The influence of the Industrial Revolution 

Task 1: See, Think Wonder         

Examine each image. For each image write down what you:

See:

Think:

Wonder:

Critical Thinking:

Using Image A and Image B,  What....

a)  Explicit conclusions about pre- Industrial Europe can you make? 

b) Implicit (suggested though not directly expressed) conclusions?       

c) In summary, what conclusions can you draw about the 1700s in Britain?                                 

Task 2: Key Features of the Industrial Revolution. 

Understanding the Causes 

a) View the Video below  (17 mins) Take notes as you watch. 'The Causes of the Industrial Revolution.'

b) Look over your notes. You will form your notes into three or five questions. 

c) Draw up a noughts and Cross checkerboard in your book. 

- You will ask your partner a question (you should have the answer). If you answer correctly, they will put a cross/naught on the grid. They will ask you a question, you must attempt to block them on the grid. 

Historical Skills: Identifying Cause and Effect- how the agricultural revolution moved people

Cause and consequence is a relationship in history between an event, a condition, or a decision (the cause) and the events or results that follow it (the consequences).

Understanding cause and consequence is a key aspect of historical analysis and helps historians to understand how and why things happened in the past.

Task 4: Read the following passage: Use two highlighters to highlight cause and it's immediate effect in another colour. 

You can Print off a copy here

At the same time as new methods and machines were modernising agriculture, new approaches to manufacturing and food processing were emerging. The steam engine paved the way for the development of machines such as the locomotive, spinning and weaving machines, pumps to assist mining, and smelters to process the ores. A vast unskilled or semi-skilled labour force was required to support this new industrial economy. Working conditions were terrible and there were also no laws banning child labour. As a result, children as young as six were put to work in the mines and factories (see Source 6.6). Their size made them valuable to employers because they could fit into small spaces and climb under machines. They often worked in great danger for very little money. The great migration of people into towns and cities across England provided the labour force for the new factories. English cities such as Manchester, Liverpool and Birmingham grew rapidly. This resulted in overcrowding and unhealthy living conditions. For many of the poor in these industrial cities, as well as the displaced in rural areas, migrating to new countries in search of a better life provided a way out. A great increase in crime, plus overcrowded jails, contributed to another of the major push factors behind emigration from Britain in the 18th and 19th centuries – the transportation of convicts to penal, colonies in North America and Australia. (Oxford Textbook)

Task 6: Museum and Comprehension 

a) Copy Notes: 

After Britain lost its American colonies in 1783 the jails of England were full. The British decided to begin transporting prisoners to Australia, which had recently been claimed for the British Crown by Lieutenant James Cook. Prisoners (also known as convicts) were transported for many reasons but mainly for crimes that we might consider to be minor today, such as stealing. Convicts who were transported were usually poor, often from the large industrial cities and were mostly from England (with a large minority from Ireland and Scotland).

b) Visit the following website mhnsw.au/stories/general/why-were-convicts-transported-australia/

c) Answer the following questions into your workbooks: 

1. -Why were convicts sent to NSW?

2. -Explain the link between overcrowding and crime in British cities.

3. -Where were prisoners originally held, and where were they then moved to?

4. -Outline three conditions in the hulks.

5. -Why might you think these prisons were unsustainable ?