Professional Documents
Culture Documents
S00153568
G.Cooney
G.Cooney
G.Cooney
would learn how to question the past, and the reliability of evidence,
in order to create their own ideas on the topic of revolution (Duquette,
2015). However, in order to have the assessment work, the students
need to understand what is expected of them, which is why the
source analysis task is structured using Wineburgs framework.
Through structuring their learning they are able to understand what is
needed of them, therefore providing the framework for VanSledrights
pillars of assessment; cognition, observation and lastly interpretation,
while also adhering to the standards based assessment expected
(VanSledright, 2015).
While content is naturally important for any historian, in order to
properly guide students, one must first develop and understanding of
the bigger ideas present within history. It is for this reason that this
lesson sequence focuses on developing personal ideas and skills in
order for students to be able to critically view history and create their
own hypotheses about Revolution through thinking about continuity
and change, therefore developing into young historians.
Lesson Sequence:
Stage 1: Desired Results
Established Goal(s)/Content Standards(s):
G.Cooney
(ACDESH081).
Use historical terms and concepts (ACHHS165).
Identify and select different kinds of questions about the past to
(ACHHS171).
Develop texts, particularly descriptions and discussions that use
evidence from a range of sources that are referenced
(ACHHS174).
Select and use a range of communication forms (oral, graphic,
Industrial Revolution
(VCAA, 2015)
How did new ideas and
technological developments
G.Cooney
presented to society?
Was the Industrial
Revolution really
classes of society?
How did the Industrial
revolution shape our
modern society?
Performance Task(s):
Other Evidence:
G.Cooney
inquiry tasks.
G.Cooney
G.Cooney
know (in regards to society and life during the industrial revolution),
and at the end of the lesson students will complete the what did you
learn? component through the creation of an alphabet brainstorm,
using the internet to research answers to their what do you want to
know? questions.
-
Child Labour
The Working Class
Factory Owners
G.Cooney
Sourcing
Contextualising
Close Reading
Corroboration
Once students have analysed the given sources and discussed finding
with their groups they will then jigsaw into new groups. In these new
groups students are to present their findings and discuss who
benefited the most from the industrial revolution, based on the
sources they have been given, and who they believe was the most
important and why.
Class discussion and close of lesson:
Students will now come together as a class and discuss their findings
and what conclusion they came to in their jigsaw groups. They will be
invited to create links between the movement and modern society, to
see if they can make connections between ideas and content in
regards to continuity and change.
G.Cooney
References:
Brady, L., & Kennedy, K. (2001). Celebrating Student Achievement:
Assessment and Reporting. Frenchs Forest, N.S.W.: Pearson
Education Australia
Centre for the Study of Historical Consciousness. (n.d.). Historical
Thinking Concepts. Retrieved from
http://historicalthinking.ca/historical-thinking-concepts.
Duquette, B. (2015). Relating Historical Consciousness to Historical
Thinking through Assessment. In K. Ercikan & P. Seixas, New
Directions in Assessing Historical Thinking (pp. 51-63). New York,
NY: Routledge.
Erickson, H.L. (2007). Concept-based Curriculum and Instruction for the
Thinking Classroom. Heatherton, Victoria: Hawker Brownlow
Education.
Facing Histories and Ourselves. (2015). Teaching Strategies: Jigsaw.
Retrieved from https://www.facinghistory.org/foreducators/educator-resources/teaching-strategies/jigsawdeveloping-community-d.
10
G.Cooney
11
G.Cooney
AusVELS-HistoryProgressionPoints.pdf.
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts:
Charting the Future of Teacher the Past. Philadelphia: Temple
University Press.
Appendices:
Appendix 1: Primary Source Activity
Child Labour Sources
1.Child Labour in Cotton Factories, 1807
Although this extract was written in 1807 it illustrates that there had
been concern among some elements of society about the
employment of children in factories and the long hours to which they
were subjected.
A conversation between Southey and a Manchester
gentleman who is showing him over the cotton factories.
Mr. -------- remarked that nothing could be so beneficial to a country as
manufacture. 'You see these children, sir,' said he. 'In most parts of
England poor children are a burthen to their parents and to the parish;
here the parish, which would else have to support them, is rid of all
expense; they get their bread almost as soon as they can run about,
and by the time they are seven or eight years old bring in money.
12
G.Cooney
13
G.Cooney
permit it.'
It would have been in vain to argue had I been disposed to it. Mr.
------- was a man of humane and kindly nature, who would not himself
use any thing cruelly, and judged of others by his own feelings. I
thought of the cities in Arabian romance, where all the inhabitants
were enchanted: here Commerce is the Queen witch, and I had no
talisman strong enough to disenchant those who were daily drinking
of the golden cup of her charms
Robert Southey, Letters from England (1807).
Bloy. M. (2013). Child Labour In Cotton Factories, 1807.
Retrieved from
http://www.historyhome.co.uk/peel/factmine/southey.htm.
2. Report of the Commissioners on the employment of children
in Factories (1833) p. 1418
This section of the Report concerns parental collusion in the
employment of children for long hours in the textile workshops of the
north of England. The 1833 Factory Act sought to restrict the working
hours of children and young persons.
From the causes already assigned, namely the irregularity with which
the operative is supplied with material for his work, irregularity of the
power by which the machinery is driven, and the dissipated habits of
the workers, favoured, if not induced, by the occasional idleness
growing out of the two first causes, it appears that in the carpet
factories it is the constant practice, and in the clothing district the
frequent practice, to work extra hours:
"It is very much the case with some sort of men to go idle part of the
week and to work extra hours the rest. In such cases I have known
men to work from three o'clock in the morning till ten o'clock at night;
the drawers must work the same hours; they must always go
14
G.Cooney
15
G.Cooney
16
G.Cooney
17
G.Cooney
18
G.Cooney
19
G.Cooney
dragged forward by the weight of the parts composing the chest, the
pelvis yields beneath the opposing pressure downwards, and the
resistance given by the thigh-bones; its capacity is lessened,
sometimes more and sometimes less; the legs curve, and the whole
body loses height, in consequence of this general yielding and
bending of its parts.
20
G.Cooney
machinery within the last thirty years, has, in very many instances,
doubled the labour of both.
Bloy. M. (2013). Hours of Labour. Retrieved from
http://www.historyhome.co.uk/peel/factmine/cursefac.htm.
3. Industrial Conditions in Manchester
At the time of writing this account, Greville was a guest of Sir Francis
Egerton at Worsley. Egerton was the heir of the Duke of Bridgewater
who had developed the mines and built underground canals in his
mines. He was also responsible for the Bridgewater Canal.
I have passed these few days in seeing this place and some of the
manufacturing wonders at Manchester. ... On Wednesday I went
through the subterraneous canal, about a mile and a half long, into
the coal-pit, saw the working in the mine, and came up by the shaft; a
black and dirty expedition, scarcely worth the trouble, but which I am
glad to have made. The colliers seem a very coarse set, but they are
not hard worked, and, in fact, do no more than they choose. There are
many miles of this underground canal. On Thursday I went to
Manchester, and saw one of the great cotton and one of the great silk
manufactories; very curious even to me, who am ignorant of
mechanics, and could only stare and wonder, without being able to
understand the niceties of the beautiful and complicated machinery
by which all the operations of these trades are performed. The heat of
the rooms in the former of them was intense, but the man who
showed them to us told us it was caused by the prodigious friction
and the room might be much cooler, but the people liked the heat.
Yesterday I went to the infant school, admirable managed; then to the
recreation-ground of the colliers and working-hands - a recent
establishment. It is a large piece of ground, planted and levelled
round about what is called the paying house, where the men are paid
21
G.Cooney
22
G.Cooney
23
G.Cooney
24
G.Cooney
25
G.Cooney
26
G.Cooney
27
G.Cooney
28
G.Cooney
29