Presentation on theme: "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."— Presentation transcript:
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 1 st 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 History Objectives 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 Bills 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, its not fair I always get the blame because my brother got into trouble when he was at school. Background Information Jeff is Bills best friend Lisa does not know any of the boys as she is new to the school Julie is Johns 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 Task To investigate the different pieces of evidence you have been given To decide who is the most reliable and why you think they are reliable or not To 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. Introduction Yesterday 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 evidence I believe ________ started the fight I have come to this conclusion because……. Remember good History includes 1)Clear Introduction related to the question 2) Specific Causes/Reasons given 3) Evidence in support of the causes/reasons given 4) More than one point of view is given 5) Clear links between causes and reasons are given 6) Structured into clear paragraphs 7) Relevant use of historical terms 8) Accurate Punctuation/Spelling/Grammar 9) 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 1 st Topic 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?
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 Making Objectives 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 Reflection Look 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 BecauseBad decisions Because Best Decision wasWorst decision was 2nd best decision Was 2 nd worst decision was 3 rd best decision was 3 rd 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. Id been at the mill since six in the morning and was dog tired. The gas lights had been lit in the mill but they didnt 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.
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