Wigmore High School Summer Learning 2020
Subject: History Year group: 8 Group/Set/Class: X Teacher: Mr Hillier
Date work set: Monday 1st May Date work to be completed by: Thursday 14th May
Topic: The Industrial Revolution (continued)
Learning outcomes:
• To research how people in the 19th century received an education. • To explain why the agricultural (farming) revolution was so vital in Britain at the time. • To evaluate what working conditions were like in factories • To analyse what different sources say about conditions at the time, along with positive and negative impacts of the Industrial Revolution. • (Optional) To complete a brain teaser quiz on the Industrial Revolution.
Instructions:
Similar to the work you have just completed, you have been provided with 2 booklets; An information booklet and an answer booklet. Over the next 2 weeks you are required to complete all answer booklet tasks, with use of the information booklet and the internet (where possible).
Answers can either be put in the answer booklet format, or if it is easier, use your books/lined paper, etc.
The deadline for this 2-week project is Thursday 14th May. If there are any issues then please feel free to contact either of us for help.
Mr Hillier Year 8 work booklet
Read through the information provided and complete the booklet you have been given.
There will be additional research tasks to be completed using the internet.
Follow this link to watch a video on The Industrial Revolution: Industrial Revolution - Video - KS3 History 1 Education during the Industrial Revolution
Schools
Before the 1800s, education was not free and poor children got what education they could in Dame schools or Sunday Schools.
● In 1833, the government passed the Factory Act making two hours of education a day compulsory for children working in factories. The government also granted money to charities to help schools for the first time. ● In 1844, the Ragged Schools Union was set up to give schooling to very poor children. ● The Public Schools Act (1868) reformed Britain's public schools, such as Eton and Harrow. ● In 1870, Forster's Act set up state-funded board schools for primary education. ● In 1880, the Education Act made school attendance compulsory for children up to the age of 10. ● The 1902 Education Act established a system of secondary schools.
Some historians say the improvements were made because the public were beginning to complain about the lack of education and support for young children who worked long, hard days in factories. These historians also believe that the government wanted to educate people so that they could make more money for the country. 2 Universities
Between 1900 and 1909, 'red-brick ' universities were founded in Birmingham, Liverpool, Leeds, Manchester, Sheffield and Bristol, concentrating on 'hands-on' courses such as science or engineering. These differed from universities such as Oxford and Cambridge which primarily taught less vocational and more traditional subjects such as history and the classics.
‘Self-help’ was very important in Victorian times
Mechanics' Institutes were set up in many towns to provide night-school education for working men and public libraries were built in many cities so that more people had access to improve their lives during their free time. The Museums Act of 1845 gave town councils with large boroughs the power to set up museums for the public. Members of Parliament thought that working class people would improve their lives by visiting the museums instead of 3 spending their free time in pubs. Agriculture in the Industrial Revolution The historian Arnold Toynbee created the idea that between 1750 and 1830, there was an 'Agricultural Revolution'. Toynbee and other historians of the time presented the Consequences of the Agricultural Revolution Revolution as the work of 'heroes': ● Without the Agricultural Revolution, the growing population of ● Jethro Tull promoted the use of the seed drill and England would have starved and the Industrial Revolution would the use of horses to pull machinery rather than oxen. have been stifled. ● Charles 'Turnip' Townshend introduced the turnip ● It used to be thought that enclosure displaced farm-workers to and the Norfolk four-course rotation of the towns, but historians now doubt this. In the short term, wheat‒turnips‒barley‒clover onto his farm. enclosure needed more labourers to build the farms and the ● Robert Bakewell used selective breeding to develop fences. the New Leicester sheep and the Colling brothers ● In the long term, however, increased use of machinery meant that promoted the selective breeding of Longhorn cattle. fewer farm workers were needed. They left the land and went to ● Thomas Coke of Holkham publicised these new ideas the industrial towns of the north of England. by inviting hundreds of people to his 'sheep shearings', ie agricultural shows. ● Arthur Young wrote about the new methods and The Agricultural Revolution can therefore be seen as very significant. spread ideas more widely. Historians debate whether or not it is of equal significance to the ● The Parliamentary Enclosure Movement was said to Industrial Revolution. The Industrial Revolution certainly did more for the have destroyed the old three-field system and country’s development but may not have existed without the Agricultural created the modern 'patchwork' of enclosed fields. Revolution. 4 The Industrial Revolution involved innovation, capital investment and increased output: Textiles Iron and steel ● John Kay’s Flying Shuttle was a very successful innovation in weaving. Spinning technology needed ● Abraham Darby smelted iron frequent development over the next fifty years before using coke (1709), Henry Cort's weaving experienced further major changes. puddling process made wrought iron (1784) and Henry ● James Hargreaves' Spinning Jenny (1764) and later Bessemer's Bessemer converter Richard Arkwright's Water Frame (1769), Samuel Crompton's Mule (1779) were spinning machines that all (1856) and the Gilchrist-Thomas improved upon the quality and quantity of spun yarn. process (1879) made steel. Edmund Cartwright's Power Loom (1785) was the first steam-powered weaving machine. Many of these ● Huge ironworks, eg Richard inventions were powered by James Watt's steam Crawshay's Cyfartha works in engines (1765). South Wales and John Roebuck's ● Large purpose-built factories were a new idea, eg Carron Works in Scotland. Arkwright's Mill at Cromford, full of machines. ● Production of 'pig' iron increased ● Output increased 15-fold in the century 1815-1914 30-fold in the century 1815-1914. 5 Coal Steam power
● Better coal mining ● In around 1712, Thomas techniques allowed deeper Newcomen built the first mines, eg 'roof and pillar' commercially successful working to support the roof, steam engine to pump upcast and downcast shafts water out of mines. to provide ventilation and the Davy Lamp (1815) ● James Watt made steam invented by Humphry Davy engines much more to help prevent gas efficient in the 1760s explosions. and 1770s giving huge savings on fuel. His other ● In 1914, the coal industry improvements meant employed a million men in steam engines could 3,000 collieries. replace water and horse power in a wide variety of ● Production of coal increased industries, which in turn 20-fold in the century 1815- allowed factories to be 1914. built anywhere. 6 Transport and communications during the Industrial Revolution
The Industrial Revolution saw a dramatic improvement in transport and communications. However, historians debate just how much of this change really took place during the Industrial Revolution. Many developments in transport had already been made beforehand.
7 Roads Canals Railways ● General Wade, Jack Metcalf, ● Some people argue that the first modern ● The first railway was the Thomas Telford and John canal was the Sankey Brook Navigation. It Stockton and Darlington Macadam developed better roads, was used to transport coal which links Railway (1825). George with firm foundations, drainage directly to the Industrial Revolution. Stephenson built the and a smooth surface. Others say it was the Bridgewater Canal Rocket (1829). ● Ever since the 17th Century, built by the Duke of Bridgewater in 1761. Significant engineering Turnpike Trusts were set up to ● About £20 million was invested in canal- achievements included improve main roads, for which a building between 1755 and 1835. There the London Underground toll was charged. This pre-dates was 'Canal Mania' in the 1790s and (1863) and the Forth the standard period of the famous canal-builders include James Bridge (1890). Industrial Revolution. Brindley and Thomas Telford. ● There was a 'Railway ● In the early 1800s, investment in ● The fact that more money was now spent Mania' in the 1840s. £3 Britain's roads was more than £3 on canals could be seen as a natural billion was spent building million a year. development as the country gets richer the railways between ● Between 1803 and 1821, Thomas and trade is more necessary. 1845 and 1900. Telford alone built 1000 miles of ● By 1850, the canal network covered 4,000 ● In 1870, 423 million road, including 1000 bridges. His miles. passengers travelled on greatest achievement was the ● However, canals had existed long before 16,000 miles of line. London‒Holyhead road this period. The Exeter Canal had been (1815‒1826). However, others built way back in 1566. It is the viewpoint had already been building new of some that the developments made roads over the past several during the Industrial Revolution were no hundred years. 8 different to those made beforehand. Effects of the Industrial Revolution on transport and communication
● The world shrank – in 1700 it took four days to get from London to Manchester, but in 1880 it took four hours. Raw materials, goods, food (eg fresh milk) and post arrived faster.
● Economic growth – the railways needed bricks, cement, sleepers, iron and coal and as a result, those industries were stimulated. In 1847, more than a quarter of a million people worked on the railways. Their wages helped the economy grow.
● Finance – huge numbers of people bought shares in railway companies. Many later lost their money when the boom ended.
● The 1844 Railway Regulation Act improved conditions in third-class. In 1883, the Cheap Trains Act made railway companies offer a greater number of cheap trains for workers. Transport became available to more people than ever before.
● By 1880, it became clear that speedier travel and railway timetables needed the whole country to take up a national standardised time. Before this date people used local time that varied from place to place. ● The growth of the shipping industry allowed a huge growth in worldwide trade.
● By 1902, the whole British Empire was linked together by a network of telegraph cables called the 'All Red Line'. 9 Source A
Town Population in 1750 Population in 1801 Population 1851
Liverpool 35,000 82,000 376,000
Leeds 14,000 53,000 172,000
Sheffield 12,000 45,000 150,000
10 Source B ‘Broken panes in every window frame…and vermin in every nook. With the walls…black with smoke from the chimneys of factories…people use old sacks for beds and floors are unwashed from year to year’
Government Report 1842
11 Source C
12 Source D
1. 2
13 Source ‘In one group of 26 E streets…the ground was covered with sewage
Source: Newspaper report 1845 which leaked into the cellars. A pool, over a metre deep, was found in one cellar under the bed where the family slept.’
14 Source Terraces: These are houses which are connected to one F another in long rows to form streets
Back to back: These are houses which are in rows of terraces. Attached to the back of these houses are another row of houses. Back to back housing do not have gardens. They are cheap to build and save on space. 15 Source
G The diagram below shows back to back housing
L Street P
Water pump Lavatory Rows of terraced housing – the houses behind would face another Heaps of human 16 street manure Mr Hillier’s Industrial Revolution Quiz (not compulsory)
Using the answer slide provided in your booklets, see if you can solve the 6 Answer Smashes.
What is an ‘Answer Smash’? – I will show an image associated with the Industrial Revolution, along with a separate question. Just smash the answers together.
E.g. George Stephenson and Sonic the Hedgehog would combine to make the answer ‘George Stephensonic the Hedgehog
17 1
A defender who plays for Aston Villa (surname only)
18 2
A former host of Family Fortunes
19 3
A former WWE wrestler, his slogan was ‘Feed me more’
20 4
The actor who played Gandalf in Lord of the Rings
21 5
The last Roman Emperor of the Julio-Claudian dynasty
22 YEAR 8 Home Learning Project – Part 2
Due: 14th May Instructions
• Complete all activity slides on this PowerPoint presentation to the best of your ability. • It is acceptable if you would like to handwrite work instead of completing on a computer. • You have been given an information slide with page numbers in the bottom corner. • For each task you have been given the page numbers needed to complete that task Create a poster advertising one of the places of education that you have just read about (Schools, Universities or Self Help)
Use following slides on information PowerPoint: 2,3 3 Explain why the agricultural revolution was so important to Britain
Use following slides on information PowerPoint: 4 4 Conduct further individual research into one of the industries you have just read about to find out what working conditions were like. Write a diary entry explaining a typical day in the life of one of the workers.
5 Use following slides on information PowerPoint: 5,6 Create a colour coded timeline of the main developments that you have just read about
Use following slides on information PowerPoint: 8 6 Rank the consequences from most to least important. Justify your opinion
Use following slides on information PowerPoint: 9 7 Complete the table using the sources Use following slides on information PowerPoint: 10-16 Source Question about source Feelings A What was the population of leeds in 1750? List 2 words which describe the increase in population.
What was the population of Leeds by 1851?
Did the population go up or down in this time?
B What year was the government report written? How would you feel living here?
Write down 3 important words from this report.
C Below, sketch a terrace house. Describe what life would be like living in the cellar.
D What does picture 1 show? Why do you think people died young here?
What does picture 2 tell you about the pollution in Sheffield?
E What is this source telling you? Looking back, how would you feel seeing these people?
F What does back to back mean? Can you think of any areas where terrace housing still exists?
G How many toilets are there on one street? Describe the smell of the street.
What did people do with their waste? Follow this link to complete a quiz on what you have learnt: The Industrial Revolution test questions - KS3 History Revision
9 Mr Hillier’s Industrial Revolution Quiz – Answer sheet 1)
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