Making a Difference: How did factories change life in Britain?

Making a Difference
Statement of Inquiry: 

Revolutionary changes in technology can lead to positive and negative impacts on a global and sustainable society.  
Key Concept: Change
Related Concept: Innovation & Revolution
Global Context: Globalization & Sustainability 
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This lesson contains 18 slides, with interactive quizzes, text slides and 2 videos.

time-iconLesson duration is: 90 min

Items in this lesson

Making a Difference
Statement of Inquiry: 

Revolutionary changes in technology can lead to positive and negative impacts on a global and sustainable society.  
Key Concept: Change
Related Concept: Innovation & Revolution
Global Context: Globalization & Sustainability 

Slide 1 - Slide

Making a Difference
How did factories change life in Britain?

- Introduction: In class, read p. 9 
- Videos: The Cotton Mill Girl and Factory Conditions
- Explanation: What is an OPVL?
- ACTIVITY: Origin and purpose & comparing domestic and factory systems











Slide 2 - Slide

Slide 3 - Video

Name one difference and one similarity between the information we have read on p. 9 and the information from the video.

Slide 4 - Open question

Slide 5 - Video

Working Conditions

Slide 6 - Mind map

What is an OPVL?
A method of analyzing sources:
Sources are key for historians for finding out about the past. 
A key skill is being able to extract information from sources and also to compare them. 

By comparing and contrasting the content of the sources and checking their value and limitation by looking at their origin and purpose, we can start to draw conclusions about the past. 

Slide 7 - Slide

What is an OPVL?

Slide 8 - Slide

What is an OPVL?
Origin (oorsprong)

Where does this source come from?
When was the information published?
Who is the author, publisher, source or sponsor?
Are the author's credentials or organizational affiliations given? 


What are author credentials?
Author credentials are the education, skills, and/or biographical information which make him/her qualified to write/speak on a specific topic.

Slide 9 - Slide

What is an OPVL?
Purpose (doel)

- What was the purpose of the information?
- What perspective is the author trying to convey?
- Is the purpose clear?
- Is the information fact, opinion or propaganda?
- Does the point of view seems objective/impartial?








Hint!
To find the puropose of a source, think about why the source was written, spoken or drawn, and who it was for - who was the audience? 

Slide 10 - Slide

What is an OPVL?
Value (waarde)

How usefull is this information?
How can it be applied to my project?
Has the information been reviewed or referred?
Can you verify the information in another source?









Slide 11 - Slide

What is an OPVL?
Limitations (beperkingen)

How reliable is this source?
Is it objective or subjective?
Are there any political, institutional, religious, cultural, ideological or personal biases? 











Slide 12 - Slide

Read Source C to H on p. 10 - 11. List four conditions of work in the factories and two effects of the working conditions on workers.

Slide 13 - Open question

Outline the purpose, values and limitations for Sources E and F with reference to the origin stated in the table on p. 9.

Slide 14 - Open question

Identify the message of the cartoonist in Source G.

Slide 15 - Open question

Compare Sources D and E and regarding the impact of the factory conditions on children. What are the similarities/differences?

Slide 16 - Open question

Both Frances Trollope (Source E) and Cruikshank (Source G) were against children working in factories. Does this mean that these sources are worthless to the historian? Explain your answer.

Slide 17 - Open question

Refer back to the description of the domestic system on page 5. Describe the ways in which the lives of textile workers in the domestic system were different from the lives of workers in the factory system.

Slide 18 - Open question