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.

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.