to
consider the light
of child
workers/changes
to working laws
Literacy/oracy –
writing PEE
paragraphs, and
also presenting to
the class.
2 stars / 1 wish
Key words
Media/ICT
Links
2.
What was the
Agricultural
Revolution?
4 – Describe the agricultural
Revolution
5 – Explain the reasons for
the Agricultural Revolution
6 – Consider the impact of
the Agricultural Revolution
Starter – Show students a population graph. Ask them to
consider two questions:
 What is happening to the population of England and
Wales?
 How might this affect families – food provision,
transport?
Students can consider in pairs and then put their hands up to
answer.
Next – 3 field system. Show students the diagram, then the
explanation. Working in pairs, they need to sort the
advantages and disadvantages of the system.
Which is the most important advantage?
Which is the most important disadvantage?
Why do you think some farmers would want change?
Next – Enclosure. Using the information, students are to write
a pitch for the local farmers, explaining why enclosure farming
is more efficient and will help the community more than 3
field. Students need to write for an audience and then present
it.
AfL- peer assessment – have they explained the reasons for
the agricultural revolution and changes to the system?
Plenary – why was there an agricultural revolution? And how
effective was it?
Ppt, information
sheets, group work
2 Stars/1 Wish
4 – Describe the
agricultural
Revolution
5 – Explain the
reasons for the
Agricultural
Revolution
6 – Consider the
impact of the
Agricultural
Revolution
Citi – how has our population
changed? How does that affect people
and how they live?
BV – tolerance
3.
Who was good at
solving
problems?
4 – Describe who could solve
problems and what they were
5 – to explain what the
problems were and who was
effective at solving them
6 – to evaluate which were
the most important problems
and who could solve them.
Starter – show students the comparison pictures from the first
lesson. They have ascertained that the country turned from
predominantly rural to urban – but what problems do they
think would have to be solved to make it a successful
transition? Think, pair, share and then feedback to class.
Ppt, role play cards
Next – all students are to receive a “role play” card. Explain
that it will work by showing the students slides with a problem
on it, that had to be solved to make the Revolution successful.
Each student needs to study their card to check if they are the
one who solved the problem. The students need to listen and
fill in their information chart.
4 – Describe who
could solve problems
5 – to explain what
the problems were
and who was
effective at solving
them
6 – to evaluate which
were the most
important problems
and who could solve
them
Next – students are to divide the problems into four
categories:
Scientific
Engineering
Social/Political
Leisure
Next – which were the most important problems to be solved,
and why? Students can link in who was the most effective at
solving the problems.
AfL – self assessment
Plenary – who was good at solving problems? Nominate one
person and explain!
2 Stars/1 Wish
Citi – think of inventions that have
enhanced your life. Why are they
important?
BV- tolerance
4.
Would you like to
work from home?
4- to describe what a cottage
industry was
5- to explain how the cottage
industry worked
6- to evaluate why it was
important but why it
changed.
Starter – where do most people work? At home, or do they go
outside to external places? Take feedback, ask for examples.
Next – what if you didn’t have the choice to go out to work,
but had to stay at home? What types of work could you do?
Domestic system – show the students pictures of what was
produced by the domestic system.
Next – information about the domestic system. Students are to
read and then apply the information to advantages and
disadvantages.
Judgement – was the domestic system something that was
positive or negative? Explain.
Next – do you think people should be encouraged or
discouraged to work from home? Write a newspaper article
explaining why its important, but it might be time to change.
AfL – peer assessment.
Plenary – what was the cottage industry, why did it change?
Ppt, information,
sentence starters.
2 Stars/1 Wish
4- to describe what a
cottage industry was
5- to explain how the
cottage industry
worked
6- to evaluate why it
was important but
why it changed.
Citi - how is working life organised
today?
5.
How did industry
boom?
4 – describe how industry
became successful
5 – explain how industry
became successful and show
links
6 – evaluate how industry
became successful and the
most important reason.
Starter – what factors do you think are needed to make
industry successful? Brainstorm in pairs, and feedback!
2 Stars/1 Wish
Next: Jigsaw – students are going to be split into five groups.
Direct them to sit in the right place. Explain that they are
going to send one member of each group to research the
following topics, and then report back to the group. The five
topics are:
4 – describe how
industry became
successful
5 – explain how
industry became
successful and show
links
6 – evaluate how
industry became
successful and the
most important
reason.
Population
Agriculture
Transport
Raw Materials
Inventors
Next –How do the five factors link in helping industry become
successful? In their groups, students are to discuss and make
a decision, then present to the rest of the class. AfL – group
peer assessment.
Next – AfL pair work. Draw a mind map showing how the
factors interlink to produce successful industry. Highlight which
was the most important factor in your view.
Plenary – how did industry boom?
Citi – Why is industry important? How
is the economy important?
6.
What was wrong
with living
conditions?
4 – describe how industry
became successful
5 – explain how industry
became successful and show
links
6 – evaluate how industry
became successful and the
most important reason.
Starter – show students the photo of the Brazilian slums. What
do they think of it? Is it amazing that people are living like this
in the 21st Century? Why do they think they are living in these
conditions?
Next – show students the picture of tenement housing from
Leeds in the early Industrial Revolution. Compare it to Brazil –
why do they think people were living there? How do they think
they coped?
Empathy – you are a health inspector. You need to work out
why so many people are living in bad/desperate conditions.
Distribute source packs. Students need to consider what the
problems were of living conditions, why they were dangerous,
and to consider why such little attention was given to them.
They need to put this into a PEE paragraph that explains this.
Source analysis will be done in pairs/threes.
AfL – peer assessment. AfL -model answer of PEE paragraph.
Plenary – what was the problem with living conditions, and
why was it allowed to happen?
2 Stars//1 Wish
4 – describe how
industry became
successful
5 – explain how
industry became
successful and show
links
6 – evaluate how
industry became
successful and the
most important
reason.
Citi – how do people live? What sort
of conditions do we consider
acceptable for people to live in?
7.
Why was there a
problem with
public Health?
4 – to describe the problems
with public health
5 – to explain why there were
problems with public health
6 – to evaluate the best
solutions for public health
Starter – show students the cartoon “In the Court of King
Cholera”. What are the key health risks they can identify?
Think, pair, share and feedback.
Next – give students the answers of what was spotted. What
were the health implications of this? Students are to consider
and give answers.
Next – put students into groups. They are going to role play at
being public health inspectors and investigate how they can
improve people's health. With a budget of £50,000, they need
to decide if they're going to buy:
Sanitation
Running water
Bin men
Park for kids
More money on housing.
Students have to make decisions to come in on or just under
budget. Then they need to present their ideas to the rest of
the class, justifying their opinions.
AfL – group assessment.
Plenary – what was the biggest issue for public health?
2 Stars/1 Wish
4 – to describe the
problems with public
health
5 – to explain why
there were problems
with public health
6 – to evaluate the
best solutions for
public health
Citi – how do we encourage people to
look after their health? What do we
do?
8.
Who were the
child workers?
4 – to describe who the child
workers were
5 – to explain who the child
workers were and how they
were treated
6 – To evaluate the reliability
of sources in regards to child
workers.
Starter – show the students the picture of child workers in
factories in India. How do they feel when seeing those?
Shocked, appalled, horrified? Should children have to work in
those conditions?
Next – show the picture of child workers from the early 18th
Century. How do students feel upon seeing that?
What reasons can they think of for why children were having
to work? Think, pair, share!
Next – Explain how the students will be using a source pack to
work out how the child workers were treated. They need to
consider that the evidence will be biased, and not reliable.
Questions:
What is happening to the child workers?
Why is this happening?
How reliable is this source?
Is it a useful source?
PEE – write a paragraph summarising what the situation was
for child workers, and how they were treated. To get Level 6,
students need to assess if the evidence is reliable, or useful.
AfL – peer assessment.
Plenary – how were the child workers treated?
2 Stars/1 Wish
4 – to describe who
the child workers
were
5 – to explain who
the child workers
were and how they
were treated
6 – To evaluate the
reliability of sources
in regards to child
workers.
Citi – Where are children still
expected to work in the world? Why
is this regarded as acceptable?
9.
Did Robert Owen
show a better
way to run a
factory?
4- to describe how Robert
Owen changed factories
5 – to explain how it was a
change for the better
6 – to compare and evaluate
how it changed situations for
child workers.
Starter – re-cap – what were conditions like for child workers?
In pairs, brainstorm 2 and contribute on mini whiteboards.
Next – if you were in charge of a factory, what changes would
you consider? Students are to think, pair, share, and
contribute.
Next – Show students the picture of Robert Owen. Explain
how they are going to be investigating the changes he made
at his mills in New Lanark, Scotland, 1799.
In groups, they are going to use sources to investigate:
What changes he made for the workers;
What changes he made to the environment;
What was the reaction of Parliament
Did Robert Owen cause Parliament to pass the 1819 Factory
Act? Write a PEE paragraph giving an answer and explaining
whether it did. Level 6 – remember to compare the progress of
this act to previous conditions for workers.
Plenary – what did Robert Owen do?
2 Stars/1 Wish
4- to describe how
Robert Owen
changed factories
5 – to explain how it
was a change for the
better
6 – to compare and
evaluate how it
changed situations
for child workers.
Citi – what is health and safety? How
does it work? What is its purpose?
10.
Were railways a
good idea?
4 – to describe reactions to
the railways
5 – to explain reactions to the
railways
6- to evaluate the negative
and positive reactions to the
railways.
Starter – How can you travel across the country? Students
need to brainstorm and then give feedback – think, pair,
share!
Next – show students the two maps of different travel times
before and after railway. What benefits can they identify from
the railways?
Show students the adverts. What other benefits can they
identify from a railway?
Distribute source sheet of two cartoons. What views do these
give of reactions to the railways. Why do you think people had
these views?
Source packs in groups, students have to assess the views of
four different people on the railways. They have to assess
whether they think the railways will have a positive or negative
impact on their lives, and why they were built.
AfL – group presentations. Students are to imagine they are
presenting a TV programme abou the railways – assign roles.
Students are to assess each other’s presentations for
discussing the reasons for the railways, the positive and
negative impact, and why they were built.
Plenary – what was the impact of the railways?
2 Stars/1 Wish
4 – to describe
reactions to the
railways
5 – to explain
reactions to the
railways
6- to evaluate the
negative and positive
reactions to the
railways.
Citi – how do we travel? What makes
it easier or harder for us to do so?
11.
Would you be
able to vote?
4 – to describe who could
vote and why
5 – to explain why only
certain groups could vote
6 – to evaluate the voting
system and what changes
were needed.
Starter – show pictures of the Prime Minister. Who is he? How
did he get his job? Students are to give feedback.
Next- put the voting box on the table, and distribute slips.
Students are to vote on an important subject, and then fold
their slip to bring to the front. Give two minutes, and then tell
the class to stand up with their completed slip.
Then –tell the girls they cannot vote, so they have to sit down!
Produce a bag of sweets and tell the boys that if they change
their minds and vote the way you tell them, they’ll get a
sweet.
Ask the class – do you think this is a fair way of voting? ABCD
discussion.
Next – in groups – students are to use sources to work out
who was happy with the voting system, and who was not.
Why did some want change?
Next – adopt a character. Write a PEE paragraph explaining
what your views are, and why. To get Level 6, indicate why
changes are needed in the voting system.
AfL – peer assessment
Plenary – would you be able to vote?
2 Stars/1 wish
4 – to describe who
could vote and why
5 – to explain why
only certain groups
could vote
6 – to evaluate the
voting system and
what changes were
needed.
Citi – Why is voting important? Who
is able to vote?
12.
Why was the
poor law
needed?
4- to describe the conditions
the poor lived in
5 – to explain why the
situation needed reform
6 – to evaluate whether it
was an effective change
Starter – Why are people poor today? Students are to
brainstorm in their book with a mind map.
How do we help the poor at home? Internationally? Introduce
words “benefits” “charity” and ask how they can apply them.
Let students discuss in pairs before putting their hands up.
Next – give students the extract from “Oliver Twist”. In pairs,
students are to go through it and think about this question –
how were the poor treated in Victorian times?
Next - using the source pack, students are to find the answers
to these questions:
1)
What support was available to the poor before
1834?
2) What sort of poor relief system did Edwin
Chadwick want to create?
3) Using the sources, list 5 different examples of
bad treatment or conditions in the workhouses.
4) Use the sources to create PEE paragraphs which
explain whether life got better through the Poor
Law.
Next – create an interview with your partner. One of you is for
reform, the other is not. Ask three questions and get three
answers.
Plenary – why was the poor law needed?
2 Stars/1 Wish
4- to describe the
conditions the poor
lived in
5 – to explain why
the situation needed
reform
6 – to evaluate
whether it was an
effective change
Citi – what do we do to help the
poor? Why do we help them?
Who were the
Chartrists and
why were they
important?
13.
4 – to describe who the
Chartrists were
5 – to explain what they tried
to achieve
6 – to evaluate how
successful they were.
Starter – If you could change things in the school, what would
you do? How do you think you could change things? Work in
pairs, swap and share ideas and be prepared to feed back.
Next – Distribute copies of the 1832 Reform Act. Students are
to read through it in pairs and find the answers to these two
questions:
Who could vote now?
Do you think these were “radical” reforms?
Next – show students what the Chartrists wanted. Do they
think this is attainable? Students are to raise their hands in
“yes” or “no” class vote.
Explain how the Government agreed with the “no” voters in
the class – what do you think the reaction of the Chartrists
would be?
Newport Rising – explain this was the reaction of the Chartrists
to the Government's refusal.
Next – Source pack investigations! Students are to work in
allocated groups, and investigate the following questions using
the sources:
Who was to blame for the violence?
What impression do the sources give you of the Chartrists?
Do sources 4 and 5 disagree with sources 6A and 6B?
What reasons do the sources give you for the different
viewpoints?
Evaluation – how successful do you think the Chartrists were?
Consider this on a scale of 1 to 10, and then write a PEE
paragraph explaining. AfL – peer assessment.
Plenary – who were the Chartrists, and what did they want?
2 Stars/1 Wish
4 – to describe who
the Chartrists were
5 – to explain what
they tried to achieve
6 – to evaluate how
successful they were.
Citi – why do people protest? What
reforms do they hope to have as a
result?
What did the
Victorians
believe?
14.
4 – to describe the Victorians
beliefs;
5 – to explain what the
Victorians believed and why;
6 – to evaluate the
importance of the Victorians
beliefs.
Starter – what is a belief? Do you have a belief? If so, how do
you think it should be put into practice?
Next – Show students the list of Victorians' beliefs. Which do
you think are relevant to today, and which are not?
Next – students are to work in pairs, and go through the
sources. They need to consider the following:
Which value does the source relate to?
How important do you think it is?
Using your sources, make bullet points about the Victorians'
values. “The Victorians believe in...because of...”
Next - “Victorian values were good values.”
Look at your notes, and decide what you want to use to argue
for the motion, or against. Then choose two values that you
are going to use in the discussion.
AfL – class assessment.
ABCD – kids are to have cards and debate their ideas.
Plenary – what did the Victorians believe?
2 Stars/1 Wish
4 – to describe the
Victorians beliefs;
5 – to explain what
the Victorians
believed and why;
6 – to evaluate the
importance of the
Victorians beliefs.
Citi – What are beliefs, and why do
people have them?
Assessment
Students will use sources to answer the question “how fair was
Victorian life?”
Assessment –
how did the
industrial
Revolution
change Britain?