Learning Objectives to enable the pupils to:

Learning Outcomes

1. Analyse a range of visual sources to determine impression conveyed of the impact of IR in each one

Discuss in pairs and as a whole class

2. Analyse a range of types of sources to determine impression conveyed of the impact ofIR in each one

Discuss sources in pairs/groups, completion of Venn diagram

Group and whole class discussion

3. Make links between the sources’ content and the viewpoint they convey

Group discussion and completion of table

4. Begin to consider the reliability of a range of sources, orally and in a written format

Group discussion and completion of table

5. Draw conclusion about what the sources say and express an initial opinion of the impact of

the Industrial Revolution

Whole group plenary discussion

Individually record in rough notes own opinion

Resources Checklist

PowerPoint presentation of the source, hard laminated copies of all sources (no. of pupils divided by 3), pupil task sheets, Tables 1 & 2

Phase & Objectives

Teacher Activity

Pupil Activity

1

Meet, greet and seat. Highlight starter and project visual sources on a loop using PowerPoint

Paired discussion of visual sources on the Industrial Revolution

1

Lead whole class feedback and discussion on the visual sources. Help pupils draw general conclusion.

Class discussion; ask and answer questions

2

Distribute and introduce new sets of sources. Organise pupils into groups, set task part (i). Circulate and monitor learning.

Ask and answer questions about the task.

In groups discuss and arrange source cards into 3 piles using Venn diagram sheets complete.

2

Manage brief feedback on Venn diagram exercise. Set main task part (ii)

Discuss range of sources, in groups. Complete first 3 parts of Table 2 in pairs.

4

Introduce question of reliability in relation to the sources. Set and model tasks

Listen, ask and answer questions of task as whole group.

4

Circulate, monitor progress, give help and assistance.

Complete last part of table 2, working in pairs

4

Manage, through questioning, some feedback on reliability task

Answer questions, offer ideas and opinions

5

Lead plenary asking pupils opinion on the key question of the lesson and their own opinion on the impact of the Revolution

Respond, exchanging ideas.

Individually jot down own opinion on the impact of the IR

Learning Objectives to enable the pupils to:

Learning Outcomes

1. Recognise and understand a range of interpretations of the impact of the IR and make suggestions for reasons for differences

Though class discussion of short written interpretations

2. Develop knowledge and understanding of one historian’s interpretation of the impact of the IR, with a focus on child labour

Reading and discussion of interpretation as whole class.

Oral responses to text-based questions, completion of table of text-based questions

3. Understand how one historian has used sources to develop his interpretation

Categorisation of primary and secondary sources, paired discussion, highlighting of the written account.

Making links between the sources used and the arguments presented to support his case, class and paired discussions. completion of worksheet.

4. Make an assessment and evaluation of one historian’s interpretation, checking against subject knowledge and sources

In pairs, highlight gaps in the interpretation using source cards and subject knowledge: sort exercise, discussion and compilation of list or spray diagram; categorise sources into those which support and those which disagree with his case; make spray diagram.

Short written assessment. Whole group discussion

5. Express their own viewpoints of the historian’s account

Resources Checklist

Copies of narrative, one per pupil. Source card packs as in lesson: one pack between two. Include additional sources on children in the Industrial Revolution. Tasksheets, one per pupil.

Phase & Objectives

Teacher Activity

Pupil Activity

.

.

Learning Objectives to enable the pupils to:

Learning Outcomes

1. Recognise and understand an alternative interpretation of the industrial revolution

Listen to and follow an interpretation by a contemporary commentator

2. Begin to speculate reasons for differences

Whole class discussions

3. Draw their own conclusions and develop their own interpretations of the impact of the Industrial Revolution

In groups to devise displays presenting a particular interpretation.

4. Share and discuss their conclusions with the rest of the class.

Peer presentation of displays (it is likely that these will take place in next lesson)

Resources Checklist

Copies of contemporary interpretation, one for each pupil narrative, one per pupil. Source sheets.

Sugar paper. Glue, scissors, pens and markers. PowerPoint equipment if available

Phase & Objectives

Teacher Activity

Pupil Activity

Meet, greet and seat

1.

Introduce focus of the lesson, the new interpretation.

Listen

1.

Read as one narrative Engels’ interpretation to the group

Listen, follow and enjoy

1 & 2

Lead brief discussion of its ideas and of possible reasons for differences between this and earlier account.

Answer questions. Make comments

3

Introduce main lesson activity. Organise pupils into groups for learning. Distribution of materials.

Listen and respond

3

Circulate, monitor and assist

Work in groups on displays which could make use of PowerPoint

4 (if time allows)

Manage peer presentations

Peer presentations with evaluation