N4/5 History
HOME LEARNING
Dear Learner and Parent/Carer
This workbook has been created to support you with learning at home. Please complete work at a pace that suits you and your family. We understand that you have many different subjects sending you work and need to manage your time to complete work for all subjects.
We would recommend completing a minimum of 2 tasks per week. While the tasks in the booklet can be completed independently, a Team has been set up for the N4/5 History class to support home learning. An email will be sent to all history students encouraging them to engage with our class Team.
As you complete a task, you can email it to your teacher or send it through Microsoft Teams. This will allow your teacher to give you feedback before you move onto the next task. You can attach your work as a word document or take a picture of work you have handwritten.
To contact me, please email:
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National 4/5
Movement of Peoples
Introduction - Migration in Britain and Unwilling Settlers
Name: ______Class: ______
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Population, Population, Population. How did it grow?
National Census
During the 18th and 19th centuries, the population of Britain increased dramatically. From 1801, the government began to take a census (count) of the number of people living in Britain every 10 years. This gives us accurate figures for the population increase and we know that by 1900, there were more than six times as many people living in Britain as there had been in 1750.
Using the information in the table, create a bar graph using the title - ‘Population Growth in Britain.’ Remember to label your axes.
Year Population (millions) 1811 10 1831 16 1851 20 1871 26 1891 35 1911 42
Questions:
1. What is a census and when was the first one?
______
2. Why is a census useful?
______
3. By how much did the population increase between 1801 and 1911?
______
Possible Reasons Historians debate the reasons for population growth. Obviously, if more people are born and fewer people die, then that will increase the number of people. Let’s look at some of the reasons WHY population grew in Britain.
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Reasons for population growth
Reason Explanation Farming methods improved because of new technology. This meant that much more food could be produced and so people became healthier. It also meant that machines did most of the work so people moved to towns looking for work.
When people moved to towns and cities, they found work in factories. Wages were much better than in the countryside so people had more money and could marry earlier because they could support their family. This meant that more babies were born.
Medicine improved. People learned about how germs spread and new vaccines meant that fewer people died of infectious diseases. This meant that babies who lived past their first birthday increased from 35% to 85%. With the invention of steam power, not only was there much more work in factories, but transport got much better with steam trains. This meant that food could be delivered from the countryside quickly and people living in cities got fresher food and had a better diet.
Lots of people chose to move to Britain from abroad. Some came to escape poverty and persecution in their own country, others came looking for jobs in the industrial cities or to start their own businesses.
Science improved so much that people became aware that killer diseases like cholera could be spread through water. This resulted in towns providing clean water supplies to people living there.
Using the above information, make the middle box happen using the sheet on the next page.
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Make the middle box happen Aim: to summarise all the reasons we’ve found for population increase in Britain
Task 1: Explain the statements.
Statement: More jobs Statement: Better farming methods
Explain: Explain:
Statement: Clean Water Statement: Medicine
Explain: Explain:
The population of Britain increased because…
Statement: Steam power Statement: Immigration
Explain: Explain:
Task 2: Now link the boxes. Make as many links as you can. Label each line to explain the link. Which reason do you think is the most important? Explain why.
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______
Enclosure
In British history, enclosure was the process which ended the traditional right of all people to use common land to grow crops or raise livestock.
Traditionally large sections of land was common land. Each family had a strip of the land to grow food and common land was also used to graze their animals so they could survive and raise their families, without a paid job. This is known as subsistence farming.
The process of enclosure stopped anyone using the land except the owner. This process started around the 1500s and saw the countryside divided up into a patchwork of fields and paddocks, separated by fences made of stone or hedges.
By the 1800s, most of common land in Britain had been put into private hands. In many cases, the rich used their power to force poor families off the land they had lived on for generations, leaving them homeless.
The Idea of “Common lands” that everyone shared in order to live off, is similar to what other cultures? ______
1. Subsistence farming means? ______
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Traditional Villages with open Enclosed lands which are fenced Common lands. off keeping common people out.
Right or Wrong?
The process of enclosure has sometimes been accompanied by force, resistance, and bloodshed, and remains among the most controversial areas of agricultural and economic history in Britain. Some historians argue that rich landowners used their control in parliament to help themselves to public land for their private benefit. This created a landless working class that provided the labour needed in the new industries in growing towns and cities developing due to the industrial revolution. Other historians say that this is not fair and that many people who had lived in poverty for years due to subsistence farming were happy to move to
cities to find jobs in factories which paid much better wages.
I’m Lord Aston and I own Now that the common this land. Enclosure is great for me because with land is gone we have no bigger enclosed fields, I way of surviving. My can use new machinery for family have lived here farming and make much for years. This is more money. It’s my land terrible for us. and I’ll do what I want.
To be honest, we’ve lived in poverty for years I can prove that I own part trying to grow enough to survive. I hear the of the land so I will be able wages are great in to continue to farm here. factories. I want to go! It’s great because it means the others can’t graze their animals and destroy my crops Page 7
Storyboard – Draw a sequence of events, based on which version of the above you support the most.
Explain why each version may be partially right and partially wrong?
______
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People Move to New Industrial Cities
The Industrial Revolution brought rapid urbanization, or the movement of people to cities. Changes in farming, soaring population growth, and an ever-increasing demand for workers led masses of people to migrate from the countryside to cities. Almost overnight, small towns around coal or iron mines mushroomed into cities. Other cities grew up around the factories built in once-quiet market towns. The British market town of Manchester numbered 17,000 people in the 1750s. Within a few years, it exploded into a centre of the textile industry. Its population soared to 40,000 by 1780 and 70,000 by 1801. Disease spread easily as terrible slum housing was thrown up to accommodate workers. Children were also employed in factories and often lost limbs when they were caught in machines. Visitors described the “cloud of coal vapour” that polluted the air, the pounding noise of steam engines, and the filthy stench of its river.
Dundee
Glasgow
Manchester
Birmingham London
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The Industrial Revolution
1. 2.
3. 4.
Choose two of the four photo sources above. For each one you choose write down the following:
Number: ____ Number: ____
Who: ______Who: ______
What: ______What: ______Where:: ______Where:: ______When: ______When: ______Why: ______Why: ______
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In 1835, the French historian and social observer Alexis de Tocqueville journeyed to England and recorded in his diary his impression of a visit to the industrial city of Manchester.
Alexis de Tocqueville on industrial Manchester
Source A written by Alexis de Tocqueville who visited Manchester. From this foul drain,The the Industrial greatest stream Revolution of human industryand Manchester flows out to fertilize the world. From this filthy sewer pure gold flows. Here humanity attains its most complete development and its most brutish; here civilization works its miracles, and here civilized man is turned back almost into a savage What Tocqueville identified are the two ever-present sides of the Industrial Revolution; one the one hand, it permitted the production of greater wealth than previously possible in history and it allowed that wealth to be spread to a larger number of people; on the other hand, it brought about a radical transformation in the domestic and work lives of men and women of the working classes, the thoughtless abuse of millions of men, women, and children, and the heedless destruction of the environment. Along with the political changes initiated by the French Revolution, the Industrial Revolution shaped European history during the 19th and early 20th centuries.
Evaluate how useful Source A is in telling us about the Industrial City of Manchester in 1835. What does it tell us? Who wrote it and why would this make is useful? When was it written and why would that make it useful? Is there anything that the source doesn’t tell us about industrial cities? ______
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From what you have learned, explain each cause and then describe the effect (result).
Cause Effect 1.Population growth 1.______
2.Enclosures 2.______
3.Industrialisation 3.______
Picture Cause Picture Effect
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Debate
“The Industrial Revolution was the best thing to happen to the People of Britain!”
For Against
Imagine you lived during the industrial revolution. Using the template on the next page, write a letter to a friend/family member who stayed in the countryside, describing your life in an industrial town. Remember to include living and working conditions.
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Letter Home Date: ______To:______
Address: ______
Dear ______
Yours Sincerely,
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Transportation to Australia
Transportation – the shipping of criminals to British colonies like Australia as an alternative punishment to prison or hanging.
In the eighteenth century with overcrowding and poverty in new industrial towns, there were many social problems in Britain. The government had to deal with a growing number of criminals but it was expensive to build prisons. For a few years the government kept its convicts in huge old prison ships known as Hulks on the River Thames. The rotting ships soon became overcrowded and the living conditions were so bad that the government needed to do something about it. The government had to find a solution to this problem. So it decided that a suitable place for the ‘transportation’ of the convicts was necessary. Botany Bay on Australia’s east coast was recommended for the following reasons. Firstly, the convicts would find it difficult to escape from there. Secondly, the area seemed fertile enough to grow crops to support a settlement. So in 1786, the government took up the recommendation and decided to settle in Botany Bay in New South Wales. On 26th January 1788, the First Fleet arrived at Sydney Cove and British settlement in Australia began.
Route of Convict Ships to Australia
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Copy the route taken by the first fleet onto the blank map (you will find a printable one on your class Team).
Label the following continents; Europe and South America, Africa, Australia. Draw arrows indicating the route of the First Fleet. Label the places the fleet stopped
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A Convict’s Journey
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Using the above information, complete the timeline ‘A Convict’s Journey’
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Transportation to Australia
Instructions - Conduct research to find out what transportation was like for the “Type of Persons” listed below. Give evidence for this in each case. Transportation Experience
Type of Person Description Evidence
Male Convicts
Female Convicts
Guards
Officers
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Story Board Construction - Construct a story board, which depicts the movement of either slaves or convicts from start to finish.
Story Board Construction – Convicts
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Rules and Regulations: Observed by the prisoners on the Lincelles on passage from England to Fremantle, 1862.
1. The prisoners must conduct themselves in a respectful and becoming manner to all the officers on board and they are strictly to obey such orders as I may issue through the Captain of Divisions and Heads of Messes.
2. The prisoners must behave themselves in a decent and becoming manner at all times but more especially when prayers are had at Divine Service, performed prayers morning and evening weather permitting.
3. Cursing and all foul language, shouting, quarelling, fighting, selling, exchanging or giving away clothes are strictly forbidden.
4. Any person stealing or secreting any of the ships stores or any other article belonging to the stores in the ship will be severely punished.
5. The prisoners are on no occasion to hold conversation with the guard or ships company or talk through bars below.
6. Each mess shall have a captain and it will be the duty of each man in his turn to clean the untensils, the latter after each meal are to be taken on deck and thoroughly cleansed before being passed below, the members of each mess are to sit together.
7. The captains of messes are warned that they will be held responsible for the good order and cleanliness of the mess, they are to see that the men wash themselves every morning and that they attend to them and that there are no ??? at ??? and men sleeping with their clothes on.
8. Smoking or striking lights below in the prison, washing or attempting to dry clothes will not be allowed under any pretence whatever.
9. All captains of messes will receive their provisions in the order of their messes ??? of meat and deliver them to the ??? they are ??? their messes.
10. Two inspectors in rotation will be appointed who will superintend the issue of provisions. A printed copy of the established rations of provisions will be hung up and should they appear of bad quality or deficient in weight they are to submit them for examination to me before they pass the quarter deck after that it will be too late to complain.
11. The night watch will be set at 8 o'clock and they will be held responsible for the peace and good order of the prison during the night, and it will be their duty to see that no more than one person at a time is in the water closet.
Prisoners are warned that if found congregating at the bottom of the ladder leading to the water closets, they will be punished should anything occur they are immediately to report to the sentry at the gate.
12. The bedding is to be taken on deck every morning when the weather will permit. The captains of divisions are to see the beds neatly rolled up by 6 o'clock a.m. after which they must be handed through the prison gate to the upper deck crew to be stored by them and when they are ordered down they are to be from the same party.
13. If at any time a prisoner has reason to complain of provoking language or treatment from the ships company or guard he is strictly ??? not to retaliate but to make the same known to me that the complaint may be investigated.
14. Each captain of a division will have charge of a certain number of prisoners, he is to attend to every man in his division and see that they muster clean and orderly. The captains are to attend to the cleaning of the prison to check impropriety they may ??? and to report to me everything that may affect the discipline established.
15. The surgeon superintendent has to impress on the minds of the prisoners that their future prosperity and happiness will depend on their good conduct on board and the report he shall have to make to the Governor of the Colony on arrival.
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Daily Routine Lincelles, 1862
4.00 a.m. Prisoner cooks (3 in number) admitted on deck. 5.30 a.m. Captains of divisions and upper deck for the purpose of filling wash tubs and prisoners at the same time to commence taking up their beds and hammocks. 6.00 a.m. One half of the prisoners admitted for the purpose of washing their person under the supervison of their respective captains half an hour being allowed for this purpose. 7.30 a.m. Down all prisoners. Ships company to commence washing upper deck and water closets. 8.00 a.m. Breakfast. 8.30 a.m. One man from each mess admitted on deck for the purpose of washing up their mess utensils. 9.00 a.m. All the prisoners admitted on deck with the exception of the men in each mess who in turn will clean and scrape dry the prison deck and their berths the bottom boards of the latter being removed during which time I will attend in the surgery and on the deck. 9.30 a.m. Prison inspected after which all the prisoners will be assembled on deck for prayers. 10.00 a.m. One half of the prisoners sent on deck for exercise the other half being arranged in schools under the superintendence of the Religious Instructor assisted by monitors. 11.30 a.m. School to break up. 12.00 a.m. Dinner. 12.30 p.m. From each mess one man to be admitted on deck for the purpose of washing mess utensils. 1.20 p.m. Deck to be swept up. 1.30 p.m. Half the prisoners to be admitted on deck the remainder below to be arranged in school as in the forenoon. 4.00 p.m. Down all beds and hammocks. 4.30 p.m. Supper. 5.00 p.m. One man from each mess admitted on deck to wash utensils. 6.30 p.m. Prayers. 7.00 p.m. Petty officers of the day and night muster on deck. 8.00 p.m. Down all prisoners. 9.00 p.m. Rounds.
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Life on the Lincelles, 1862 Evidence Source Questions
1. What evidence is there that there rules on board the ship were strict? ______2. Where the rules fair? Back this with evidence ______3. What was the daily routine like for those on board this ship? Give Example ______4. How would you feel after doing this for 3 – 4 months? ______
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John Macarthur Source Study
Instructions: Look at each of the four sources below. Then on the next page, place each source into either a primary or secondary source. For each box, give the title of the source, a brief description of the source, whether it is primary or secondary; and if the source is reliable and useful.
Australian Dictionary of Biography - http://adb.anu.edu.au/biography/macarthur-john-2390
The residence of John McArthur Esqre near Parramatta, New South Wales, by Joseph Lycett, April 1 1825. Image courtesy of the National Library of Australia.
State Records of NSW (Digitised) http://colsec.records.nsw.gov.au/indexes/colsec/m/f35c_maa- macg-03.htm
The Macarthur’s and the Merino Sheep - http://australia.gov.au/about-australia/australian- story/macarthurs-and-the-merino-sheep
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Primary Source 1: Primary Source 2:
______
______
______
Secondary Source 1: Secondary Source 2:
______
______
______
______
______
______
______
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DVD – Film Study – Convict Transportation For the Term of His Natural Life Watch the movie and answer the questions below
1. What was he convicted for? ______2. Where was he sent to? ______3. What skills talents did he have? ______4. How did he acquire a ticket of leave? ______5. What sort of work did he end up doing? ______6. What does the film say about the British Justice system at the time? ______7. How did his life in Australia turn out? ______
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A day in the life of a Convict - Worksheet
http://www.hht.net.au/discover/highl ights/kids_fact_sheets/a_day_in_the_l ife_of_a_convict
Rules and Regulations
______
Work
______
Food
______
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Clothes
______
Entertainment
______
Religion
______
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Punishment
______
Rewards
______
Escape
______
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Difference between life in England and Australia – Continuity and Change
Instructions: Write below the differences that the convicts and settlers would have experienced in moving to Australia. Also, in the middle, write down what things would not have changed.
England Australia AA
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Famous Convicts
Mary Wade
Mary Ann Wade (5 October 1777 – 17 December 1859) was the youngest ever convict to be transported to Australia at the age of 11. Her hideous crime was that she stole another girls clothes and for that she was sentenced to death by hanging. Luckily for her, an issue relating to George III (the King at that time) and his mental health meant that all the women on death row had their death sentence changed to living in Australia. Mary spent her life in Australia reproducing and had 21 children in total.
Mary Wade is considered to be one of Australias founding mothers who at the time of her death had 300 descendants. One of her most famous descendants is former Australian Prime Minister, Kevin Rudd!
Francis Greenway
Francis Howard Greenway (20 November 1777 – September 1837) was an English- born architect who was transported to Australia for the crime of forgery.
In New South Wales he worked for the Governor, Lachlan Macquarie, as Australia's first government architect. He became widely known and admired through his work displayed in buildings such as St Matthew's Church in Windsor, New South Wales, St James' Church, Sydney and Hyde Park Barracks, Sydney.
Greenways face appeared on a previous version of the Australian $10 note, making him the only convict in history to be featured on official currency.
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Francis Greenway – Emancipist and Colonial Architect
Francis Greenway
1. What is Emancipation ______2. Why was Francis Greenway transported to Australia? ______3. Why was Francis Greenway given emancipation so early upon his arrival to Australia? ______4. List 3 of the famous colonial Buildings he designed. ______5. How much land was he granted and where was this? ______6. Why did he end up out of favour and unemployed? ______
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______7. How has his contribution to early Australian History been remembered? ______
Impact on Indigenous Australians
Instructions: Look at the picture source and watch the clips below. In your own words, explain the impact of the early colony on the Indigenous population. Then complete a storyboard below by putting this into pictures.
Strangers Abduction Settlement
______
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Significance of the Convict and Free Settler Contribution to Australia
Instructions – Use the Scaffold below to write an extended response to the question. You must include at least three points and back each up with evidence. You are to include an introduction and conclusion.
“How did Free Settlers and Convicts significantly contribute to the building of modern Australia?”
Introduction:
Identifying the issue: ______
List 3 issues/uses about your subject: ______
Linking sentence: ______
Body:
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Point 1: ______
Explanation ______Example /Evidence : ______
Linking Sentence: ______
Point 2: ______
Explanation ______
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Example /Evidence : ______
Linking Sentence: ______
Point 3: ______
Explanation ______Example /Evidence : ______
Linking Sentence: ______
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______
Conclusion
Concluding Statement:
In conclusion, it would appear that… ______
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