Year 9 History - Terms 3 & 4 Overview - PDF

YEAR 9 History with Ms Rachel Crook TERMS 3 & 4 “Those who cannot remember the past are condemned to repeat it.” TERM 3 AND 4 STRUCTURE Assessment Schedule  Class Rules Come to class on time, in uniform, then sit down (no seating plan… yet). Hard copy...

YEAR 9 History with Ms Rachel Crook TERMS 3 & 4 “Those who cannot remember the past are condemned to repeat it.” TERM 3 AND 4 STRUCTURE Assessment Schedule  Class Rules Come to class on time, in uniform, then sit down (no seating plan… yet). Hard copy of the textbook must be brought to each lesson. Exercise book must be brought to each lesson. Pencil case with pens, glue, scissors must be brought to each lesson. Homework due next lesson. Failure to complete work repeatedly will result in parent contact. Will be recorded on SB. Listen to each other respectfully. Do your best. Hand up if you have a question or answer. Textbook we will be using Title Page: Overview of the Modern World  What is ‘Industrial Revolution’? What do they think the ‘industrial revolution’ is then? What do you think the ‘industrial revolution’ is? When do you think it occurred? In which continents?  Page 1 OV 1.1.1 Introduction History is often divided into the study of the ancient and the modern. Historians consider that the modern world (also currently known as the ‘industrial world’) developed from the 1750s onwards. The Industrial Revolution transformed the lives of ordinary people as factories and new machinery created huge industrial cities. People moved from country villages and farms to find work in factory towns and mines.  Understanding pre-industrial Life Pre-industrial society was very static – child labour, dirty living conditions, and long working hours. Before the Industrial Revolution it was very hard to keep in touch with people in other parts of the country. News was spread by travellers or through messengers and goods were distributed largely within the locality in which they were produced. 0.1 THE INDUSTRIAL REVOLUTION Industrial Revolution is a period driven by the development of steam power where new methods of transport and production changed the way people worked and lived. The Industrial Revolution was a period of profound change from the 1750s to the early 1900s. New methods of farming, manufacturing, communication and transport were introduced. The impact of these changes went far beyond just altering how goods were manufactured – the way people worked and lived, and where they lived changed dramatically. The industries at the forefront of the Industrial Revolution were located in Britain. https://www.youtube.com/watch?v=zhL5DCizj5c CRASHCOURSE (11 mins)  OV 1.2 The Industrial Revolution-nature and Page 2 significance At the end of the eighteenth century the great majority of people in Europe led simple agricultural lives as subsistence farmers. Making a living from their small plots of land was a constant struggle. Starvation, due to a bad harvest, was never far away. People worked their fields by hand. Kings demand heavy taxes, even through times of food shortages. Towns and villages were small and self-contained. Illness was common because of poor hygiene and bad (or non- existent) sewerage systems. Diet was poor and average life expectancy was low. Page 3  ACTIVITY Many groundbreaking inventions were created during the Industrial Revolution and their inventors changed the way we lived forever. Complete the finder word on famous inventors from the industrial revolution. Then individually or in pairs In your book, write down the inventors name and what they invented. Access this website https://www.historycrunch.com/inventions-and-inventors-of-the-industrial-revolution.html#/ to find out their inventions. You will have 20 minutes to complete this activity. Example - Eli Whitney Invited the cotton gin (a machine that automated and sped up the separation of cottonseed from cotton fibre) This increased the production of cotton and made it cheaper to produce. Answers Edmund Cartwright - designed the power loom. Mechanised loom to use in textiles manufacturing and make cloth quicker. Thomas Newcomen - developed steam engine to pump water out of the mines. Helped workers to stay out of flooding in mines. James Hargreaves - developed spinning jenny. So a person could spin several threads at once and be faster. John Kay - Invented the flying shuttle. This sped up the weaving process and allowed for weavers to outpace spinners. James Watt - improved the design of the Newcomen steam engine and created a new steam engine by making it more efficient Robert Fulton - developed the first steam boat. Allowing goods and people to travel by canals and waterways George Stephenson - Developed the first steam train. To help transport people and goods long distances. Lesson Page 6  What were the living and working conditions like during the Industrial Revolution By the early eighteenth century, European explorers had established 13 colonies across North America’s east coast. European people and their power were spreading across the globe. Between the middle of the nineteenth and beginning of the twentieth century, one in ten Europeans left their home country for destinations such as the Americas, Australia and New Zealand. Heading: The Industrial Revolution Medieval Times Modern/Industrial Times Answers Medieval Times Modern/Industrial Times Mostly farmers Living in cities Rural areas Long hours at Working in factories Slow transport and work Faster transport and communication Children working communication Illness common Dirty work Steam/coal power due to bad conditions More food production hygiene and no World population sewerage systems increase Poor diet Improved working Low life conditions expectancy Technology  SAME Heading: The Industrial Revolution TASK: Copy the questions below AND answer them in your book. 1. Describe the Industrial Revolution using 4 points. 2. Outline three ways in which the Industrial Revolution improved people’s lives? 3. Outline the MOST detrimental (bad) effect of the Industrial Revolution.  Answers TASK: Copy the questions below AND answer them in your book. 1. Describe the Industrial Revolution using 4 points. a. More factories, less farms b. People moved from country villages/farms to the city/towns and mines c. New methods of farming, manufacturing, communication and transport d. Started in Britain 2. Outline three ways in which the Industrial Revolution improved people’s lives? a. Easier and cheaper to buy clothes b. Faster to communicate with people far away c. More food production d. Medical advances led to increased population growth 3. Outline the MOST detrimental (bad) effects of the Industrial Revolution. a. Children working in factories, more powerful weapons Reminder Next lesson I’ll be checking whether you are prepared for class: - RetroActive 2 textbook - Pens - Glue and scissors - Optional: highlighter Lesson Homework check - prepared for class: - RetroActive 2 textbook - Pens - Glue and scissors - Optional: highlighter  Slaves (Not from textbook) Slaves had no rights, they were considered a commodity, a piece of property, and were treated as such. If a slave was disobedient they could be whipped, tortured, or killed. A slave could have his or her spouse sold to another master and never see them again. If a slave had children they were considered the property of the owner and also could be sold to someone else. Slaves were abused physically, emotionally and sexually, and many would die at the hands of the person who had bought them. Occasionally a slave could be freed but they would face a great deal of racial prejudice and discrimination, and some freed slaves were even kidnapped and once again placed in servitude. Discuss: Why is this important to know today?  OV 1.3.2 Slaves Page 10 Over 12 million Africans were transported to the slave markets of Europe between the fiffteenth and nineteenth centuries. Historians estimate that an additional ten million people were taken captive, but perished before reaching the European slave markets. Europeans discussed the cruelty of slavery, but the trade continued because it was argued that the wealth from slavery outweighed the evil. The valuable trade goods such as sugar, tobacco, cotton, coffee, rice and indigo were produced by slave labour of the plantations. The wealth that came from slavery attracted traders from other European countries. The Dutch, British, Spanish and French established their own trade stations taking as many slaves as they could capture or buy from powerful slave trading African tribes. By the mid nineteenth century there were four million slaves working the cotton fields of North America to satisfy the huge world demand for cotton.  Heading: Slavery (p. 10) TASK: Copy the questions below AND answer them in your book. 1. Outline key features of slavery (minimum 4 points) 2. What were the reasons for the slave trade? 3. How do you think a slave would have felt about being a slave? 4. Why is it important to learn about slavery?  Answers 1. Outline key features of slavery (minimum 4 points) a. Slaves were seen as a possession to buy, sell and own b. Were not paid for their labour, mostly in cotton fields c. From countries in Africa d. Were physically abused and sometimes killed 2. What were the reasons for the slave trade? a. To create wealth during the Industrial Revolution for big businesses and America as they were free labour. Slave traders profited from the slave trade by auctioning slaves. 3. How do you think a slave would have felt about being a slave? a. 4. Why is it important to learn about slavery? a.  OV1.3.3 Convicts Page 10 Between 1750 and 1850, the population of Britain grew from six to eighteen million. With the Industrial Revolution the population exploded in the cities, where people congregated in their search for work. Women and children were employed before men, because they were cheaper to hire. The eighteenth-century British government was faced with a sharp increase in crime. Their solution was the death penalty, or transportation to prisons in a distant land. Britain used transportation to the American colonies as a form of punishment. American colonies rebelled against British rule. Then the British government then confined the convicts to filthy conditions in derelict warships, known as hulks. A government committee was established to find a solution to the convict problem. In 1779, Botany Bay was recommended as an alternative convict destination. Between the First Fleet and the early 1800s, around 12 000 convicts were transported to Australia. While the vast majority of convicts to Australia were from Britain, the convict population was multicultural. Page 11 The arrival of larger numbers of settlers during the Page 12 nineteenth century brought major change to Australia’s colonial society. These settlers came to Australia in two waves: 1838 to 1841 brought nearly 80 000 people to Australia. Many of the settlers were skilled craftsmen, but they were primarily labourers arriving as assisted migrants. From 1847 to 1850 another 70 000 arrived in Australia. This group included large numbers of educated, middle-class migrants.  Heading: Convicts & Settlers TASK: Copy the questions below AND answer them in your book. 1. During the 1700s there was a big increase in both crime and population in Britain. How did the government respond? 2. In the 1800s, due to the steam power, there was a lot of exploration of foreign lands. What was the name given to people who chose to live overseas? 3. Calculate how many settlers came to Australia between 1838 and 1850.  Answers 1. During the 1700s there was a big increase in both crime and population in Britain. How did the government respond? a. Death penalty or transport to colony 2. In the 1800s, due to the steam power, there was a lot of exploration of foreign lands. What was the name given to people who chose to live overseas? a. Settlers 3. Calculate how many settlers came to Australia between 1838 and 1850. a. 150, 000 Lesson Requires ipads Class work check: - Slaves: 4 questions - Convicts and Settlers: 3 questions  OV1.4 European imperial expansion Page 13 The Industrial Revolution found new uses for raw materials and tapped new sources of wealth. Rubber from Africa and timber from Asia were purchased for low prices and sold at great profit in Europe. As well as; - Wool from Australia - Oregon timber from North America - Grain from Canada - Dairy from New Zealand These materials were bound for the European marketplaces. Nineteenth-century Britain became the ‘workshop of the world’ and the greatest of trading nations, with London the centre of this new world economy. Question: What country is the ‘workshop of the world’ today? The strength of the British navy guaranteed Britain’s trade empire. Nineteenth-century European ideas, institutions and technology dominated the world. European Empires and Trade c. 1770 People who believed in the great civilising influence *An imperialist is a person who of colonialism were known as imperialists*. supports or practises imperialism. They argued that the people of Asia and Africa were not capable of administering themselves and that uplifting these foreign people was the ‘white man’s burden’.* *burden means “heavy/big responsibility” What is the message portrayed in this cartoon?  What is Imperialism? Heading: Imperialism  Copy the blue words Imperialism is the idea of expanding one's territory by taking over another country and gaining control over another country’s politics or economics. The word Imperialism comes from the Latin word “Imperium” means to rule. Imperialism is a system where one powerful nation occupies, controls and exploits smaller nations. PEEL ACTIVITY Your Task is to: Research a country that was impacted by imperialism during the Industrial Revolution and write a PEEL Paragraph for the following question: Explain how imperialism affected a country’s cultural practices.  Instructions (see worksheet) 1. Choose a Country: Select a country that experienced imperialism during the Industrial Revolution (late 18th to early 20th centuries). Possible examples include India, Nigeria, Kenya, Egypt, or another relevant country. 2. Research: Find information about how imperialism influenced the culture of your chosen country during this period. Look for historical events, policies, and cultural changes related to imperialism. Use books, articles, and reliable online sources to gather your information. 3. Write Your Response Using the PEEL Structure: ○ Point: Clearly state your main argument about how imperialism impacted the cultural practices of the country you researched. ○ Evidence: Provide specific examples and details from your research. Mention key historical events, policies, or cultural changes that illustrate the impact of imperialism. ○ Explain: Describe how the evidence supports your argument. Explain the significance of these changes and their effects on the local culture. ○ Link: Summarise how these cultural impacts demonstrate the broader effects of imperialism during the Industrial Revolution on your chosen country. Sentence starters on next slide ○ Point: Example: "Imperialism during the Industrial Revolution profoundly affected the cultural practices of [Chosen Country] by introducing new cultural elements and disrupting traditional practices." ○ Evidence: Example: "For instance, British colonial rule in India introduced Western education and Christian missionary work. According to historian R. B. Smith in The British Empire: A Historical Encyclopedia, this led to significant changes in local educational practices and religious beliefs." ○ Explain: Example: "The introduction of English and Western education shifted local educational practices and marginalized traditional Indian languages and religions. This created a new educated class but also diminished local cultural practices." ○ Link: Example: "Therefore, British imperialism in India during the Industrial Revolution resulted in both cultural integration and disruption, showing how imperial powers reshaped traditional practices and introduced new cultural influences." Lesson Homework check: PEEL paragraph whilst self-mark and peer mark (see next slide)  MARKING CRITERIA Self-mark Peer-mark HIGH - MEDIUM - HIGH - MEDIUM - WORKING TOWARDS WORKING TOWARDS Topic sentence directly answers the question eg “Imperialism during the Industrial Revolution profoundly affected the cultural practices of [Chosen Country] by…” Provide specific examples and details from your research. Mention key historical events, policies, or cultural changes. Describe how the evidence supports your argument. Explain the significance of these changes and their effects on the local culture. Linking sentence which answers the question eg “ "Therefore, [British] imperialism in [India] during the Industrial Revolution resulted in…” Used formal language, 3rd person, historical terms and wrote clear sentences, countrys’ names start with a capital letter OV1.4.2 Extent of European imperial expansion Page 13 By the beginning of the twentieth century, Europeans had come to regard their control of large parts of Africa and Asia as quite natural and correct. British Empire covered more than 26 000 000 square kilometres and ruled over more than 20 percent of the world’s people. The British boasted that ‘the sun never set’ on their empire. Page 15 Page 15  Page 18 OV1.5 Economic, social and political ideas of the modern world OV1.5.1 Towards social and political equality The technology transforming the nineteenth-century world promised to improve the lives of ordinary people. The growing proletariat (working class) was forced into miserable living and working conditions. Much of the early hardship was the result of the tremendous growth of Europe’s population between 1814 and 1914, from 200 million to 460 million. Quiet towns had become noisy, dirty cities within a decade. Due to increased population and poverty, working class families lived in small rooms. Working class families lived in small rooms. Employers built inexpensive, poorly built row housing called tenements to house their workers but also get more profit, further contributing to overcrowding. Poor sanitation and overcrowding lead to the spread of disease. Since there was nowhere to go to the toilet, people dumped their waste onto the streets, which didn't have gutters.  2. Social reform in Britain Page 19 During the 1830s the British Parliament passed a wide range of bills aimed at bringing social reform: the Poor Law Amendment Act of 1834 provided for the payment of relief money to unemployed and impoverished families the 1833 Factory Act prohibited the employment of children under nine years of age in factories.  3. Educating for equality Page 19 During the eighteenth century, education was for the children of the rich. The very first limited public funding for education in Britain was made available in 1833. It was not until 1870 that the general Education Act was passed by the British Parliament, providing real support for the education of working class children.  In Australia, during the 1870s a plan was put forward for a system of national schools that were financed and controlled by the government. Education was made free and compulsory for children between six and thirteen years of age. During the 1870s it was estimated that ninety per cent of the Australian adult male population had learned to read and write. Peel Paragraph Task FACTORS IMPACT ON LIVING CONDITIONS WHAT WERE THE FACTORS THAT LED TO POOR LIVING CONDITIONS FOR THE WORKING CLASS IN BRITAIN?  Sample Peel Response WHAT WERE THE FACTORS THAT LED TO POOR LIVING CONDITIONS FOR THE WORKING CLASS IN BRITAIN? During the Industrial Revolution in Britain, the working class faced poor living conditions due to overcrowded cities as well as a lack of sewerage systems and education. Firstly, cities became overcrowded as people moved from rural areas to find work, leading to a housing shortage. As the cities grew rapidly without proper planning, slums and tenements emerged, lacking clean water and sanitation. The absence of a sewerage system meant that human waste was dumped in the streets, which had no gutters. This resulted in filthy streets and contributed to the spread of disease. Early in the Industrial Revolution, children were not entitled to a free education, which led many to work in factories for low wages. Factory owners prioritised productivity and profit over the well-being of their workers, resulting in harsh and dangerous working conditions for both children and adults. Overall, the Industrial Revolution brought significant negative changes to living and working conditions, as it resulted in crowded cities without sewage systems and encouraged child labor in factories.  MARKING CRITERIA Self-mark Peer-mark HIGH - MEDIUM - HIGH - MEDIUM - WORKING TOWARDS WORKING TOWARDS Topic sentence directly answers the question eg “During the Industrial Revolution in Britain, the working class faced poor living conditions due to…(lists 2-3 conditions) Provide specific examples and details from the textbook. Mention dates, specific locations, details, historical terminology eg tenements , proletariat slums, sewerage, overcrowding, law/Act. Describe how the evidence supports your argument that these factors are what contributed to poor living conditions. Key words to look for are: therefore, this led to, resulting in, which impacted, due to this etc Linking sentence which answers the question eg “Therefore, the working class suffered through poor living conditions due to…. “ Used formal language, 3rd person, historical terms and wrote clear sentences,.