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[ADAM THOMPSON – 18146035- HISTORY CURRICULUM ] 1

Unit Outline
Topic: Making a better world? The Industrial Revolution (1750-1914) Stage 4 Duration: 10 Weeks
Detail: 30 lessons/hrs
Overview undertaken concurrent with both this depth study and the following depth study.

Key inquiry questions Skills


 Read and understand historical texts.
 What were the changing features of the  Use historical terms and concepts in appropriate contexts.
movement of peoples from 1750 to 1918  Sequence historical events to demonstrate the relationship between
different periods, people and places.
 How did the new ideas and technological  Identify different types of sources.
developments contribute to change in this  Identify the origin, content, context and purpose of primary and
period secondary sources.
 What was the origin, development,  Process and synthesise information from a range of sources as
evidence in an historical argument.
significance and long-term impact of  Evaluate the reliability and usefulness of primary and secondary
imperialism in this period? sources for a specific historical inquiry.
 Identify and analyse the reasons for different perspectives in a
particular historical context.
 Recognise that historians may interpret events and developments
differently.
 Interpret history through the actions, values, attitudes and motives
of people in the context of the past.
 Ask and evaluate different kinds of questions about the past to
inform an historical inquiry.
 Plan historical research to suit the purpose of an investigation.
 Identify, locate, select and organise information from a variety of
sources, using ICT and other methods.
 Develop historical texts, particularly explanations and historical
arguments that use evidence from a range of sources.
 Select and use a range of communication forms (oral, graphic,
written and digital) to communicate effectively about the past for
different audiences and for different purposes.

Outcomes Historical concepts


A student: The following historical concepts are integrated into the
lesson sequences:
-Explains and assesses the historical forces and factors that shaped the
modern world and Australia HT5-1. - Continuity and change

- Cause and effect


Sequences and explains the significant patterns of continuity and
change in the development of the modern world and Australia HT5-2. - Perspectives

Explains and analyses the causes and effects of events and - Empathetic understanding
developments in the modern world and Australia HT5-4
- Significance

Uses relevant evidence from sources to support historical narratives, - Contestability


explanations and analyses of the modern world and Australia HT5-6

Applies a range of relevant historical terms and concepts when


communicating an understanding of the past HT5-9

Selects and uses appropriate oral, written, visual and digital forms to

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communicate effectively about the past for different audiences HT5-
10

Related life skills outcomes:


HTLS-3, HTLS-4, HTLS-6, HTLS-8, HTLS-11,
HTLS-12, HTLS-13

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[ADAM THOMPSON – 18146035- HISTORY CURRICULUM ] 3

Unit Outline
Stage 4 Depth Study:1a The Industrial Revolution (1750- No of lessons: 30 (10 Weeks, 3 periods per week).
1914)
Historical Outcomes Skills Teaching and Resources/Activities
knowledge (Learn to) learning
(Learn about) strategies

Introduction to HT5-1 Overview lesson: Class - Class discussion with as students brainstorm what they think the industrial
Term 1 the Topic of HT5-4 Brainstorm what brainstorming. revolution was.
Week 1 Industrial students know about
Lesson1 Revolution, how the Industrial Discussion. - Students are to work in pairs to answer a series of questions on the topic,
and why did the Revolution (teacher (questions will be written on white board). Students are to use their own
Revolution occur. creates a mind map Mind-mapping. ideas and aren’t allowed to research the answers until the end of the class.
from student’s The questions will include.
collective ideas). Inquiry based 1. What was the industrial revolution?
Students are to work learning 2. When was the industrial revolution?
in Individually 3. Where was the industrial revolution?
answering a series
of questions, they - The teacher will play this short video and students will be required to check
will present their if their answers are correct from the introductory video
answers to the class. - https://www.youtube.com/watch?v=zhL5DCizj5c .
The teacher will
answer the questions
with the class
collectively.
Introductory ICT HT5-2 Present introductory Visual learning. Teacher is to go through the Prezi PowerPoint presentation with students, having
Term 1 presentation that HT5-9 Prezi PowerPoint each student individually read out slides to ensure they are paying attention. Students
Week 1 engages students, presentation that may take notes if they wish. Students are able to view this presentation on their
Lesson 2 providing core outlines the key laptops and read through on their own.
information that is features of the
essential to Industrial revolution https://prezi.com/p/6quef49istif/
gaining an and areas that will
understanding to be covered within
the topic this topic.
Term 1 HT5-2 Students learn how Individual - Students are to use the school laptops to research the first invention that led
Week 1 Students will HT5-10 to conduct research to the beginning of the industrial revolution (this was the condenser for the
Lesson 3 conduct individual research, steam engine and water tank created by James
individual then collate their Collaborative
research that leads information with learning
Watt and Richard Arkwright).
- Teacher is to then write a mind map on the board with students

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into a their peers. required to come up and contribute what they have found onto
collaborative task Mind mapping the white board. Students are to copy this information into
with the whole
class contributing
their workbooks.
to the learning
and engagement
of the content.
Term 1 Background to HT5-4 Distinguish the Group work - Students are to split into small groups, they are given an A3 sheet that has a map of
Week 2 British specific British the world on it. Great Britain is highlighted and students are to work together to
Lesson 1 colonisation, colonies and their Collaborative highlight on the map countries that were British colonies. The students are to use the
focusing on purpose. learning school laptops to research what countries are/were British colonies and where they
how/why the were on the map.
Term 1 industrial HT5-1 The teacher will Visual learning - The teacher sets out cards that represent specific raw materials, e.g. grains,
Week 2 revolution came HT5-4 create small creative meat, wood, minerals. The class will be using their knowledge from the
Lesson 2 about. Where cards that represent Collaborative previous lesson to piece which of the British colonies these materials have
England got their raw materials, learning come from.
raw materials students will use - Students are to split back into their groups from the previous lesson and
from i.e. specific their knowledge of Group work highlight any countries they missed in the previous lesson along with
colonies the British colonies adding the raw materials that come from the specific country.
providing specific and place where the Inquiry based
goods. raw materials have learning
come from.
Sequenced
learning

Background
knowledge
Term 1 HT5-1 Students are to look Class discussion - Class discussion using the information students have gained in previous lessons to
Week 2 HT5-2 at the growth of the establish why Britain was the first nation to begin the industrial revolution. What
Lesson 3 HT5-4 British Empire factors and forces played a role in this i.e. would the large empire and control over
HT5-9 through its numerous countries have assisted or hindered the revolution process.
HT5-10 colonisation and
Term 1 Students are to HT5-2 discuss as a class Visual - Students are to watch this short video answering questions that the teacher
Week 3 look at primary HT5-3 why the climate was learning/Aural will write on the board
Lesson 1 sources and HT5-6 ready for a learning - https://www.youtube.com/watch?v=eOJGTZh3my4
secondary sources HT5-9 revolution.
Term 1 focusing on the HT5-1 Looking at a range Inquiry based - Students are given a short extract from the following website, along with the
Week 3 population HT5-6 of sources regarding learning ICT extract the students are given the writer of this primary source, the students are to
Lesson 2 movements HT5-9 population conduct their own research about this person including their history, life and how
during the HT5-10 movements during they came to write this primary source.

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industrial the Industrial http://www.markedbyteachers.com/gcse/sociology/primary-sources-and-social-


revolution revolution. change-in-the-industrial-revolution.html

Term 1 HT5-4 Informal quiz Informal - have students compete against each other in a fun, competitive and engaging quiz
Week 3 HT5-9 assessment. assessment based game that will test students knowledge of the industrial revolution thus far.
Lesson 3 - https://create.kahoot.it/#quiz/acddf27f-81df-45ea-9171-ea62813592fa
Quiz

ICT

Term 1 HT5-1 Students will be Empathetic - Teacher will ask students to look at this website and evaluate the information
Week 4 Looking at the HT5-6 evaluating the learning presented. Students will be writing down key points of information into their
Lesson 1 factories and the HT5-9 working conditions workbooks.
working within the factories Visual learning http://firstindustrialrevolution.weebly.com/working-and-living-conditions.html
conditions that during the industrial
these workers revolution. Inquiry based
faced. ICT learning
Term 1 Young children in HT5-6 Students will be Empathetic - The teacher will lead a class discussion regarding what the students think the lives
Week 4 the workforce HT5-9 discussing the lives learning of children during this period were like.
Lesson 2 during this period HT5-10 of children during - the teacher will encourage students to think critically and evaluate if children were
this period. Collaborative well looked after, if they worked in the factories and at what age, what social status.
learning Once this discussion is completed the teacher will provide the following image and
ask students if they still agree with their opinion.
Class discussion http://firstindustrialrevolution.weebly.com/working-and-living-conditions.html

Visual learning
Informal in class HT5-1 Informal in class Informal - Teacher is to write up a short biography on the board
Term 1 writing HT5-2 writing assessment assessment e.g. Tom is a 12-year-old boy, the year is 1783. The students will be required to
Week 4 assessment HT5-6 write 3 diary entries from the young boy’s perspective.
Lesson 3 HT5-9 The teacher will be looking for evidence from the students showing they can
describe the harsh working conditions and lifestyle faced by this young boy during
Students learn to this period.
Term 1 Looking at the HT5-2 evaluate the sources ICT - Students are to visit this website http://www.history.com/topics/industrial-
Week 5 lifestyle changes HT5-4 provided to revolution
Lesson 1 of people whom HT5-6 understand the Student led FLIPPED CLASS LESSON:
moved from HT5-10 specific changes to learning/direction Students are to be split into pairs and using the following website as a starting point
country towns to people’s way of gather information regarding the lives of persons that have moved from the country
cities lives during this to cities during the industrial revolution. Students are to gather as much information
period. as possible.

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Term 1 HT5-1 Sequenced - Following on from the previous lesson, students are to work in their pairs and
Week 5 HT5- 2 learning create a family, this family have moved from a country town to the city, it is students
Lesson 2 HT5-4 task to describe the lives of this specific family, including the living, working and
Student led overall happiness of this family.
teaching/direction
Students will use Students will be asked to present this family to the class.
their background
Term 1 knowledge and HT5-2 Students will learn Aural/Visual Students watch
Week 5 investigate the HT5-4 to investigate and learning. https://www.youtube.com/watch?v=R72-ec3Gic0
Lesson 3 information that a HT5-6 question information a youtube clip discussing the quality of life of people during the period.
secondary source presented in a Secondary source
presents. secondary source. analysis. - Students will answer a series of questions regarding the quality of life of
those during this period and if the video they have watched accurately
Students will look Historical depicts the lifestyles of those during this period.
at key inventors inquiry.
and inventions
during this period
that have helped
Term 1 shape the HT5-2 Discuss the impact Student led Students visit:
Week 6 revolution. HT5-4 that these inventions teaching/direction https://www.thoughtco.com/industrial-revolution-inventors-chart-4059637
Lesson 1 HT5-6 and inventors had on FLIPPED CLASSROOM LESSON
HT5-10 the period Inquiry based This website is a starting point for students to begin their historical inquiry into key
ICT learning inventors and inventions during this period.
There is a list within this website that students can choose an inventor/invention and
Individual gather information on.
research
Students will be informed that there will be a formal in class assessment of a speech
due based on this learning.
Students are encouraged to work on this assessment as homework on top of the
classwork.
Term 1 The class will be HT5-4 Evaluate sources Student led - Students will continue researching their chosen inventor/invention. The
Week 6 preparing for a HT5-6 for their validity teaching/direction students will be required to find a range of sources and information on this
Lesson 2 formal HT5-10 person/topic particularly what is the function, use, how it played a role in
assessment. The
and usefulness Inquiry based the revolution and is the invention still relevant in modern society.
students will regarding ICT learning Students are reminded to continue working on their assessment, some students may
continue information. need to complete this task as homework in order to complete the assessment to a
researching their Individual sufficient standard.
chosen research
inventor/invention
Term 1 Students will be HT5-1 Students will be Formal in class -

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Week 6 asked to present HT5-2 required to present a assessment Assessment due:


Lesson 3 HT5-4 speech The students will be required to present a speech to the class, the students will be
Formal HT5-6 marked on their presentation, their information provided along with the validity of
assessment HT5-9 their sources used.
HT5-10

Term 1 Students will be HT5-2 Students will be Student centred - Students will be given an image as a starting point, the children will need to
Week 7 looking at the HT5-4 learning about learning analyse this image and investigate how this image relates to transport
Lesson 1 short term HT5-6 during the industrial revolution.
impacts that came HT5-10
the changes to Source analysis. - The teacher will write a series of questions on the board regarding the
as a result of the transport that industrial revolution and the beginning image and students will be required
Industrial occurred as a to conduct their own inquiry based research to gather information regarding
Revolution. result of the how the industrial revolution shaped transportation within Britain.
Focusing on Industrial - The children will be working in small groups on their laptops to gather
transport within information.
Britain revolution - The students will be required to present their information to the class and
share what information they have collectively gathered.
- Students will be encouraged to create a discussion based on the information
they have gathered.
- http://www.history.com/topics/industrial-revolution

Term 1 Students will be HT5-4 Students will be Discussion - Teacher will begin a class discussion regarding what students though
Week 7 looking at the HT5-6 learning about communication would be like during this period. How would people communicate,
Lesson 2 short term HT5-9 Inquiry based how would information be shared. If students struggle with this concept remind them
the changes to ICT learning of how crucial printing/ newspapers etc were during this period.
impacts that came
as a result of the communication
Industrial that occurred as Mind mapping Students will then be directed to look at the following website and collate
Revolution. a result of the information.
http://bashwiki.pbworks.com/w/page/9468567/Transportation%20and%20Communication%20in%20the%20Industrial%20Revolution

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Focusing on Industrial The class will create a mind map from the information collected, students will copy
communication revolution
within Britain this into their workbooks.
Term 1 HT5-2 Students will be Mind mapping - The class will work together creating a class discussion about how the landscape
Week 7 HT5-4 learning about has changed as a direct result of the industrial revolution.
Lesson 3 HT5-6 Class discussion - using this information the teacher will draw up a mind map with different section
HT5-9
the changes in Group work from the information the class has discussed.
Students will be landscape that
looking at the - the class will be split into small groups and asked to piece together information
short term have come as a Collaborative regarding the changing landscape from the industrial revolution.
impacts that came result of the learning - the groups will present their findings to the class.
as a result of the industrial
Industrial revolution
Revolution.
Focusing on the
changes in
landscape

Term 1 Students will be HT5-1 Students will learn Student centred FLIPPED CLASSROOM ACTIVITY: Students will be split into groups and
looking at the long
Week 8 HT5-2 to outline changes in learning. given a specific country, the students will be required to research that countries
term impacts that
Lesson 1 came as a result of the HT5-4 transport across the changes in transport and establish if these changes come as a result of the industrial
industrial revolution. HT5-6 globe that come as a Critical thinking revolution.
Focusing on transport HT5-9 result of the The students will be asked to present their findings to the class.
changes across the
industrial revolution Inquiry based
globe
learning ICT
Term 1 HT5-1 Students will learn to Visual/Aural Students are to watch this short clip regarding communication over the
Students will be outline changes in
Week 8 HT5-2 learning centuries and evaluate/discuss how the industrial revolution changed the way
looking at the long communication across the
Lesson 2 term impacts that
HT5-4 globe that come as a we communicate.
came as a result of the HT5-6 result of the industrial Inquiry based Students are to focus mainly how the main form of communication transformed
industrial revolution. HT5-9 revolution. learning. ICT from the use of flags to Morse code.
Focusing on Students are to answer a series of questions regarding the significance to
Communication
changes across the modern society regarding these changes.
Term 1 globe HT5-1 Students will learn to Mind mapping The teacher will lead a class discussion about how the students think the global
Week 8 HT5-2 outline the significance of environment has changed as a result of the industrial revolution.
Students will be the global changing
Lesson 3 HT5-4 landscape and how the
Class discussion The class will create a mind map and be required to think about trade routes,
looking at the long
term results of the HT5-6 industrial revolution alliances etc and how these have been impacted by the industrial revolution.
changing landscape as HT5-9 impacted this over time. collaborative
a result of the learning
industrial revolution. .
Term 1 The positive HT5-1 Identify the positive Research - Students are to split into groups to gather and discuss ideas regarding what positive
Week 9 changes that have HT5-2 changes that have changes have come as a direct result of the revolution

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Lesson 1 come as a direct HT5-6 come as a result of Class discussion - students will present their findings to the class, putting all the information together
result of the the Industrial into a mind map on the board for students to copy down into their work books.
industrial revolution. ICT
Term 1 revolution. HT5-2 Identify negative Research. - Students are to critically think about the ways that the industrial revolution has
Week 9 Students will HT5-4 changes that have negatively impacted the world. Students are encouraged to think about sustainability
Lesson 2 investigate the HT5-6 come as a result of Critical thinking and the impacts on the environment that the industrial revolution have been a direct
negative changes the industrial result on.
that occurred as a revolution Mind mapping The students are able research sources and information if they wish to strengthen
result of the their argument.
revolution. Collaborative -the students will again collate their ideas as a collective class and produce a mind
learning map on the board that students will copy into their workbooks.
Term 1 HT5-2 Students over the Discussion. - Students will be split into two groups of “positive & negative” the students will
Week 9 The students will HT5-4 previous two lessons work in their groups to formulate their supporting arguments as to whether the
Lesson 3 complete a HT5-6 have formulated Collaborative industrial revolution has generated more positives to society or more negatives.
classroom debate ideas and thoughts learning. - students are encouraged to think critically about their own arguments and those of
about the positive regarding the the opposing groups.
and negative positive and Group work
impacts that the negative
industrial implications, they Class debate
revolution has will now work in
contributed to groups to conduct a
within society. critical argument.
Term 1 The connection to HT5-6 Students will learn to use Group work - Have students look at the impact that the Industrial revolution had on
their knowledge of the
Week 10 Australia HT5-9 Australia.
Industrial revolution and
Lesson 1 HT5-10 connect this to their own Historical inquiry - Begin the lesson by asking students where Australia fits into the Industrial
country. Looking at how revolution (students should answer that Australia was colonised during this
Australia contributed and Collaborative period).
was involved in the
revolution.
learning - The next step is split the class into small groups of 3-4 students now have
these students look at specific areas that Australia was involved/contributed
Presentation of to the Industrial revolution. Groups will range from (inventions created in
work Australia, tools/farming during early colonisation of Australia, trade and
export from Australia)
- The students will draw up their ideas onto an A3 piece of paper and present
their information and findings to the rest of the class.
Term 1 Timeline of HT5-2 The students will use the Student centred - Students are to go through their work from this topic and establish if they
information and
Week 10 events HT5-6 knowledge that they have
learning have any questions that have been unanswered or an area that they would like
Lesson 2 developed over the topic to find out more information on. The students are able to research any missing
to generate a timeline of discussion. items of information. If students don’t have any questions they will be asked to
key events. watch the following video and write down the 25 facts about the industrial

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revolution.
https://www.youtube.com/watch?v=WfZv-ePv36I
Term 1 Complete revision HT5-4 Students will ICT Students conclude topic with a Kahoot Quiz to test student’s overall knowledge of
Week 10 Kahoot quizzes HT5-9 complete in the topic and unit. This is an opportunity for the teacher to evaluate students overall
Lesson HT5-10 informal quizzes Informal quiz understanding of the topic.
3 regarding the
industrial revolution Informal https://create.kahoot.it/#public/kahoots?filter=1&tags=industrial%20revolution'
assessment

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[ADAM THOMPSON – 18146035- HISTORY CURRICULUM ] 1

Discussion section
In my unit of work about the Industrial Revolution for the depth study 1 during stage 5 I have used an inquiry based learning approach. The inquiry based
learning approach is defined as a social process involving a mutual exploration of ideas through experiences and language (Cross, 1996). This style of
teaching is one that suits my style of teaching and is one that I have found to be enjoyable for me to teach and one that students become engaged within
and connect to the content and learning involved. My main focus throughout this topic was enabling students to become the drivers of their own learning,
my role as the teacher is to scaffold their learning and also remain there as a mentor and guide for their learning, but ultimately the aim is to encourage
students critical thinking and encourage research/inquiry skills. The core skills that will be focused on as provided through the syllabus would be
Continuity and change as we look at the significance of the Industrial revolution and the global changes that occurred as a result. This would tie into
looking at the cause and effect along with enabling students to develop skills in empathetic understanding and focusing on perspectives.

I began my scaffolding by opening the topic with a class brain storming activity and mind mapping, this was done specifically to understand what students
knew of the topic previously allowing myself to grasp if students held any background knowledge and to build on this, or even if students held any prior
misconceptions or false information on the topic that I could assist them in providing the correct information. I have continued the use of mind mapping
through this topic as it holds a range of benefits along with aligning with my inquiry based teaching strategy. The use of mind maps formulates a class
discussion, that encourages student engagement and contribution along with leading to students uncovering information themselves through collaborative
learning (Balim, 2013). The mind maps also cater to visual learning which enables the teacher to cater to a range of diverse learners. My plan of
scaffolding and sequencing lessons was developed to build students knowledge of the British Empire and colonisation through the first two weeks. This
was done to allow students to understand the way the world was during this period and why the Britain was the starting point for the industrial revolution
to begin. This followed the syllabus requirements and was sequenced and scaffolded to outline the growth and extent of the British Empire.

Following my plan to use Inquiry based learning within this topic my main features of learning involved group research, enabling students to use their
laptops along with class discussions and engaging activities such as a Prezi ICT activity and tasks that involve interactive maps, these tasks enable
students to move away from the standard traditional learning of textbook teaching and move into active learning and allowing children to be the driving
forces of their own learning. By creating an environment where discussions and questions are encouraged students learn to develop critical thinking
strategies along with deeper knowledge and understanding as discussions are considered to be an active learning technique that is student centred (Pollock,
Hamann and Wilson, 2011). According to Blessinger and Carfora (2014) “students learn to gradually take responsibility for their learning and skill
development”. There is some clear limitations to this approach such as students willingness to participate, but if the teacher is able to facilitate an
environment that is accepting and promoting of successful learners the students will feel encouraged to participate in the collaborative learning process.

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By scaffolding the students learning and providing the tools for successful learning the students will have every opportunity to undertake a complete
learning path, as shown in the units weeks 4 and 5 the teacher provides the students with starting points to begin their historical inquiry, these websites or
videos provide students with the necessary starting points to uncover the information required. The students are working in groups or pairs to achieve a
complete collaborative learning approach. This technique is beneficial as these students working together are working towards a common goal, they are
responsible for each others learning as well as their own (laal, Ghodsi, 2012). This group work and collaborative learning is an essential tool for teachers
to use as it leads into peer learning, this peer learning has been found to improve students language and communication skills along with social interaction
between pupils (Lepowska, 2011). This peer learning has been scaffolded into the topics learning as it allows students with different abilities to assist each
other and often students are able to understand information presented more clearer from their peers rather than their teacher or a textbook.

The learning within this topic of work has been scaffolded and sequenced specifically following the units syllabus and outcomes, with the lessons
activities and outcomes being flexible to become fluently changed to suit the diverse needs of all learners. The scaffolded approach through this unit of
work is specifically chosen as it is able to coherently suit all learners, with teachers being able to meet the minimal requirements for some learners, along
with gifted students having the opportunity to explore their research and critical thinking through the teachers support and peer learning assistance. This
topic of work has been sequenced in accordance to the syllabus and students learning requirements, from weeks 1-2 building the students essential
background knowledge of the topic and providing a brief unit outline through the interactive Prezi presentation. Weeks 3-4 involve informal assessment’s
that enable the teacher to evaluate the students learning progress and grasp an understanding of where the students are at with their learning along with
what areas need to be focused on. The topics week 5-6 looked at population movements along with the working conditions within the factories during this
period, the focus during this topic was to look at perspectives and empathetic understanding as required by the content for stage 5 syllabus, this was
achieved through the formal assessment task, requiring students to discuss the life of a child during this period. Weeks 7-8 followed looking at the short
term and long term impacts of the industrial revolution, with the focus during these topics being on sustainability, continuity and change along with cause
and effect. The concluding weeks of 9-10 involved students critical thinking through class discussions and debates surrounding the positive and negative
impacts of the industrial revolution, along with following the syllabus requirements of focusing on how the industrial revolution impacted Australia and
Australia’s involvement within the revolution.

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[ADAM THOMPSON – 18146035- HISTORY CURRICULUM ] 3

Reference list
Balım, A. (2013). The effect of mind-mapping applications on upper primary students’ success and inquiry-learning skills in science and environment education. International Research In
Geographical And Environmental Education, 22(4), 337-352. http://dx.doi.org/10.1080/10382046.2013.826543

Blessinger, P., & Carfora, J. (2014). Inquiry-based learning for the arts, humanities, and social sciences. Bingley, U.K.: Emerald.

Cross, M. (1996). Teaching Primary Science: empowering children for their world. Melbourne: Longman Australia.

Laal, M., & Ghodsi, S. (2012). Benefits of collaborative learning. Procedia - Social And Behavioral Sciences, 31, 486-490. http://dx.doi.org/10.1016/j.sbspro.2011.12.091

Lepowska, D. (2011). Oil or a spanner in the works?: Pedagogy. The Times Educational Supplement Scotland, 26.

Pollock, P., Hamann, K., & Wilson, B. (2011). Learning Through Discussions: Comparing the Benefits of Small-Group and Large-Class Settings. Journal Of Political Science Education, 7(1),
48-64. http://dx.doi.org/10.1080/15512169.2011.539913

Revolution, I. (2017). Industrial Revolution - Facts & Summary - HISTORY.com. HISTORY.com. Retrieved 4 October 2017, from http://www.history.com/topics/industrial-revolution

Coal, Steam, and The Industrial Revolution: Crash Course World History #32. (2017). YouTube. Retrieved 4 October 2017, from https://www.youtube.com/watch?v=zhL5DCizj5c

Why did people migrate during the industrial revolution?. (2017). YouTube. Retrieved 4 October 2017, from https://www.youtube.com/watch?v=eOJGTZh3my4

Primary Sources and Social Change in the industrial revolution - GCSE Sociology - Marked by Teachers.com. (2017). Markedbyteachers.com. Retrieved 4 October 2017, from
http://www.markedbyteachers.com/gcse/sociology/primary-sources-and-social-change-in-the-industrial-revolution.html

Working and Living Conditions. (2017). The Industrial Revolution. Retrieved 1 October 2017, from http://firstindustrialrevolution.weebly.com/working-and-living-conditions.html

The Industrial Revolution - Victorian Cities. (2017). YouTube. Retrieved 1 October 2017, from https://www.youtube.com/watch?v=R72-ec3Gic0

Important Inventions of the Industrial Revolution. (2017). ThoughtCo. Retrieved 1 October 2017, from https://www.thoughtco.com/industrial-revolution-inventors-chart-4059637

Bashwiki / Transportation and Communication in the Industrial Revolution. (2017). Bashwiki.pbworks.com. Retrieved 4 October 2017, from
http://bashwiki.pbworks.com/w/page/9468567/Transportation%20and%20Communication%20in%20the%20Industrial%20Revolution

25 Facts About the Industrial Revolution (Featuring Alternate History Hub). (2017). YouTube. Retrieved 1 October 2017, from https://www.youtube.com/watch?v=WfZv-ePv36I

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Digital artifact
https://prezi.com/p/6quef49istif/

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