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Title: What happened in the Victorian era?Date: _____________
Learning Objectives: To understand the context
of the Victorian era To understand the key
events of the era Learning Outcomes: To create a timeline
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Using the cards to help you findOne example of transport
one example of communicationone example of hygiene
one example of leisure time
Title- An introduction to the Victorians
Using the cards to help you decide and answer in your books
Which event is the most interesting? Give a reason for your choice
Which event is the most important ? Give a reason for your choice
Title- An introduction to the Victorians
Task: Create a timeline of events from 1837 – 1901 using the cards to help you
1801
1901
1811
1821
1831
1841
1851
1861
1871
1881
1891
Draw the line using a pencil and add on the scale of every ten years
Decide on the most important event in each ten year block and add it to your time line
Title: What was life like in 1890?Date: _____________
Learning Objectives: To investigate life in
the 1890’s To develop our source
skills To be able to give an
overview of the topic Learning Outcomes:
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The Victorians
What do you know about the Victorians?
The Victorian
s
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Write down a sentence describing what you can see in this picture
What does this suggest about life in the 1890’s?
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What was life like in the 1890’s?
Using the photographs and other information sources fill in the table answering the question ‘What was life like in the 1890’s?’
The information will fall under four categories:
•Public Health
•Technology
•General Life
•Women’s Role
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What was life like in 1890’s Britain?
Women’s Role Public Health
General LifeTechnology
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Imagine you are one of the people in this image
– you can even select one to be! Answer the
following questions as if you were there!
What can you see?
What can you hear?
What can you smell?
How do you feel?
Number 20
In one of the rooms lives Burton and his wife. He was 60 years of age. They had not a chair to sit on, and the room was swarming in vermin.
Number 4
On the third floor in two small rooms lived a family with two children.
Extracts from a report by Charles Booth on slum housingwww.historytl.com
Explain what life was like in 1890’s Britain?
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Success Criteria:• Give 3 things you have
learnt in your answer • Offer evidence in
support• Aim to write 1/3 – 1/2 of
a page• Refer to, and use, the
History Literacy objectives
• Use the writing frame to guide you
Use the writing frame below to guide you:
One thing I have learnt about life in Britain in 1890 is …
I have evidence to support this …
A second thing I have learnt about life in Britain in 1890 is …
I have evidence to support this …
Another thing I have learnt about life in Britain in 1890 is …
I have evidence to support this …
Trade and Industry 1750 -1900
What was trade and industry 1750-1900?
Learning Objectives
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?
Old Woman working
Children/girls help out in home
Spinning cotton
Women are working in the home
Fire place - cooking
Living and working in the same place
Advantages of working at home Disadvantages of working at home
• Choose your own hours• No early start • Watch TV (now!) • No strict rules• No dress code • Long lunch hours• Take a break whenever• Cant get fired???•
• Less hours = less profit • Bored of being at home (cabin
fever)• We know where you live oooo • You might be working for a
company from home• Still lose business • You can be interrupted
Domestic System Factory
Can we find any differences between Industry then and Industry now?
Differences between Industry now and then:• Machinery is more developed now• There are not attacks on inventors houses when we don’t
like new machinery• More organised now• Wages are higher• Better working environment • Less manual labour now• More fairness and equality amongst the workforce • As Industry grew so did the level of polution
Advantages of working in a factory
Disadvantages of working in a factory
• Better equipment • Social life • Better pay? • Longer hours – payment• Set pay – you know where
your money is coming from • children's role is different
• Longer hours – harder/unfair
• Machines have a bigger hazard
• Children worked in factories too
Complete the sentences in your books:
I would rather work at home because ………..
I would rather work in a factory because ……
Overall I think I would ………. because
The Cotton Industry
Our example of Industry is THE COTTON INDUSTRY
We are going to try to run our own Cotton Mill.
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
What do we already know about Cotton
Mills?
Get into groups of 4
You need to consider the following when choosing your group:• You may need to have a mixture of boys and girls • You may need someone who is good at Maths • You may need someone who can act as a scribe• You may need someone who is good at making decisions
• You have 2 minutes to get in a group, find a table and come and get sheets from me at the front!
Team Names!!!
Year Decision Taken/Equipment bought Income Expenditure Balance
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
The Cotton Kings
The Year is 1773
• You represent a partnership of people who intend moving into the cotton industry
• Your objective is to make as much money as possible from the cotton trade
• Your starting capital is £9000; enter this on your accounts sheet in the income column
1773
• You must decide where to site your mill• Look at the options available on your map• Costs vary !
• B = £7000• A, C, D, F = £5000
E, G, H = £4000• J, K, I = £4500
• Select your site and mark it on your company sheet• Write down the cost in your expenditure column
Year Decision Taken/Equipment bought Income Expenditure Balance
1773
• Select your power source from the choice of MUSCLE or WATER
• Sites A E and B must use MUSCLE power• Other sites can build a water wheel costing
£1000• Write down your decision• Calculate your balance at the end of 1773
Year Decision Taken/Equipment bought Income Expenditure Balance
1774
• Your mill is built and ready to operate
• What spinning machines will you purchase ?
• Hargreaves` Spinning Jenny costs £1000
• Arkwright`s Patent Water Frame costs £1500
• Make your decision !
Year Decision Taken/Equipment bought Income Expenditure Balance
1774 Results
• Spinning Jenny had no patent, so begin producing cotton immediately
• Income : • Muscle powered mills (A, B and E) = £500• Water powered mills (C, D & H) = £1000• Other mills (F, G, I, J & K) = £1500
• Water Frame – Arkwright will sue anyone using his machine, therefore pay him £1000 !
• Income : • Mill with no water wheel = GO BANKRUPT• Mills C, D and H = £1500• Mills F, G, I, J & K = £2000• Calculate your balance at the end of 1774
1775
• Some millowners have begun a campaign to have Arkwright`s patent declared illegal, because the Water Frame was not really his idea.
• They need a contribution of £500 !• If at least 2 millowners pay this sum the patent will
be declared illegal.• All Water Frame users will benefit, otherwise all
owners must pay the £1000 fee again
Results 1775
• Income – Mills A, B = £500– Mills C, D and H = £1000– All other mills = £1500
PLUS• £500 if your Spinning Jenny is water powered• £1000 if you are using the Water Frame• Calculate your balance at the end of 1775
1776
• If you have not yet bought a water wheel you may now purchase one for £1200, (except mills A,B )
• Arkwright`s patent has been removed• You may also purchase a Water Frame for
£1200
Results 1776
• Income– Mills A, B = £500– Mills C, D and H = £1000– All other mills = £1500
• PLUS• £500 if your Spinning Jenny is water powered• £1000 if you are using Water Frames• Calculate your balance at the end of 1776
1777
• Cotton Spinning has been badly disrupted by the weaving trade
• Weaving is still done at home in weavers` cottages
• Weavers cannot keep up with the supply of machine-spun cotton from factories like yours
Results 1777
• No Profits !• Calculate your balance
at the end of 1777
1778
• A turnpike road is planned from C via G and H to F (see map)
• You are asked to invest £500 to build it
• 2 groups must make this investment for the road to be built
Results 1778
• Income– Mills A, B = £400– Mills C, D and H = £1000– All other mills = £1500
• PLUS• Mills G and H receive £1000 if the turnpike was built
• PLUS• £500 if your mill is equipped with a Water Frame• Calculate your balance at the end of 1778
1779
• Another sudden slump !• You must either :
– (a) Sack workers to save money– (b) Keep them on “short time” at a cost of £500 to
yourself• Make your decision
Results 1779
• Decision A : your workers riot – deduct £800• Decision B : deduct the £500 costs• Calculate your balance at the end of 1779
1780• Samuel Crompton has invented the Spinning Mule which is
superior to the Water Frame.• You can equip your mill for £2000 providing it has water
power. If you ask Crompton`s permission it will cost you £3000.
• If you have not got enough money, you may borrow it from the bank; you must pay an extra 10% to cover the interest charges.
• Any mill still operating on muscle power may now rebuild at a water-powered site using Mules authorised by Crompton for £4500; use your map to identify a new site.
Results 1780
• Crompton has failed to patent his invention; if you have already paid him – bad luck !
• Income :- – Mills C and D = £500– Mills H and I = £1000– Mills G, J, K and F = £2000
PLUS• £1000 if you are using Water Frames• £2000 if you are using Spinning Mules• £500 for mills G and H if the turnpike was built• Calculate your balance at the end of 1780
1781
• The use of machines is providing a steady profit.
Results 1781
• Income :-– Mills C and D = £500– Mills H and I = £1000– Mills G, J, K and F = £2000
PLUS• £1000 if you are using Water Frames• £2000 if you are using Spinning Mules• £500 for mills G and H if the turnpike was built• Calculate your balance for 1781
1782
• Spinners are angry because machines are cutting jobs
• They attack all the mills, except mill I which is in a remote position
• They wreck any mill and smash up the machines as the forces of law and order are so inadequate
Results 1782
• Cost of rebuilding your mill :-– Mills C, D and F = £6500– Mills G and H = £5500– Mills J, K = £6000
Income:-• Mill I = £1000
• NB ! This is becoming an uneconomic site as the water supply is not powerful enough for modern machinery.
• Calculate your balance at the end of 1782
1783
• How many hours do your workers work ?– a) 8 hours– b) 10 hours– c) 12 hours– Write down your
answer on your information sheet.
Results 1783
• 8 and 12 hours fit into 24; 10 hour days are difficult to administer
• Income :-• Mills C and D = £500• Mills H and I = £1000• Mills G, J, K and F = £2000
PLUS• £500 if you are using Water Frames• £1000 if you are using Spinning Mules• £1000 for mills G and H if the turnpike is built• £500 if you chose 12 hours
1784
• You must buy Spinning Mules or face closing down!
• These will cost you £2500• You may borrow money from the bank, but
add on 10% to cover interest charges
Results 1784
• Income :-– Mills C, D and I = £500– Mill H = £1000– Mills F,G, J and K = £2000
PLUS• £500 to mills G and H if the turnpike is built• £500 if you are using the 12 hour day• Calculate your balance at the end of 1784
1785
• You hear rumours about an invention to allow spinning by STEAM power
BUT• The cotton trade is
depressed
Results 1785
• No profits for anybody• Low rainfall affects
spinning at mills C and I; they lose £1000 each
• Calculate your balance at the end of 1785
1786
• Boulton and Watt (of Birmingham) have produced a steam spinning machine
• You can equip your factory for £6000• A local firm offers to produce a similar
machine for £4000
• You must decide :-– Do you want to buy ?– Who from ?– Do you need to borrow money ? (remember to
add on 10% interest)• Make your decision and write it down
Results 1786
• Boulton and Watt engines are good and cheap to run
• They have employed strict patent lawyers; they sue anyone who has bought locally produced copies
• If you bought the local engines then you must pay Boulton and Watt £10,000; you will have to make do with engines that are less efficient
• Calculate your balance at the end of 1776
1787
• Income :-• Mills C, D and I = £500• Mill H = £1000• Mills G, J, K and F = £2000• PLUS• £500 for mills G and H if the turnpike was built• £500 if you chose the 12 hour day• £2000 if you use the Boulton & Watt engine• £1000 if you use the local copies
1788
• Turnpikes are proving inadequate for the industrial age• A company is planning to build a canal from mills B–D-H-K-to
mill F costing £8000• A second canal is planned from mill A to C costing £4000
• You must decide whether to invest; no money, no canal
• You can decide to invest part of the cost, but enough shareholders will be needed to complete the project
• Make your decision
Results 1788
• Income :-– Mills C, D and I = £500– Mill H = £1000– Mills G, J, K and F = £2000
PLUS• £2000 if you use Boulton & Watt engines• £1000 if you use the local copies• £2000 if you are on a canal route• £500 if you chose 12 hours
1789
• A poor year for profits• Income :-
– Half of what you made last year; write it down
• You are offered some pauper children as “apprentices” who are about 8 years old
• Will you take them ? Make your decision now
Results 1789
• If you decided “YES”; sack some of your older workers and gain £200
• If you decided “NO”; your competitors have gained an advantage so lose £200
• Calculate your balance at the end of 1789
1790
• There is a shortage of raw cotton from the USA
• No profits this year !• Calculate your balance
at the end of 1790
1791
• Income :-– Mills C, D and I = £500– Mill H = £1000– Mills G, J, K and F = £2000
PLUS• 10% profit on canal shares
PLUS• £2000 if you use Boulton & Watt engines• £1000 if you use the local copies• £1000 if you are on a canal route• £200 if you are using pauper apprentices• Calculate your balance
1792
• Another raw cotton shortage• Result :-
– 10% profit on canal shares only !• Calculate your balance at the end of 1792
1793
• Site E is in the middle of a developing coalfield
• A new mill can be built there for £9000, to include Boulton & Watt engines
• You can borrow the money at 10% interest
• Make your decision
Results 1793• Income :-• Mill D = £1500, (+ £1000 if you are using steam power as you
are near a coal field)• Mill C = £1000, (+ £1000 if you are using steam power)• Mill I = £500• Mill H = £1000• Mills G, J, K & F = £2000
PLUS• £500 for using the 12 hour day• £1000 if you are on a canal route• £2000 if you use Boulton & Watt engines• £1000 if you use other steam engines• Calculate your balance at the end of 1793
1794
• War has broken out in Europe !
• Exports are badly disrupted
Results 1794
• Income :-– No profits except for a 10% return on canal
shares !• Calculate your balance at the end of 1794
1795
• The supply of raw cotton from the USA has been improved by the invention of Whitney`s Gin in 1793
• This helps restore trade
Results 1795
• Income :-• Mill D = £1500 + £1000 if using steam power• Mill C = £1000 + £1000 if using steam power• Mill I = £500• Mill H = £1000• Mills G, J, K & F = £2000• Mill E = £3000
PLUS• £500 for using the 12 hour day• £1000 if you are on a canal route• £2000 if you use Boulton & Watt engines• £1000 if you use other steam engines
1796
No profits this year !
1797
Continuing problems in Europe mean that only the best firms can make profits
Results 1797
• Income :-• Mill E with Boulton & Watt engines = £3000• Mill K on water power only = £1000• Calculate your balance at the end of 1797
1798-1799
• Trade remains difficult during these years• Income :-
– No profits for anyone during these years !• Calculate your balance at the end of 1799
1800
• Boulton & Watt`s patent has expired; good steam engines are now available more cheaply
• You may build a new steam mill on any site for £8000, except for Site E which is in demand & so costs £10,000
• You may also re-equip any mill with Boulton & Watt engines for £3000
• Make your decisions & write them down
Results 1800• Income :-• Mill E, if steam-powered = £2500• Mills C & D, if steam-powered = £1500• Mill H = £1000• Mills G, J, K & F • Water powered = £1000• Steam-powered = £500• Mills A & B, if steam-powered = £500
• Mill I, if water powered = £500• Mill I, if steam-powered = £000
PLUS• £500 if you use the 12 hour day• £1000 if you are on a canal route• £2000 if you use steam engines; except at Site I• 10% on canal shares
1801
• Pauper children are available again
• Will you take some ?• Make your decision,
YES or NO
Results 1801• Income :• Mill E, if steam powered = £2500• Mills C & D, if steam powered = £1500• Mill H = £1000• Mills G, J, K & F, if water-powered = £1000• If steam powered = £500• Mills A & B, if steam powered = £500
• Mill I, if water powered = £500• If steam powered = £0
PLUS• £500 if you use the 12 hour day• £1000 if you are on a canal route• £2000 if you use steam engines (except Mill I)• 10% return on canal shares• £200 for using paupers
1802
• The Health and Morals of Apprentices Act is passed
• This is to prevent mill owners exploiting little orphan children
• Will you obey this law, decide YES or NO
Results 1802
• If you agreed to obey this Act, then lose £1000, because no-one else has !
• Note this down in your expenditure column
Results 1802• Income :-• Mill E, if steam powered = £2500• Mills C & D, if steam powered = £1500• Mill H = £1000• Mills G, J, K & F, if water powered = £1000• If steam powered = £500• Mills A & B, if steam powered = £500
• Mill I, if water powered = £500• If steam powered = £0
PLUS• £500 if you use the 12 hour day• £1000 if you are on a canal route• £2000 if you use steam engines (except at Mill I)• A 10% return on canal shares
1803
You have died !
The End
• Calculate your final score by adding together all your cash
PLUS• The value of each mill that you own; £8000 for each
steam powered mill & £4000 for each water powered mill.
• Don`t forget to pay back any bank loans, including the 10% interest
• Write the final amount on your company sheet
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
Answer the following questions – make sure you answer fully as this may be important for your assessment:
1. What was it like to work in a Cotton Factory? What were conditions like? (remember decisions you made as an employer)
2. What was important to consider when trying to run a successful Cotton Factory?
3. What effected your profits?4. What machinery do you think was important and why?5. Were there any significant changes?
In your answers try to consider – names, key dates, decisions and CHANGE that your teams worked
through as factory owners.
Look back at your last assessment and the
advice you were given on how to improve.
Look at the levels and how to achieve them.
Complete your assessment to the best of
your ability following advice given on how to
improve.
Say what level you think you essay is and why
Stick in the assessment feedback form to be used
by your teacher for marking.
Title: What was it like to work in the cotton mills?Date: _______________________
Learning 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
What was it like to work in a Cotton
Mill?
Robert Blincoe
• Born in 1792 Robert Blincoe was abandoned aged 4 and sent to St Pancras workhouse in London.
• Aged 7, he was sent to work in the Cotton Industry.
• As an adult he was interviewed by a journalist who found his stories so fascinating that he wrote his biography. It was eventually published in instalments in a paper allowing many people to learn about life for a child in the Cotton Industry.
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’
What can we learn from this source?
Where did the accident take place?
What might have caused the accident?
How do we know that this has happened before?
Using three different colours – highlight or underline the information that answers these 3 questions.
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?
Title: Why did the boys run?Date: _________________
Learning Objectives
To investigate further the conditions in the mills To investigate evidence To come to a conclusion based on the question
Victorian EnglandThe Industrial Revolution broughtgreat changes to Britain. Peoplebegan to move to towns to work in he great factories that were beingbuilt. Products and materials werebeing produced by machinery atgreater speed and in greateramounts to meet the demands of agrowing population. This led to greatchanges for workers.
What does this picture tell you about
what it was like to work in a factory?
http://www.bbc.co.uk/learningzone/clips/children-working-in-textile-mills/147.html
Why did the boys run?
• Use the cards to try help you answer the question.
Why did the boys run?
Who was responsible for making the boys run?
• Use the cards to try help you answer the question.
Who was responsible for making the boys
run?
Complete
I think the boys ran away because………….
I think the person/people responsible for making them run was………..because……………………..
Factory Life
How would you have felt working in a cotton mill?
What was it like to work in the cotton mills?Title: Read all about it!
Date: ____________
Learning Objectives
To investigate further the conditions in the mills To investigate evidence To come to a conclusion based on the question
Using sources to gain information
“You cannot take food out of a basket or
handkerchief because it gets covered in
dust. The children are frequently sick
because of the dust and dirt they eat with
their meal”
An interview with a mill owner Joseph Haberjam in 1832
Answer the following questions using only the source:1. What is the source?
2. Where does the source come from?
3. What does it tell you about conditions in the factories?
4. What do you already know about this?
Using the sources …
Read the source sheet carefully and consider what each source tells you about:• The jobs children did• Accidents which often happened• Punishments children faced• The food children were given• The hours children worked
Your Task
As a Newspaper reporter it is going to be your job to investigate claims that the factories are using child workers. You need to write a newspaper article on:
This will need to include:• An eye-catching headline • Information about the conditions in the mills • An interview a Factory Owner
To do:• Use a full page of your exercise book • Set it out like an article• Focus on the writing! Use interesting and ambitious vocabulary
You can use the following to help you:• Your notes from Robert Blincoe and Why did the boys run?• You cotton Kings assessment and notes• The source sheets available this lesson
What was it like to work in the cotton mills?
Title: Will you change it?Date: __________
Learning 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
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?
Title: Will you change it?Date: __________
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?
What was it like to work in the cotton mills?
Title: Will you change it?Date: __________
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?
What was it like to work in the cotton mills?
Title: Will you change it?Date: __________
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.
What was it like to work in the cotton mills?
Title: How will you vote?Date: __________
Learning 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
Preparation – you have 5 minutes to complete the following:
1. List 5 conditions in the mills 2. Give two reasons why people would want to
change this3. Give two reasons why people wouldn’t want to
change this 4. Why might a mill owner not want to change this?5. What was your last level? What do you need to
do to improve this?
Title: What was life like for working class Victorians?Date: _________________Learning Objectives: To find out about the
working day of young Victorians.
To compare this to our own day.
Learning Outcomes: To be able to describe
the main differences between your lives and those of children 200 years ago.
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What was life like for working class Victorians?
What can I learn from this source?
What do I know already that helps explain this source?
What else do I need to know to explain this source?
What other questions do I want to ask?
What was life like for working class Victorians?
• List the jobs people of YOUR age can do...
• What jobs can YOU do when you are 16?
• Are there any restrictions on the type of work or length of time you work?
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What was life like for working class Victorians?
A Working DayUsing the worksheet, investigate the working day of someone your age
in the Victorian period and compare this your average working day.
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Get Up
Start Work
Stop Work
Go to bed
Dinner
Breakfast
Work
Sleep
Travel, Meals and spare time
Draw your own diagram next to
this which
shows a typical day in
your life
Answer the following questions in full sentences:
• List 3 differences between your usual day and a Victorians day
• Are there any similarities? Try to explain them
• Who has more spare time? How much?
• Which day would you rather have? Explain your choice with examples
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Strongly agree Agree Disagree
Strongly Disagree
Stand along the opinion line in the classroom – be ready to explain your choice of position
Victorian children had a better day as they had no school.
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I am better off as a child, compared to Victorian children.
Title: Were the Victorian poor deserving or undeserving of help?Date: _________________
Learning Objectives: To answer the key
question To research the topic
using ICT skillsLearning Outcomes: To continue to develop
our source skills
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Sources
Does the author have a generally positive or negative view of the poor?
Do they show sympathy?
Who or what do they blame for poverty?
Do they think the government should help the poor?
A
B
C
D
Part 1: Attitudes to the poor
Part 2: Deserving or undeserving?
‘Deserving’ descriptions ‘Undeserving’ descriptions
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http://www.experiencewoodhorn.com/part-1-attitudes-towards-the-poor/
Were the Victorian poor deserving or undeserving of help?
Part 3: The petitions
Sources What basic information can you extract from these petitions? Who wrote them, and when?
Where did they live? What did they do
Why did these people seek help?
E
F
G
H
I
Come to your own conclusion! ‘Were the Victorian poor deserving or undeserving?’ Explain why
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_______________________________________________________________________________________________www.historytl.com
Were the Victorian poor deserving or undeserving of help?
Strongly agree Agree Disagree
Strongly Disagree
Stand along the opinion line in the classroom – be ready to explain your choice of position
The Victorian poor were deserving.
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The Victorian poor were undeserving.
Title: What was it like to work down a coal mine?Date: _____________
Learning Objectives: To identify the risks
associated with jobs in a coal mine
To empathise with children in a coal mine
To consider the causes and effects of children working in coal mines
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Using the pictures on your desks what can we learn about children working in the coal mines and the kind of work they do?
Can we think of any risks?
Each table has also been given 1 written account of lifedown the mines.
On the sheets and in your books answer the following questions:
Answer the following questions using your source:a) What were the conditions like for these children?b) What exactly was their job – what did they do?c) What were the dangers doing this job?d) In your opinion, what was the worst thing about this
job?
You have 10 minutes to complete this and be ready to feedback to the rest of the class
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Multi-Flow Map!
Cause and Effect: The major function is to show causes- which can be sorted by root , immediate, proximal or long term causes- and their effects in relation to a major event; can be indefinitely expanded to include multiple cases.
Main Event
A child goes to work down the
mine
Root Cause
Root CauseCauses
Effect
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HomeworkWrite a diary entry imagining you were
working down a Victorian mine
Your diary entry needs to include:• How old you are • Why you have to work in the coal mine• What the conditions are like • What you think about your job
Dear Diary, today I went back down the coal mine …The reason I have to work in the mines is …Working here makes me feel … I don’t like working in the coal mine because …
You should aim to
write no less than ¾
of a side
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Title: What other work did children do?Date: ______________________
Learning Objectives: To identify the risks
associated with jobs for a child
To empathise with children in the workplace
Learning Outcomes:
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What can we learn from this image?
What was his job?
What were conditions like?
Does it tell us anything about how children were treated?
Do you find this shocking?
The Mule Scavengera) What were the conditions like for these
children?b) What exactly was their job – what did
they do?c) What were the dangers doing this job?d) In your opinion, what was the worst thing
about this job?
http://www.youtube.com/watch?v=wHCEODLZa9M
The Piecer• J R Clynes became a piecer in Oldham in 1879.
When I achieved the manly age of ten I obtained half-time employment at Dowry Mill as a "little piecer." My hours were from six in the morning each day to noon; then a brief time off for dinner; then on to school for the afternoons; and I was to receive half a crown a week in return.
The noise was what impressed me most. Clatter, rattle, bang, the swish of thrusting levers and the crowding of hundreds of men, women and children at their work. Long rows of huge spinning-frames, with thousands of whirling spindles, slid forward several feet, paused and then slid smoothly back again, continuing the process unceasingly hour after hour while cotton became yarn and yarn changed to weaving material.
Often the threads on the spindles broke as they were stretched and twisted and spun. These broken ends had to be instantly repaired; the piecer ran forward and joined them swiftly, with a deft touch that is an art of its own.
I remember no golden summers, no triumphs at games and sports, no tramps through dark woods or over shadow-racing hills. Only meals at which there never seemed to be enough food, dreary journeys through smoke-fouled streets, in mornings when I nodded with tiredness and in evenings when my legs trembled under me from exhaustion.
In one colour highlight what the conditions like for these children?In another colour highlight what exactly was their job – what did they do?In another colour highlight what the dangers doing this job?
In your books answer the question:
In your opinion, what was the worst thing about this job?
What other work did children do?
Which do you think was the worst job – a Piecer or a Scavenger? Explain your reasons.
I think that the worst job would be __________________I think this is the worst job because _________________Another reason this is the worst is ___________________A final reason it was the worst is ____________________
Title: What other jobs did Victorian children do?Date: __________________
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Go to
http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/
and select Children
at work
Learning Objectives:• To know more about
the jobs Victorian children did
• To identify how literature can help us learn about the time
Learning Outcomes:• To produce a piece of
writing about the time
Children at WorkWe have already studied the jobs children in Victorian times had in the coal mines (Trappers and Hurriers) but now we need to know what else they were expected to
do. You will be using the internet to answer some questions about the lives of Victorian Children:
What were the main differences between rich and poor children in Victorian England?
How did the Industrial Revolution affect children?
How old were children when they went to work?
What kind of jobs could children do in the home?
Other than coal mining, name 4 jobs children could do:
Choose one of these Victorian jobs. Which you would rather have been and why?
Housemaid Chimney sweep Coal miner Ploughman Train driver Flower-seller
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HomeworkNow you know about life for a Victorian child you are going to write a short story where you pretend to be a Victorian child. The story only needs to be a side to 2
sides of your book and you should use the plan below to help you:Character Name:
Age:
Family Life
Job
What emotions are you going to show in the story?
What is going to happen in your story? The main event?
Some examples of how you can start are:Today is my birthday and this means I must start to work and help my family…I have woken up this morning in terrible pain and can barely remember what
happened yesterday to cause it…I watch the rich children going to school while I ...
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