topic outline industry industry welcome to year 9 history historical writing, what makes a good...
TRANSCRIPT
Topic Outline Industry
Industry Welcome to Year 9 History
Historical Writing, what makes a good piece?
How do we measure time?
A fight in the yard (skills practise)
Trade & Industry: Our 1st topic
Working at Home in the 1750
Decision Making Cotton Kings
Life in the Mills
Review
Assessments
Who started the
fight?
Cotton Kings: An
Evaluation
Welcome to Year 9 HistoryObjectives To Meet each other
To Revisit the History we already know
To come to an Understanding that all History is connected
Historical Writing
What makes a good piece?Objectives To investigate what makes a good piece of historical writing
To understand the criteria on which our work will be assessed
Starter
In pairs list the 5 things you think make a good piece of written history.
How do we measure time? Chronology
Objectives To practise our understanding of Chronology To look at the History of our lives To apply our History into an accurate Timeline
Imagine you met an alien who did not
know how to draw a timeline
In Pairs come up with FIVE rules you would
give them so that they could draw an accurate Time line
Starter –
In the back of your books
TWO SUGGESTIONS on how we can measure
time
A Fight in the Yard? An Assessment
Objectives To Investigate evidence
To Weigh up sides of an Argument
To come to a clear Judgment based on the evidence
Yesterday there was a fight in the school yard. You have been asked by the Head of Learning to help with her enquiries. You have been given the statements of five students that were ‘involved’. You have also been given some background information on some of the students to help you work out what happened.
Jeff‘I was just standing talking to Bill, when John came over and said he would get him as he supported Middlesbrough. Bill tried to move out of the way but John hit him and a fight broke out, it was not Bill’s fault, John started it’.
John‘I saw Jeff and Bill talking in the yard and went over to say hello, but Bill swore at me and said I was stupid. I shouted back at him and he hit me. I tried to go back into school but Bill caught me and kept hitting me, it was not my fault’.
Julie‘John told me that Bill is always picking on him and bullies him. John never gets into fights. I do not think he started it, it is not like him to do that’.
Lisa‘I heard some swearing and shouting, so I turned round to see this lad, I think he is called John, running over to two boys. He just started punching and kicking one of them and a fight broke out’.
Bill‘I was in the yard talking to Jeff about football, when John came over and hit me. I do not know why, it’s not fair I always get the blame because my brother got into trouble when he was at school’. Background InformationJeff is Bill’s best friendLisa does not know any of the boys as she is new to the school Julie is John’s sister, she was not in the yard at the time of the fight
A Fight in the Yard
Investigating the Evidence
Name Reliable?
Why
Your TaskTo investigate the different pieces of evidence you have been givenTo decide who is the most reliable and why you think they are reliable or notTo come to a conclusion as to who started the fight, supported by your reasons based on the evidence you have
A Structure to help you write your answer. IntroductionYesterday there was a fight……
There is evidence that ___________ started the fight.This is……..
However there is also evidence that _________started the fight. This is…..
Having looked at all of the evidenceI believe ________ started the fightI have come to this conclusion because…….
Remember good History includes1)Clear Introduction related to the question2) Specific Causes/Reasons given3) Evidence in support of the causes/reasons given4) More than one point of view is given5) Clear links between causes and reasons are given6) Structured into clear paragraphs7) Relevant use of historical terms8) Accurate Punctuation/Spelling/Grammar9) Clear Conclusion related to the question
Take a few minutes to Review your Assessment
Read my comments and look at the mark sheet
Fill in your table in the front of your books, giving yourself one area you feel you did well in and one area to develop for next time
Fill in your contents page
Trade and Industry 1750 -1900
Our 1st TopicObjectives To understand the Key Terms of the topic
To understand the interrelation between them
Give a definition of the word Trade & give one example
Give a definition of the word Industry & give one example
Which must come first & Why?
The Cotton Industry
Our example of Industry is THE COTTON INDUSTRY
Before we try to run our own Cotton Mill we are going to look at what the Cotton Industry started out like
Industry
Would you rather work at Home?
Objectives To investigate Industry in the 1700s
To gain an understanding of what it was like to work at home
To come to a decision on where you would rather work
The Cotton Kings
Decision MakingObjectives To successfully run your own Cotton Mill
To investigate the changes in inventions and methods used in the Cotton Industry
To practise & improve Decision Making Skills
The Cotton Kings
Decision Making
ReflectionLook back over the decisions you have made today. Which was the BEST decision, which was the WORST?
When you have decided fill in your reflection sheet, remembering to give your REASONS and be ready to feedback to the rest of the class
Cotton Kings Assessment
Complete the following table in your books
Be specific and clear e.g. names of machines, actual cost etc, use the booklets to help you
Good Decisions
Because Bad decisions
Because
Best Decision was
Worst decision was
2nd best decisionWas
2nd worst decision was
3rd best decisionwas
3rd worst decision was
Record your final balance in your books and say if you think it is good or not and give a reason
Make sure you have written the Level you think your assessment should get and a reason for this
level
Stick in mark sheet after your assessment
What was it like to work in the cotton mills
Objectives To investigate the conditions in the cotton mills
To come to a judgement as to why Robert had an accident in the mill
To come to a conclusion as to why conditions in the mills were like this
Factory Accident 1828‘The first job that was given to me when I was seven
was to pick up the loose cotton that fell on the floor. It was an easy job but I was terrified by the noise of the machinery.
The day it happened was a busy time. I’d been at the mill since six in the morning and was dog tired. The gas lights had been lit in the mill but they didn’t give off much light.
As the rack holding the bobbins came sliding along, my forefinger on my left hand was caught and before I could call out, it ripped off the top joint.
I squashed the end of the joint closed and, streaming with blood, I ran to the surgeon who sewed the parts back together and sent me back to the mill’
Robert Blincoe ‘Memoirs’
In your books complete the following sentences
• Title – ‘Robert will never play piano again’• 1) Robert was to blame for the accident
because………• 2) Robert was not to blame for the accident
because……..• 3) The people/person who could be responsible
for accident is………because….• 4) Having looked at all the evidence, I think the
accident was caused by…….
What was it like to work in the cotton mills?
Why did the boys run?Objectives To investigate further the conditions in the mills To investigate evidence To come to a conclusion based on the question
What was it like to work in the cotton mills
Objectives To continue to investigate the conditions in the cotton mills
To come to a conclusion as to why conditions in the mills were like this
In the back of your books list five different conditions in
the mills
E.g. it was dark
What was it like to work in the cotton mills?
Will you change it?In the front of your books
List three types of people who would want to change conditions in the mills and give reasons
Then
List three types of people who would not want to change conditions in the mills and give reasons
What was it like to work in the cotton mills?
Will you change it?Objectives To investigate options available to Parliament
To come to a judgement based on the pros & cons of each option
To reflect and review judgements based on more evidence
How will you vote?You sit down to have your breakfast, like all mornings, but this turns out
to be a special day. As you start eating, a note is brought to you from your servant. You decide to open it and almost choke on its contents.
It is from a fellow member of Parliament, who has written to let you know that you must be at the House of Commons in four days time, as
the Government has put forward a new Factory reform Act. They want to restrict the time that children are allowed to work to six and a half hours each day. They say that this is necessary to keep children safe from the dangers of the factory workplace. You know many of the families who
send their children to work in the local factories do so as they need their children to earn extra money, otherwise they will struggle more than
they already do. Also where would the children go during the day when their parents are at work?
How will you vote?
What are your options?
Key Question-
An option- Another option- A third option-
Pros- Cons- Pros- Cons- Pros- Cons-
Decision –
How will you vote?However you are a factory owner yourself, and have a record of
seven child deaths over the last year alone
Does this matter?
How will you vote?
How did you decide on an initial solution/answer?
What assumptions did you make to start with?
What factors were important in helping you decide on your initial solution/answer?
What factors were most important in deciding on your decisions?
Did you change your point of view? Why did you change your point of view?
Reflection on your dilemma
Now write a reflection on your decision
Explain your decision and the main reasons behind it
Which skills have you had to use, give specific examples of their use.