Unit 12: How did life change in our locality inVictorian Britain?

History Year 5 secondhalf

ABOUT THE UNIT (This unit takes approximately 6 hours)

In this unit pupilsinvestigate some of the ways that the Ilford area changed duringthe Victorian era, and some of the reasons for those changes.Pupils use the local area to explore characteristic features ofVictorian times, how the area changed over time and the reasons forand results of these changes. Pupils continue to develop theirsense of chronology, and ask and answer questions, from buildingsand other information sources.

WHERE UNIT 12 FITS IN

Links with other subjects

RESOURCES

Fieldwork skills introducedin other units, as in Units 2, 6A and 8, will be developed throughthis unit. It also introduces a range of sources that will be newto the pupils. The unit complements Unit 11, What was it like forchildren living in Victorian Britain?

Literacy: reading and understanding different genres e.g.census returns, reports etc.

NLS non-fiction textfocus:

T16 note-making: to fillet passages forrelevant information and present ideas which are effectivelygrouped and linked

S2 to understand how writing can be adaptedfor different audiences and purposes, e.g. by changing vocabularyand sentence structures

ICT: see each plan

Art: links with portraits depictinglife in the past (Bygone Ilford)

Communication: pupilswill be encouraged to think about how they will organise and recordwhat has been covered in lessons with a focus on a more independentapproach. This will include En1 (S&L) and ICTopportunities

Maths:datahandling and drawing simple graphs using census information

Geography:features of our local area

  Copies of census returns from now and Victoriantimes, e.g. 1891 and 1841

  Pictures of Victorian transport andindustry

  Pictures of features of Victorianbuildings

  Pictures of local buildings, transport andindustry from the Victorian period

  Book Bygone Ilford

Useful websites:

http://www.learningcurve.gov.uk/snapshots/snapshot04/snapshot4.htm

http://www.schoolsliaison.org.uk/lostluggage/train.htm

http://www.ilford.org.uk/history.php

Linked novels

BLISHEN, Edward -Stories from Dickens

BURGESS, Melvin -The copper treasure

BURNETT, Frances H -The secret garden

CLARKE, Norma -The doctors daughter

DICKENS, Charles -A Christmas carol

DOHERTY, Berlie -Old Father Christmas

DOHERTY, Berlie -Our field

HAMLEY, Dennis -The diary of a Victorian apprentice

TOMLINSON, T -Ironstone valley

WILSON, Jacqueline -The Lottie project

EALpupils: SENpupils:G&T pupils:

EXPECTATIONS ANDDIFFERENTIATION at the end of unit 12

Most children (A)will:

makeappropriate use of dates, e.g. 1841, 1891; identifychanges in the locality within the Victorian period; give somereasons for the changes studied; select information from varioussources to find out about aspects of the period

Some children (LA) will nothave
made so much progress and will:

present selected information usingsome specialist terms; describe some features of theperiod

Some children (MA/A) willhave
progressed further and will also:

selectand combine information from several sources to find out about thepast; give results of some of the main events and changes in thelocality; produce extended writing that is organised and structuredappropriately

Thisweeks

resources

LearningObjectives

TeachingActivities and Key Vocabulary

ICTopportunities

Learning Outcomes& Assessments

w/c 15^thNovember

      Key words ondisplay in topic corner (ongoing)

      Learningobjectives on the flipchart (ongoing for pupils to refer to)

      Censusreturns

      Understand what a census return isand what can be learnt from it.

Who lived here in 1841?

Ask the pupils to find 1841 on theclass time line. Ask them who they think might have lived in thelocal area in 1841 and how they could find this information.Introduce the idea of a census, and discuss what information mightbe on it. Give the pupils copies of a census return and ask them tolist the headings under which information is collected.

Give the pupils returns from 1841for the local area. Ask them to record the name and one other fieldof data (age, occupation, place of origin, size of family). Discusswith the pupils their findings, helping them to identify patternsand draw conclusions about the area in 1841.

MA pupils: ask pupils to producegraphs for fields they have investigated.

LA pupils: pupils conclusions couldbe very simple, e.g. typical names, ages of people working,types of jobs.

Vocabulary:census return,trade directory,street directory, locality

Onegroup to use Inspiration mind mapping software to record whatthey know

MApupils to use ICT to draw graph showing data from census e.g.different sizes of families

  Can pupils understand what acensus return is and what can be learnt from it

  Can pupils extract datafrom a census return (differentiated)

Extension for MApupils:

  Can MA pupils recorddata extracted in a graph?

  MA pupils canincorporate new vocabulary learnt in their Speaking andListening

EALpupils:

SEN pupils:see page 1

G&Tpupils:

Thisweeks

resources

LearningObjectives

TeachingActivities and Key Vocabulary

ICTopportunities

Learning Outcomes& Assessments

w/c 22ndNovember

  Keywords on display in topic corner (ongoing)

  Learningobjectives on the flipchart (ongoing for pupils to refer to)

  To make comparisons that illustrate changewithin the Victorian period

  To give reasons for these changes

  To identifycharacteristic features of Victorian transport and industry

Wholived and worked here in 1891? What has changed since 1841 andwhy?

Givepupils census returns from 1891, and ask them to research the samefields as in the previous activity. Ask them to list findings toreport to the class.

Discusswith pupils what has changed since 1841. Are any of the samefamilies still living in the same homes? Are there more peopleliving in the area who were born elsewhere? Have peoplesoccupations changed? Discuss why some of these changes mighthave taken place, encouraging pupils to speculate on the basis oftheir own knowledge.

Letpupils see pictures showing changes in transport and industry inthe Victorian period and ask them to describe some of the mainchanges at a national level.

Showpupils pictures of transport and industry in the local area in theVictorian period, e.g.  railway stations, canals, mills,factories.

Discusswith the pupils whether changes in transport or changes to industrywere the most important in their local area

Teacherref. for history of the Central Line

http://tube.tfl.gov.uk/content/faq/lines/central.asp

ICT suitesession-

Interactiverail mystery:

http://www.schoolsliaison.org.uk/lostluggage/train.htm

Can pupilsidentify changes between the census of 1841 and that of 1891

Extension for MApupils:

Can pupilsspeculate about possible reasons for change

EALpupils:

SEN pupils:see page 1

G&Tpupils:

Thisweeks

resources

LearningObjectives

TeachingActivities and Key Vocabulary

ICTopportunities

Learning Outcomes& Assessments

w/c 29^thNovember

  Keywords on display in topic corner (ongoing)

  Learningobjectives on the flipchart (ongoing for pupils to refer to)

  Pupil rolecards

  To describe the attitudes of some differentpeople to the building of a railway in the locality (NB focus onLondon area at wide)

  To communicate their understanding of benefitsand disadvantages of railways

Howdid the arrival and expansion of the railways affect ourarea?

Tellpupils about the arrival of the railways in London. Discuss howthey might have affected people living in the area, who would havebenefited and who would have lost out. Ask pupils to compare mapsfrom 1841 and 1891, e.g. number of houses, number ofstreets, site of railway line or station.

Dividethe pupils into groups. Give each group the name of a family in thecensus in 1891, and ask them to consider, and make a list of, thebenefits and disadvantages of the railways to that family.

Eachpupil will have a role card stating a persons name, occupation andpoint of view about the proposed building of a railway through thelocality. Ask the pupils to prepare arguments that they canrole-play in a debate.

Speaking and Listeningopportunity:

Organise a class debate and vote onwhether or not pupils favour the building of therailway.

Art web searches

Thefollowing paintings can illustrate how, thanks to the railways andurban public transport, people from all classes could enjoy newopportunities for leisure and recreation.

1. Derby Dayby William Powell Frith

2. TennisParty by Charles March Gere

3.Underground Railway by Charles Trevor Prescott

4. One ofthe people - Gladstone in an Omnibus by John Morgan

5. RailwayStation by William Powell Frith

6. Beach atWalberswick by Philip Wilson Steer

7. RamsgateSands by William Powell Frith

8. The OldBedford by Walter Richard Sickert

Can pupilsspeculate how people might have been affected by therailways?

Can pupils presentideas to the class in oral form? English 1: gain and maintain theinterest of audience using persuasive language; speak audibly andclearly, using spoken standard English in this formalcontexts

Extension for MApupils:

Explore the pros and cons of therailways

EALpupils:

SEN pupils:see page 1

G&Tpupils:

Thisweeks

resources

LearningObjectives

TeachingActivities and Key Vocabulary

ICTopportunities

Learning Outcomes& Assessments

w/c 6^thDecember

  Key words ondisplay in topic corner (ongoing)

  Learningobjectives on the flipchart (ongoing for pupils to refer to

NB need tolocate a suitable Victorian building within walking distance todraw

  To identify and recordcharacteristic features of Victorian buildings

  To recognise waysin which buildings have been changed over time, and considerreasons for the changes

What evidence of Victorian times remains in ourarea?

Explainthe characteristic features of Victorian buildings,e.g. typical windows, doors, roofs, building materials,showing pictures of local examples. Explain about theexpansion/decrease in local population during the Victorian period.Discuss with the pupils where Victorian buildings might be found,using local maps.

Arrange avisit to look at local Victorian buildings. Ask the pupils torecord the external features of buildings, e.g. bysketching, taking photographs, recording on video.

On theirreturn to school, show pupils pictures of the same buildings in thenineteenth century. Ask them to identify those that have remainedas they were, those that have changed, and how they have changed,e.g. replacement doors, windows, conversion, cladding.Discuss with the pupils reasons why the buildings might have beenchanged.

Ilfordhistory

http://www.ilford.org.uk/history.php

http://www.redbridge.gov.uk/area/history.cfm

Can pupils:

  Identify featuresof Victorian buildings?

  Record features ofVictorian buildings?

  Identify changesin buildings?

Extension for MApupils:

Can MA pupilsidentify changes in buildings and suggestpossible reasons for the changes?

EALpupils:

SEN pupils:see page 1

G&Tpupils:

Thisweeks

resources

TeachingActivities and Key Vocabulary

ICTopportunities

Learning Outcomes& Assessments

w/c 13^thDecember

  Key words ondisplay in topic corner (ongoing)

  Learningobjectives on the flipchart (ongoing for pupils to refer to

  Range of sourcesused during topic available on topic table

  To recall informationabout the area in Victorian times

  To organise theirknowledge and use it to summarise their learning about thechanges

How did life change in our localityin Victorian times?

Discuss with the pupils what theyhave learnt about their locality in Victorian times. Focus on themain changes that occurred in the locality over the period and thecauses and effects of these changes. Use flow diagrams, othercharts and a collection of pictures to illustrate what theydiscuss.

Identify categories,e.g. population, place of origin of inhabitants,occupations and sources of employment, buildings.

Ask the pupils to choose one of thecategories and use a range of sources to find out about andsummarise the changes that took place.

Onegroup to use mind mapping software Inspiration to show ideas indiagrammatic format

Can pupils:

  Suggest the waysin which the locality changed in the Victorian period?

NB -pupils writing skills can be developed by using this activity as ameans of revising the features of explanatory texts, includingpresentational devices like charts and diagrams.

Extension for MApupils:

MA pupils tosummarise what they have found out about one way thelocal area has changed e.g. agricultural to urban and givereasons

EALpupils:

SEN pupils:see page 1

G&Tpupils:

Unit 12

How did lifechange in our locality in Victorian Britain?

Level 2

Pupils show theirdeveloping sense of chronology by using terms concerned with thepassing of time, by placing events and objects in order, and byrecognising that their own lives are different from the lives ofpeople in the past. They show knowledge and understanding ofaspects of the past beyond living memory, and of some of the mainevents and people they have studied. They are beginning torecognise that there are reasons why people in the past acted asthey did. They are beginning to identify some of the different waysin which the past is represented. They observe or handle sources ofinformation to answer questions about the past on the basis ofsimple observations.

Level 3

Pupils show theirdeveloping understanding of chronology by their realisation thatthe past can be divided into different periods of time, theirrecognition of some of the similarities and differences betweenthese periods, and their use of dates and terms. They showknowledge and understanding of some of the main events, people andchanges studied. They are beginning to give a few reasons for, andresults of, the main events and changes. They identify some of thedifferent ways in which the past is represented. They use sourcesof information in ways that go beyond simple observations to answerquestions about the past.

Level 4

Pupils showfactual knowledge and understanding of aspects of the history ofBritain and the wider world. They use this to describecharacteristic features of past societies and periods, and toidentify changes within and across different periods. They describesome of the main events, people and changes. They give some reasonsfor, and results of, the main events and changes. They show someunderstanding that aspects of the past have been represented andinterpreted in different ways. They are beginning to select andcombine information from different sources. They are beginning toproduce structured work, making appropriate use of dates andterms.

Level 5

Pupils showincreasing depth of factual knowledge and understanding of aspectsof the history of Britain and the wider world. They use this todescribe features of past societies and periods and to begin tomake links between them. They describe events, people and changes.They describe and make links between events and changes and givereasons for, and results of, these events and changes. They knowthat some events, people and changes have been interpreted indifferent ways and suggest possible reasons for this. Using theirknowledge and understanding, pupils are beginning to evaluatesources of information and identify those that are useful forparticular tasks. They select and organise information to producestructured work, making appropriate use of dates andterms.