sc1b Uow Stage 5

Stage 5 | History Unit of Work SCAFFOLD
6 weeks
TOPIC: 1a. The Industrial Revolution Stage 5 Year Duration:
10 24 hours approx.
Detail:
Rationale
This topic will focus on the time period of 1750-early 1900’s and will focus on the Industrial Revolution. It will help students to understand and be able to identify key features of the Industrial
Revolution, such as it’s beginnings, the growth that occurred and to who as well as how the revolution contributed to the development of Britain and Australia during this period of time.
Students will also learn of the different experiences of men and women in this time period as well as how children were included in the labour force, this coupled with a focus on the effects for
that time versus the lasting effects which are still present today will help students to grasp a clear understanding of the Industrial Revolution. This unit will provide a much needed baseline as
it encompasses the happenings of a key event in modern history, which created long lasting effects which we still see remnants of today in culture and everyday society.
This unit will target students at a stage 5 level of learning within a class with diverse needs in the History faculty. This unit will also encompass ideas such as inquiry based learning (Voet, De
Wever, 2019) and UbD (Understanding by Design) (Wiggins, Grant P., McTighe J. 2005) which will help students to gain a more wholistic and conceptual understanding of the Industrial
Revolution and all of its inner workings, while maintaining an engaging and thought provoking structure. Additionally, concepts of Proximal Development (Miller, R. 2011)and Constructivism
(Hunter & Krantz, 2010) among others will be intertwined within the lessons to help students and to provide a healthy and encouraging environment which will boost the effectiveness of their
learning.
By the end of this unit students should have a clear understanding and working knowledge of how the industrial revolution happened, driving forces, the products which came out of this time
period, those involved and their roles, as well as lasting effects which may still be seen today.
The Summative assessment at the end of this Unit of Work will encourage students to use their accumulated knowledge and deep understanding to express themselves through the lives and
experiences of 3 differing people who figuratively or literally lived during the Industrial Revolution.
Focus questions Historical Concepts and Skills Outcomes
 What made Britain the epicentre of the Industrial revolution?  Cause and Effect HT5-1 explains and assesses the historical forces
and factors that shaped the modern world and
 What role did children play in the Industrial Revolution? intended and unintended causes and
Australia
consequences of a particular historical event
 Why did Britain travel to other countries during this time if the HT5-4 explains and analyses the causes and
 Empathetic Understanding
revolution was mainly in Britain? effects of events and developments in the modern
Actions, values, attitudes and motives of world and Australia
 Why did people feel the need to Invent during this time? people in the context of the past
This unit of work was written by Christopher Tyrokomos 18684142 for the course Secondary Curriculum at Western Sydney University in Semester 1, 2020
 Which countries benefitted from the Industrial Revolution the  Comprehension: chronology, HT5-6 uses relevant evidence from sources to
support historical narratives, explanations and
most besides Britain? terms and concepts
analyses of the modern world and Australia
 What are some of the impacts that we still see from the Done through the Analysis and use of
historical terms in appropriate contexts HT5-10 selects and uses appropriate oral, written,
Industrial Revolution? visual and digital forms to communicate effectively
about the past for different audiences
Week Content Teaching and learning strategies Resources

1 HT5-1 - explains and IBL (Inquiry Based Learning) Focus Questions:
assesses the historical
What would be changed in an Industrial Revolution? Differentiation:
forces and factors that
Which industry is affected? For students with learning difficulties
shaped the modern world they have the option to choose their role
and Australia How is simple change different from a Revolution? first on the team, they may choose to be
the speaker, time-keeper etc.
(ACDSEH017) - outline the Students will engage in a discussion on what Revolution is, how it can affect For gifted students, for homework they
main reasons why the various industries. Followed by a mini class debate which will focus on are to find a revolution which has
Industrial Revolution began whether there is need to revolutionise (change) the way students learn in occurred in todays society and are to
prepare a short 2 minute presentation on
in Britain schools (yes/no). Ending with a class discussion of what they have learnt that their topic. (pop culture, technology etc.)
they didn’t know previously.
As an introductory activity to the unit of Industrial Revolution, the teacher will lead a
- Stopwatch
discussion on the topic of Revolution. Ascertaining what students know about
Revolution as an action and what it means to successfully revolt. Following this, the - Debate Sub-topics
teacher will split the class into two differing halves and will give them a topic to have (To be created by students)
a debate on, after sufficient time they will begin debating whether or not they
believe the way schools and teachers teach needs to be revolutionised or not…
Touching on points such as how they would do it, what they would like to see and
what compromises the students are willing to make in return.
Following this debate, a class discussion will be held, students will explain what
they have learnt about revolution. Focusing on the things they didn’t know which
may have changed the way they think.
Students will watch a short video on the Industrial Revolution, then they will Homework: Gifted students will present
be given time to discuss some interesting facts from the video. Following their findings at the beginning of the
lesson. Following discussion, the rest of
this, students will create 2-3 slides on a Google slides document, which they
class will proceed normally.
will share with the class. The slides are to explain briefly what they think are
some of the key ideas and features of the Industrial revolution period.
The teacher will have the students collectively watch a Crash Course Video which
explains the Industrial Revolution and following this will have a short discussion - Access to Internet
about some of the things they learnt and picked up from the video. - Students will watch the Crash
After the discussion, students will use a link provided by the teacher to create 2-3 Course video:
slides on a google slides doc. in regards to their understanding on the Industrial https://www.youtube.com/watch
Revolution and in a brief manner what they think are some of the key ideas and ?v=zjK7PWmRRyg
features of the time.

Google Slides Doc
Appendix 1.
Differentiation:
Students with learning difficulties may
complete 1-2 slides with more general
information which pertains to broad
issues.
Gifted Students will be required to create

slides on 4-5 key ideas/inventions which
came out of this period.
2 HT5-6 - uses relevant IBL (Inquiry Based Learning) Focus Questions:

evidence from sources to
Did people want the Industrial Revolution?
support historical narratives, Was the Industrial Revolution what the people of the time expected?
explanations and analyses
Why isn’t it fair to employ tactics such as child labour in production of resources?
of the modern world and
Australia Were the working conditions fair for others?
(ACDSEH017) - describe Teacher led discussion of changes which the average family experienced as
key features of the they moved from the country to towns and cities. Followed by questions
agricultural revolution in which would create context for students. To conclude study, a kahoot quiz
Britain, including the should be administered in order to test student retention of content and to
emergence of a cheap see what they have learnt.
labour force The teacher will lead students in a discussion of changes which the average family
(ACDSEH081) - describe that moved from countryside to city would experience. These may include but aren’t
List of Topics which students
the changes to the way of limited to : (Expand on these in discussion)
may choose to talk about, as
life of men and women who - Scenery discussion starters.
moved from the country to
- Work proficiency in new role Appendix 2.
towns and cities
- Need for new or more resources(means of procuring food, work clothes etc)
(ACDSEH081) - use a
- Now have to worry about appearances
variety of sources to
investigate working Following this, students will participate in a Kahoot Quiz which will test student
conditions in factories, retention of content, the Kahoot may also ask questions such as “which topics do
mines and other you not understand the most?” or “Which topic do you think you understand best?”.
occupations, with particular This sort of Assessment and feedback will allow teachers to curate their lessons
emphasis on child labour and content better.
Differentiation:
Teacher will play a video for students which explores the working conditions
of those who moved from farms etc into factories, mines etc. This will be
choose to pair up with others for this
followed by a discussion and expression of students thoughts which will be activity as they discuss and copy the
information into their workbooks.
recorded through a Mind Map activity.
https://www.youtube.com/watch?
(ACDSEH080) - The Students will watch the youtube clip ‘Living in the Industrial Revolution: The Living
v=tkrvm9DEin8
population movements and Conditions of the Workers’. Following this, they will discuss what the working
changing settlement conditions were like for Men, Women and Children were. With an emphasis on child
patterns during this period labour and how young children were not able to enjoy their youth as many do Mind Map Activity – Potential
today. While this discussion is going on, student responses will be recorded via a Worksheet.
mindmap drawn on the board, which will be copied by students into their workbooks
as the list/ discussions grows. This will aim to give students a visual of how Appendix 3.
everyone had a part to play in the Industrial Revolution, how some were used by Student Textbooks &
the system and how this led to great change. Stationary.
3 HT5-10 - selects and uses IBL (Inquiry Based Learning) Focus Questions:
appropriate oral, written,
Where did Britain get its resources from during the Industrial Revolution?
visual and digital forms to
communicate effectively How would you act if someone came to you and asked for your help in a
about the past for different Revolution?
audiences Did Britain have relations with the countries it was trading with (India, Australia &
(ACDSEH017) - locate the Jamaica) before the Industrial Revolution?
growth and extent of the Students will watch a video which showcases the Territorial Evolution of the
British Empire from 1750 to British empire. They will then discuss with the assistance of a map printout, Differentiation:
1900 which countries were affected, how much did it effect their supply for their Students with learning difficulties will
have the option to group up or complete
(ACDSEH017) - identify the own people etc. Later, students will choose one country which traded with
a different version of the task. Their task
raw materials Britain Britain from a list and will conduct a group research task on how they were will be to look at one of the traded items
obtained from its empire, eg affected. (wool, etc) and will conduct research on
its uses.
sugar from Jamaica, wool Students will watch a short video which depicts Britains expansion of influence over Gifted students may choose to complete
from Australia, and cotton time. They will then discuss which countries were affected during the time period multiple lists, and will be encouraged to
and tea from India 1750-1900’s. Students will discuss what they have learnt and will discuss reasoning find out what the main items those
(ACDSEH080) - The as to whether they believe these were good choices or not. Perhaps they may countries produce today are.
population movements and choose to also discuss whether they would’ve made similar decisions if they were
changing settlement faced with the choice.
patterns during this period
Later, students will conduct a group research task and will choose from 1 of 3
Video on Territorial Evolution
topics
of the British Empire.
- Sugar from Jamaica
https://www.youtube.com/watch?
- Wool from Australia v=5cB6RirM3ZY
- Cotton and Tea from India Map Printout.

They will then use Microsoft powerpoint to create a brief slideshow on their chosen Appendix 4.
topic and will discuss the impact that their research says had on the Industrial
Revolution and the country that was being traded with. Students will also be asked
for their opinions on the matter as to whether they believe these trades were:
- Mutually helpful
- How necessary they were - Microsoft Powerpoint.
- If there was any alternative to this trade - If Students need help they
- Was there any thing else that Britain should’ve traded for. can ask for help or watch
this educational video:
These powerpoints are to be presented to the class at a later date and will be
marked as a form of formative assessment. The marking will be based on how - https://www.youtube.com/watch?
v=TZfcVbKJs1E
informative the presentation is, how many bits of information they can teach others
that they didn’t already know and how well their peers and the teacher understood
the presentation etc.
4 HT5-1 explains and IBL (Inquiry Based Learning) Focus Questions:

Why is James Watt’s steam engine said to have ‘changed the world’?
shaped the modern world Which industry did the invention of concrete help the most? (Construction)
and Australia What types of transport did they have in the Industrial Revolution era?
(ACDSEH017) - identify key What did the production of the Powerloom achieve? Teacher Presentation/ list of
inventors and their inventors and their inventions
The teacher will take the class through a presentation of some of the key
inventions and discuss how during Industrial Revolution.
inventors and inventions of the Industrial Revolution era. Students will make
some of these inventions
notes. Following this, the teacher will separate the class into groups, from Appendix 5.
affected transport and
there they will start a research task on a key invention which was developed
manufacturing in this period
during the industrial revolution.
Students will need:
The teacher will take students through a list/presentation of some of the key
inventors and what their inventions were. Students will discuss as the presentation A computer
goes along, explaining their thoughts about how effective they would’ve been for Internet access
their time etc. Students will also be encouraged to take notes in their textbooks.
Microsoft Powerpoint
Following this, students will be separated into groups, which will be given a topic
area to conduct a research task on. These may be from the selected from the
presentation earlier. If a groups wishes to change their topic they may as long as Differentiation:
they change to another topic which holds a similar level of importance and Gifted students may choose to focus on
relevancy to the time period. multiple topics, or may choose to explore
how those inventions have evolved and
Students will be asked to brainstorm and to see which inventions had the how they have shaped things we use
today.
largest impact on transport and manufacturing during this time period. They
will then discuss if they think any of them could’ve been improved in any
way. If so how? This will be followed by a recreation of use activity.
List of inventions which the
The teacher will lead the students in a brainstorming activity which will require charades topics can be
students to assess based on their knowledge and google (if need be) which chosen from.
inventions had the largest impact on transport and manufacturing. Following this,
(same as Appendix 5)
students will take part in an activity which requires to play a sort of charades with
the class and the spectators need to guess correctly which invention from the
Industrial Revolution they student is pretending to use.
5 HT5-1 explains and IBL (Inquiry Based Learning) Focus Questions:
Why were Britain’s developments in the Industrial Revolution important for Australia
also?
shaped the modern world
and Australia What significance did the Gold Rush have for Australia?
HT5-4 explains and Teacher led discussion of how industrialisation contributed to the
Differentiation:
analyses the causes and development of Britain & Australia. Followed by a Mentimeter Task.
effects of events and The teacher will lead the students in a discussion which will focus on ‘how choose to research an invention that
developments in the industrialisation contributed to the development of Britain & Australia’. Some key they don’t know about, find out it’s uses
and who uses it etc. They can present at
modern world and Australia topics may include but aren’t limited to: the end of class.
(ACDSEH017) - explain  The invention of the steam engine Gifted students may choose to show a
how industrialisation timeline of how the tool, mobile machine
 The invention of automated machines etc has evolved over time, and how it
contributed to the has helped at various points in history in
development of Britain and  Creation of trains, railways, canals differing ways.
Australia in this period  The Gold Rush & Mass migration to Australia
From here, the class will discuss and explore in order to see if there is any - Access to internet
invention which wasn’t used to its fullest capacity at the time. If so, the question will
- Access to Mentimeter.com
become what were they people of that time not seeing that we can with hindsight.
Appendix 6.
Following the discussion, students will participate in a mentimeter task to write up
their opinions about how these topics link, how they facilitate social mobility and
whether or not they agree with the means which led to the effect.
6 (ACDSEH082) - The short IBL (Inquiry Based Learning) Focus Questions:

and long-term impacts of
What were some of the physical effects people of the Industrial Revolution dealt
the Industrial Revolution,
with?
including global changes in
landscapes, transport and What was the result of these inventions?
communication How do we see the shadow of those inventions in todays technology?
How has communication and transport changed from then to now?
This week should be focused on review of content (notes in books, power Summative assessment can
point presentations etc.) as the summative assessment will also be handed be found below.
out this week with 2 weeks of time before it’s due. Students may choose to
re-enact some of the jobs which may have been around during that time in
order to cement the roles of various individuals during that time.
Summative Assessment:
The assessment for this unit of work would require students to write 3 journal entries from 3 different individuals who would
have lived in the time of the Industrial Revolution. Students must write from the perspective of the individual and must
explain the happenings of their day, what they did for work that day, how much money they made, if they got injured, what
they will do for entertainment in their free time.
This assessment will teach students empathy and If done well, students will be able to show their extensive and thorough
knowledge of various types and genders of people from that society. Students may also choose to choose an individual from
one of the countries that Britain was trading with, in which case the diary entries may include their preparations for the trade,
the amount, their role in the transaction etc. This assessment leaves a lot of room for students to show their understanding
and skill as they are in complete control of the topic.
Appendices:
(Appendix 1.) (Appendix 2.) (Appendix 3.)
(Appendix 4.) (Appendix 5.) (Appendix 6.)
10
References
Google Slides: Free Online Presentations for Personal Use. Google.com. (2020). Retrieved 28 April 2020, from
https://www.google.com/slides/about/.
History K–10 | NSW Education Standards. Educationstandards.nsw.edu.au. (2020). Retrieved 28 April 2020, from
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/history-k-10.
Hunter, J., & Krantz, S. (2010). Constructivism in cultural competence education. Journal of Nursing Education, 49(4), 207-214.
Interactive presentation software. Mentimeter. (2020). Retrieved 28 April 2020, from https://www.mentimeter.com/.
Kahoot!. www.Kahoot.com. (2020). Retrieved 28 April 2020, from https://kahoot.it/.
Miller, R., & Ebook Central. (2011). Vygotsky in perspective. Cambridge ; New York: Cambridge University Press.
Voet, M., & De Wever, B. (2019). Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self,
and the Context. Journal of Teacher Education, 70(5), 423-440.
Wiggins, Grant P., Wiggins, Grant P., author, McTighe, Jay, ProQuest, & Gale Virtual Reference Library. (2005). Understanding by design
(Expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
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YouTube. Youtube.com. (2020). Retrieved 28 April 2020, from https://www.youtube.com/.
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Stage 5 | History Unit of Work SCAFFOLD

Focus questions Historical Concepts and Skills Outcomes

Week Content Teaching and learning strategies Resources

features of the time.

Gifted Students will be required to create

2 HT5-6 - uses relevant IBL (Inquiry Based Learning) Focus Questions:

- Cotton and Tea from India Map Printout.

4 HT5-1 explains and IBL (Inquiry Based Learning) Focus Questions:

6 (ACDSEH082) - The short IBL (Inquiry Based Learning) Focus Questions:

(Appendix 1.) (Appendix 2.) (Appendix 3.)

(Appendix 4.) (Appendix 5.) (Appendix 6.)

Kahoot!. www.Kahoot.com. (2020). Retrieved 28 April 2020, from https://kahoot.it/.

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