**This great lesson allows students to fully explain the various causes of Britain’s Industrial Revolution c.1750 to c.1900. ** Students are given a number of activities and tasks to help them define what the Industrial Revolution was. They will then use a clearly organised fact sheet to read about the main factors which led to the Industrial Revolution before thinking about how the factors linked to each other and argue which factor they believe to be the most important. The 19 slide lesson contains a variety of discussion tasks, warm up start activities, printable resources, and learning reviews as well as engaging background information and challenge questions for higher ability students. There is a choice of printable resources to suit different ages and abilities. The lesson is mainly aimed at KS3 students between the ages of 11-14 but can easily be adapted for younger or older students. Please be kind enough to leave a review of this lesson if you have found it effective. Thank you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

In this lesson, students will discover what living conditions were like in Britain’s new industrial towns and specifically examine the increase in illness and disease. Particular attention is paid to the creation of terraced housing, the growth of slum areas, back-to-back housing and the pollution and waste created by such extreme overcrowding in the working class parts of towns. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims and progress Slide 3: Lesson Warm Up – Class discussion about how students would describe ‘typical’ housing and accommodation today. Slide 4: Lesson Warm Up II – Fill in the missing facts about the growth of towns in the Industrial Revolution Slide 5: Missing terms from the warm-up revealed. Slide 6: Starter Task: Students view a diagram of typical terraced and back-to-back housing and use this to discuss what housing conditions were like and how this led to ill-health and disease. Slide 7: Source Analysis – An illustration of slum housing with prompt questions Slide 8: Source Analysis – Printable GCSE style question sheet Slide 9: Background Information – The growth of industrial towns Slide 10: Background Information – Overcrowded terraced housing Slide 11: Printable fact sheet Slide 12: Activity 1 – Printable worksheet Slide 13: Activity 2 – Creative historical writing task with full instructions Slide 14: Activity 3 – Extended historical writing task with structure ideas Slide 15: Follow Up Challenge Questions Slide 16: Learning Review Crossword with answers revealed Slide 17: Printable version of the learning review crossword I would be grateful if you could leave a review for the lesson if you feel the lesson is effective for you. Many thanks if you spend some of your valuable time doing this as feedback is highly valued. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

**This lesson allows students to identify and describe the many changes which happened in Britain during the period of the Industrial Revolution. The lesson allows students to contrast what Britain was like in c.1750 and by c.1900. ** The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims Slide 3: A slide to help students discuss and learn the definition of the term ‘Industrial Revolution’ Slide 4: An introduction to the changes of the Industrial Revolution Slide 5: Lesson Warm Up Activity: What changes have you experienced in your lifetime? Slide 6: Starter Activity: Spot the difference between the two paintings of Britain (c.1750 and c.1900) Slide 7: Historical Source/Interpretation Activity Slide 8: Documentary Link and Activity about the changes of the Industrial Revolution Slide 9: An outline of the main learning task Slide 10: Printable lesson fact sheet Slide 11/12: Printable worksheets based on the fact sheet Slide 13: Challenge Activity 1 – What was the impact of the Industrial Revolution? Slide 14: Follow Up Challenge Questions Slide 15/16: Learning Review Quiz with answers revealed. Please be kind enough to leave a review of this lesson if you have found it effective. Thank you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

The aim of this lesson is for students to analyse the changes brought about by the Industrial Revolution and evaluate their impact on people’s lives. In doing so, students develop their understanding of the historical concepts of change and continuity and cause and consequence. As students enter the classroom, they are given a picture card featuring an important invention from the Industrial Revolution. They must then work collaboratively to place themselves in chronological order, before discussing who was affected by their invention, why it mattered, and how it may have transformed people’s lives. Students then take part in a fun and engaging Britain’s Got Talent-style quiz, where they evaluate a range of inventions and decide which deserves the coveted Golden Buzzer as the most significant innovation of the period. To deepen their understanding, students investigate a variety of economic, social, political, demographic and technological changes that occurred during the Industrial Revolution. They analyse how these developments were interconnected and, for an additional challenge, categorise the changes into their respective themes. The lesson is built around a central enquiry question, introduced at the beginning through a visual lightbulb challenge and revisited throughout the lesson. Students return to the question at the end to demonstrate and reflect upon their progress in learning. Included in this lesson: Fully editable PowerPoint Enquiry-based learning activities Chronology and discussion tasks Interactive Britain’s Got Talent quiz Differentiated resources and materials Opportunities for higher-order thinking and challenge Suggested teaching strategies and guidance Please leave a review if you find the resource useful.

Objective: To explore and analyze primary sources to understand the harsh realities of factory conditions during the Industrial Revolution. Starter: Discussion on Sources Introduction to the Industrial Revolution and its impact on society. Brief overview of primary and secondary sources. Engage students in a discussion about the importance of historical sources in understanding the past. Teacher Instruction on Analyzing Primary Sources Explanation of primary sources related to factory conditions (photographs, letters, diaries, reports). Guidance on how to critically analyze primary sources, considering context, authorship, and bias. Demonstration of analyzing a sample primary source together as a class. **Main Activity: ** Primary Source Analysis Distribute various primary sources depicting factory conditions to small groups of students. Students analyze the assigned sources, considering the experiences of workers, living conditions, and societal attitudes of the time. Encourage students to discuss and debate their interpretations within their groups. Groups present their findings, highlighting key aspects of the sources and discussing their implications. **Plenary: ** Discussion on Horrific Factory Conditions Recap of key findings from the primary sources analyzed by each group. Facilitate a whole-class discussion on the horrific conditions faced by factory workers. Explore the emotional and social impact of these conditions on individuals and communities. Discuss the role of these conditions in shaping labor movements and social reforms during the Industrial Revolution.

**In this lesson, students will be able to learn about the arguments which were used during the 1800s to support and argue against reforms to improve working conditions in the mines, mills and factories of the Industrial Revolution. ** In addition, students will then learn how some of the reforms set out to help workers. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims and progress Slide 3: Lesson Warm Up – Class discussion about how laws today make sure people are safe and looked after in their workplace. Slide 4: Source Inference Task Slide 5: Source Inference Task 2 Slide 6: Think & Discuss – What are ‘Reforms’? How does Parliament create new laws? Slide 7: Think & Discuss – Arguments for and Against the reform of working conditions during the Industrial Revolution Slide 8: Background information – The public reaction and outrage at finding out about working conditions Slide 9: Background Information – Who were the ‘Reformers’ and what did they call for? Slide 10: Activity 1 – What would the Reformers want to do to help improve working conditions? Slide 11: Activity 1 – An alternative way to think about what the reformers would want to do to help improve working conditions Slide 12: Activity 2 – Students given a choice of written or creative tasks linked to their learning so far. Slide 13: Activity 3 – Organise the facts about the reforms worksheet instructions Slide 14: Printable worksheet Slide 15: Organise the facts answer sheet Slide 16: Follow Up Challenge tasks and questions Slide 17: Learning Review Activity Pyramid. I would be really grateful if you could leave a positive review for the lesson if you feel the lesson is effective for you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

KS3 History resources: 50 mins-1 hour PP, worksheets, well differentiated. These resources have been designed to be engaging, detailed and easy to follow. All resources are editable (so easy to adapt for your classes) and are designed to last between fifty minutes and one hour each. ***SALE*** - this resource is on sale at a reduced price. A Key Stage 3, Year 8 observation lesson designed to test students’ understanding of the historical concept of significance by deciding which Industrial Revolution inventor’s face should be on the next banknote. Differentiated learning objectives: Gold: Argue why one inventor is more significant than another, justifying your choice. Silver: Assess how significant an inventor was using Partington’s model of historical significance. Bronze: Describe the key inventors of the Industrial age, explaining their impact on Victorian Britain. A ‘hook’ starter designed to get students engaged with the topic, asking about the most important inventions in their lives. An information gathering activity using five sources giving information about five key Industrial Revolution inventors. A speech writing activity on the most significant inventor, with differentiated learning objectives. A plenary for student-led sharing of ideas and a class vote. Leave me a review and choose any other resource for free - just contact me via the Conversations tab.

Full lesson, designed for use with KS3 students to look into working conditions in the factories and the workhouses during the Industrial Revolution. Begins by prompting students to think about what they may prioritise when choosing their future jobs e.g. high pay, good hours etc… This is then placed in contrast to the reality of what 18th-19th century workers experienced in their jobs. This is followed by a look at the lyrics of folk song ‘Poverty Poverty Knock’, which was written to show a first-hand perspective of conditions in the mills during this time period. Students are asked to find examples of lyrics which demonstrate the various unpleasant aspects of working life, then complete some analysis on the meanings of various lines of the song. There is then a short video (link in slide notes) outlining two of the main jobs done in the workhouse: breaking stone and picking oakum. This video is accompanied with some questions for students to answer. Includes lesson PowerPoint, two task worksheets and an information sheet. All can be edited to adjust lesson if desired.

This lesson investigates working conditions in the cotton mills during the Industrial Revolution. As well as looking at the different jobs in the mill, this lesson also investigates the dangers and problems of working in the cotton mills as well as the benefits of working there. Quarry Bank Mill in Cheshire is used as an example. This download includes a fully editable powerpoint with all activities, instructions, clip links and worksheets/information sheets you need. It is differentiated where possible with scaffolding and challenge options and is fully planned with plenty of activities for your students to complete including a starter, all clips and related tasks, information sheet task with mindmap, mini plenary, a think, pair, share task, a consolidation explanation question and two plenaries. Activities are planned to encourage thinking and discussion. Check out other Industrial Revolution lessons here, including living conditions, working conditions, health & medicine, women, children and Victorian diseases: https://www.tes.com/resources/search/?authorId=22174227&q=industrial revolution&shop=DiscoveringHistory These are available in a great value bundle here: https://www.tes.com/teaching-resource/industrial-revolution-12891788 CUSTOMER SERVICE IS VERY IMPORTANT TO ME - If, by any chance, you encounter any issues with the resource, please email me at discoveringhistoryuk@gmail.com and I’ll try to solve them for you. I really appreciate being given the chance to make things right. Please support my small business by leaving a review. There are more KS3 & GCSE History lessons on the way - follow my social media pages for freebies, new resources and interesting facts! Got a lesson suggestion? Or looking for something in particular? Email me!

This lesson has been created for KS3 students and covers life in inventions of new technology for the textiles industry in the Industrial Revolution. The purpose of the lesson is to get students to investigate new technologies invented to develop the textile industry from the domestic industry through to the factory industry in the 18th Century. Student are then to consider the significance of each invention and in what way they sped up the Industrial Revolution. The lesson offers an opportunity for group work when exploring the different inventions and the inventors developed during the 18th Century. Youtube video links have been offered under each handout slide if you choose to create QR codes linked to the URLs so that students can view each invention working. Exam technique is also practiced in this lesson in the format of a 4 mark question. All accompanying resources are included in Microsoft Powerpoint format and suggested learning outcomes provided with space for you to add your own accompanying grades. I have taught this lesson to all Y7, Y8 and Y9 depending on where Industrial Revolution falls in the schemes of work. I really hope you enjoy teaching this lesson as much as I do!

This Industrial Revolution & Medicine Through Time lesson investigates how medicine, surgery and public health changed over time. Several changes are investigated such as washing hands, the germ theory and aseptic surgery. This lesson is broad and could easily be used as a snapshot or an introduction to GCSE content. This download includes a fully editable powerpoint with all activities, instructions, clip links and worksheets/information sheets you need. It is differentiated where possible with scaffolding and challenge options and is fully planned with plenty of activities for your students to complete including a starter, all clips and related tasks, information sheet with timeline, mini plenaries, a think, pair, share diamond 9 task, a consolidation explanation question and two plenaries. Activities are planned to encourage thinking and discussion. THIS LESSON IS PART OF A GROWING MEDICINE, SURGERY & PUBLIC HEALTH BUNDLE, which includes lessons on Renaissance Medicine, John Snow, Great Stink & Pencillin PLUS MANY MORE. Find it here: https://www.tes.com/teaching-resource/medicine-surgery-and-public-health-12921774 We also have a smaller Medicine & Surgery bundle: https://www.tes.com/teaching-resource/medicine-and-surgery-12921765 AND a Medicine & Public Health bundle: https://www.tes.com/teaching-resource/medicine-and-public-health-12921764 This lesson is also available in our Industrial Revolution bundle, along with working conditions, living conditions and the experiences of women and children, available here: https://www.tes.com/teaching-resource/industrial-revolution-12891788 CUSTOMER SERVICE IS VERY IMPORTANT TO ME - If, by any chance, you encounter any issues with the resource, please email me at discoveringhistoryuk@gmail.com and I’ll try to solve them for you. I really appreciate being given the chance to make things right. Please support my small business by leaving a review. There are more KS3 & GCSE History lessons on the way - follow my social media pages for freebies, new resources and interesting facts! Got a lesson suggestion? Or looking for something in particular? Email me!

Why did Britain introduce a formal police force in the nineteenth century and how effective was this new system in maintaining law and order? This lesson investigates the creation of modern policing in England and Wales and evaluates why it became necessary during a period of rapid social and industrial change. Students investigate the problems of crime, disorder and urban growth that led to the establishment of a professional police force. Throughout the lesson, students are challenged with key questions, including why there was a growing need for organised law enforcement, why the government under Robert Peel introduced the Metropolitan Police Force in 1829 and how this model later spread across the country. They also consider public reactions at the time, exploring whether the police were supported or met with suspicion and opposition. Students examine how the early police force operated, including the equipment they used, their responsibilities and the expectations placed upon recruits. Through visual sources, written accounts and structured questioning, students build a clear understanding of how policing developed in its early years. A range of activities are used to support learning and engagement, including true-or-false quizzes, video analysis, source interpretation and a thinking quilt task designed to help students connect key ideas. These activities help encourage students to think critically about change and continuity in law and order. Students also evaluate the effectiveness of the early police force and assess how far it succeeded in reducing crime and improving public order. This is supported by a causation-based plenary activity, encouraging students to explain and justify their judgements using structured reasoning. As with the wider unit, the lesson is built around a central enquiry question introduced at the start through a light bulb activity and revisited at the end, allowing students to reflect on how their understanding has developed. Included in this lesson: Editable PowerPoint Robert Peel and the Metropolitan Police (1829) Analysis of public reaction to early policing Source, image and quiz-based activities Effectiveness of early law enforcement Differentiated resources Please leave a review if you find this resource useful. Your feedback is greatly appreciated.

In this lesson, will learn about the harsh working conditions of the children who worked in the textile mills and factories of Industrial Britain. They will be able to describe a typical working day for the children and make comparisons with their own typical school day. The lesson includes the following: Slide 1: Title slide Slide 2: Lesson learning aims and progress Slide 3: Lesson Warm Up – Students will use the images to help them identify the various jobs that children did during the Industrial Revolution. Slide 4: Lesson Warm Up - Answers Slide 5: Starter Activity: Students will look at a map showing the location of various industries and features of the Industrial Revolution – prompt questions provided. Slide 6: Starter Activity 2: Source analysis of a child worker in a textile factory – with prompt questions Slide 7: Photograph of children working in a textile mill and prompt questions Slide 8: Photograph of children working in a textile mill and prompt questions Slide 9: Printable lesson fact sheet in the style of an illustrated storyboard. Slide 10: Task 1: Instructions of how to complete a mind map Slide 11: Printable mind map for students to write on Slide 12: Activity 2 – Students to write their own interview with a child in a textile mill Slide 13: Activity 3 – A 60 minute documentary with task – links to the documentary are hyperlinked and in the notes section Slide 14: Activity 4 – Students create their own 24-hour timeline of their own typical day and compare this with a 24-hour timeline of a child in the textile mills. Slide 15: Learning Review Quiz – Filling in the missing terms Slide 16: Learning Review Quiz answers I would be really grateful if you could leave a positive review for the lesson if you feel the lesson is effective for you. All images used in this lesson are in the public domain and are therefore copyright free at the time of publishing. Images which require attribution have been attributed in the notes section of each slide where the image appears. If you feel any errors have been made, please contact me at raschoolresources@gmail.com in the first instance to resolve any issues. Thank you.

This lesson investigates the inventors, new technology and inventions that came around during the Industrial Revolution in Britain, for example the telephone, railways, safety lamp and electricity. Students look at inventions and inventors in three categories: communication, industry and transport. This download includes a fully editable powerpoint with all activities, instructions, clip links and worksheets/information sheets you need. It is differentiated where possible with scaffolding and challenge options and is fully planned with plenty of activities for your students to complete including a starter, all clips and related tasks, information sheet with table to complete, presenting task, mini plenaries, a consolidation explanation question and a plenary. Activities are planned to encourage thinking and discussion. Check out other Industrial Revolution lessons here, including living conditions, working conditions, health & medicine, women, children and Victorian diseases: https://www.tes.com/resources/search/?authorId=22174227&q=industrial revolution&shop=DiscoveringHistory These are available in a great value bundle here: https://www.tes.com/teaching-resource/industrial-revolution-12891788 Please take a look at my growing TES shop where you can find free and inexpensive lessons: https://www.tes.com/teaching-resources/shop/DiscoveringHistory CUSTOMER SERVICE IS VERY IMPORTANT TO ME - If, by any chance, you encounter any issues with the resource, please email me at discoveringhistoryuk@gmail.com and I’ll try to solve them for you. I really appreciate being given the chance to make things right. Please support my small business by leaving a review. There are more KS3 & GCSE History lessons on the way - follow my social media pages for freebies, new resources and interesting facts! Got a lesson suggestion? Or looking for something in particular? Email me!

This is the first lesson in a 7 lesson SOW which covers the Industrial Revolution. L1 –** Causes of the Industrial Revolution ** L2 – Why the Industrial Revolution flourished in England L3 – Case Study: Manchester L4 – Influential individuals: Sir Richard Arkwright L5 – Children in the mill L6 – Influential individuals: Robert Owen L7 – Review of the Industrial Revolution This particular lesson focuses on the causes of the Industrial Revolution with clear differentiated learning objectives and activities. This lesson will help to foster enthusiasm for the subject and offer an opportunity for students to engage with primary sources as well as practicing key essay writing skills. All activities are included within the presentation, including a special plenary which I like to call ‘WhatsApp’ the past! Feedback is always welcome. Please don’t forget to follow: @mrmrsroberts_ (Twitter & Instagram)

Industrial Revolution - KS3 - (9 Lessons!) L1 - What was the Industrial Revolution? Leave a review for a FREE single resource FREE - Lesson One: Bundle SoW: https://www.tes.com/teaching-resource/industrial-revolution-13040500 FREE Animal Farm SoW: https://www.tes.com/teaching-resource/resource-12942163 This SoW is designed in detail and is both differentiated and engaging, and allows you to move pupils through content efficiently. Made to the highest standard and constructed using current research, both dual coding and retrieval practices are at the heart of this unit. A colour scheme also runs throughout to ease both your delivery and students comprehension. Industrial Revolution - KS3 - (9 Lessons!) L1 - What was the Industrial Revolution? L2 - Steam engines L3 - Poverty L4 - New Lanark Mills L5/6 Emma Griffin L7/8 - Matchstick girls L9 - What makes a good debate? If you leave a review of any of our resources, you can claim any FREE single resource from our ever growing library. Simply message the above email, which is monitored daily. If you leave a review of any of our resources, you can claim any FREE single resource from our ever growing library. Simply message the above email, which is monitored daily. teachercentralltd@gmail.com Best FREE Resources (Teacher Central) https://www.tes.com/teaching-resource/britain-losing-and-gaining-an-empire-12973075 https://www.tes.com/teaching-resource/financial-literacy-12898983 https://www.tes.com/teaching-resource/romeo-and-juliet-12908635 https://www.tes.com/teaching-resource/shakespeare-12908634 https://www.tes.com/teaching-resource/macbeth-gcse-12863697 https://www.tes.com/teaching-resource/animal-farm-free-sow-12942163 (FREE SoW) https://www.tes.com/teaching-resource/slavery-sow-12843084 (FREE SoW) https://www.tes.com/teaching-resource/-12727408 (FREE SoW) https://www.tes.com/teaching-resource/russia-1917-91-from-lenin-to-yeltsin-12834552 https://www.tes.com/teaching-resources/shop/TeacherCentral?sortBy=lowestPrice&p=5 I hope you find this SoW useful. If you have, I have created a series of resources. You can check them out here. https://www.tes.com/teaching-resources/shop/TeacherCentral

Coal, Iron & Steel

Second lesson in a scheme of work. This has been planned for lower ability year 7 students.