COLLEGE OF EDUCATION

School: Carranballac College Point Cook, Jamison Way

Year Group 9P

Date 2
nd
May 2014
Topic
The Making of the Modern World And introduction to the
Industrial Revolution




Learning Intention:
To examine the impact of the Industrial Revolution
on society and the changes it caused

Success Criteria:
Students can chart the societal, political and
technological changes caused by the Industrial
Revolution on Britain.
VELS: Strands, Domain, Foci and Standards



Location / Setting
9P classroom.
First 2 hours on Friday morning





Organisation / Student Groups
Re arrange table in the morning students will be
given individual personalities (pages that tell them
their character) in the morning.
There will be lots of whole class discussion and some
personal research time and writing time.
Classroom management strategy
Use of 5,4,3,2,1 as rally call, walk around the room
during discussion and individual work to check what
they are doing and offer help. Say more
encouragement and positives than negatives. Give
attention to all students and try to involve the
quieter ones more in discussion.
Continue to let class know how much time they have
left when doing individual work.
Key Vocabulary
Unions, Capitalism, social rights, Industry, revolution ,
invention







Materials, Resources and Equipment
Character profiles for each student
Scenario sheets
Students laptops
Students inquiry books
PP
References/Sources


INTRODUCTION
Connecting, Engaging and Modelling Inquiry
MAIN BODY
Guiding Inquiry and Practise
CONCLUSION
Sharing, Explaining and Reviewing Inquiry

Revision take out their inquiry books and spend 5 mins
reading their notes from yesterday. Students who were
absent may read on with the notes of the person next
to them, quietly
(7mins)
Call for students to give definitions of Expansion,
Colonisation and Imperialism (wait for answers)
What country was one of the leading imperial powers in
the world in the 18
th
and 19
th
Centuries
(5mins)

New focus today we will be looking more closely at
Britain in the 18
th
century in an introduction to the
Industrial Revolution put up learning intention and
success criteria and explain.
(5mins)

We are going to play a game to get us thinking like the
people in Britain in 1750 and what their lives were like.
hand out character profiles and give 3 mins reading
time (ask quick readers to begin imagining their life as
that character picture their house, their clothes, their
family, their workplace, their lifestyle.)

Introduce scenarios and have discussion as detailed on
scenario sheet.
Students may protest the scenarios and explain how it
affects their character. They should also suggest
changes and solutions; ie. New city layout and building
designs, moving to the city, sending their children to
work, changing jobs etc.

Finish by asking students to write a paragraph in their
inquiry books about how the industrial revolution
changed the British society in the mid 1700s
(20mins)






Students to put away their books for a mid-lesson
game.
Play line debate students need to divide into two
teams and stand on opposite walls of the room.
Students engage in a debate about the topic people
should live close to where they work
Each team takes a turn to give an argument for or
against. If a student says ummm or pauses for more
than 7 seconds they have to sit down. If a student
makes a really good point they can steal a person
from the other team or form those sitting down. The
winning team is the team with the most people still
standing against their wall after 10 mins.
(15mins)

Back to seats.
Introduce spread sheets of different countries growth
through the years of the industrial revolution. Give an
example of how this could be shown on a chart/graph.
(7mins)

Give students one spread sheet each and have them
make a graph or chart on an A4 piece of paper to
display this information. They have 20 mins to work
on these and they will be displayed around the room
Their chart should include: Heading and sub heading,
their name, chart show examples.
(25mins)

Extention for early finishers: Research on your laptop
and make a list of different machines and inventions
that were created in the industrial revolution.

Students to stick charts/graphs up around the room,
class to walk around the room and read each one.
(10mins)

Students to write three things they have learned about
the industrial revolution in their inquiry books. (10mins)

Pack up and get recess.



















Character Profiles and Scenarios for Game

Its 1750 and you are a wealthy Nobleman (or woman)
You own lots of land out in the countryside and have tenants who rent sections of your land from you and farm them. You also have a political voice you
can vote and people listen to your opinions, you can make decisions and have some rule over the people who live on your land and in the local village.
You have a nice house and can afford the latest fashions, good food and good education for your family.

Its 1750 and you are a poor farmer out in the countryside, you rent a small piece of land from a wealthy nobleman but you dont own the land or the house you
live in. You grow vegetables on the land you rent but in the winter you cant grow anything because no plants will grow in the cold, so in winter you and your
family get wool from sheet, wash it, brush it, spin it into thread and make fabric that you can sell. You have 7 children who have to help you around the farm
and dont get to go to school. Your life is hard and you struggle to feed your big family, you dont know what to do with all your children in the future.

Its 1750 and you are a Merchant
You dont own any land or have any position (noble/royal)
You have been sailing on the seas to Africa and Asia, you have just returned home to England with a ship full of luxurious fabrics (silk) and delicious spices,
you sell all of these and make lots of money, but you still dont own anything in England and you dont have respect or power from the ruling and noble class.

Its 1750 and you are a Politician
You came from a good family and were well educated. You want to see England thrive and are open to new and exciting ideas for England. You have the
power to suggest new laws and approve changes to the government. You dont own a lot of land, but you have a comfortable house in the city.

Its 1750 and you are a commander in the army
Its your job to protect England and you are looking out for new inventions that could help to do that. You have a budget from the Government and are willing
to spend some of it on new inventions to aid the soldiers. You also train up young men for the army. You are not very rich yourself, but you are respected and
have enough money to live comfortably.

Its 1750 and you are a builder
You have to work very hard, but you dont get paid that much. You are glad of the work you do get though because it means you are able to keep your family in
a small house and you have enough money to feed them. You are always looking out for more building jobs.

Its 1750 and you are a working class man/women
You have a job making books, in a country town (away from the city). You work on a printing press machine that needs two people per machine. You dont get
paid much, but you need your job because its the only way you can feed and support your big family.

Its 1750 and you are a convicted criminal,
You have recently finished your time in jail and have been released, but no one will give you a job because your ID tells them that you are a criminal, so they
dont trust you. You have been trying to find a job in the countryside; you are desperate and will do any work. You are homeless and hungry and only have the
clothes on your back to keep you warm.

Its 1750 and you are a school teacher,
Its your job to teach children the skills they need to survive and get jobs in the future. You have to teach them what is relevant to their futures. You get paid
enough to survive and are a respected member of society.

Its 1750 and you are a the owner of a Coal Mine,
You own the coal mine and employ other people to work in it, the amount of money you make depends on the demand for coal (how much coal people want to
buy) If there is a high demand, you can charge them more for your coal, but when there is a low demand (not many people need coal) you have to sell it for less
money so that you can still survive. You also need to employ more men to work in your mine when there is a high demand for your coal.

Its 1750 and you are an architect,
You are well educated and respected by the people. Its your job to design the best houses to meet the needs of the people. You need to be noticing where
people are living and where they are moving to and design houses for them that are practical, that they can afford, that can be built quickly (if needed)
Scenario 1)
I have invented a new machine that can weave fabric much quicker than by hand, I have set up a factory with several of these machines in the city. It needs one
person to operate each machine, but can weave fabric in the speed that 5 people could do it by hand. The farmers who have been making fabric in the winter
can no longer compete with the new machinery. Because fabric is easier and quicker to produce, it means that it is cheaper for people to buy.
What does this mean for people clothes and fashion?
What are you going to do farmers?
Politicians, do you need to make any new laws, or change laws because of this?
How does this affect the wealthy noblemen who leased their land to the farmers?

Scenario 2)
I have invented a new printing press, for printing books, and I have set several of them up in a factory in the city. Each machine can do the job of two
traditional book makers, but I still need some people to come and work in my factory and run the machines.
Book makers, what are you going to do?
Architect, what do all these changes mean to the housing needs in the city?
Builders, what does this mean for you?
Teachers, what sorts of things do you need to teach your students to prepare them for their future?

Scenario 3)
I have developed Railways, the trains operate on coal and need a lot to run, we need lots of labours to build the railways.
Who is affected by this? In what way?
What are other benefits of the railways? (able to transport large quantities of stock all around the country)

Scenario 4)
I have developed a prototype for a new weapon that can shoot sharp objects at fast speeds?
What are the benefits of this new invention?
What are the negatives of it?
Who will fund the production of this?
What is the most productive way of mass producing something with many parts? (production line)
Who will come and work on our production line?
What does this mean for housing/building?
What does this mean for the Noblemen? (Selling off land)
What does this mean for the Merchants? (buying land new kind of class system)