trabajando mi unidad AICLE

THE INDUSTRIAL REVOLUTION IN BRITAIN

Historia – 4º  ESO

 

https://drive.google.com/file/d/1A9LMGpdsMPGnlw9Zfthkfdm1IGUMzVZ1/view?usp=sharing

 

https://drive.google.com/file/d/1eiXcH28DN0vBIyQO6MbSPuhxoC-x06H6/view?usp=sharing

 

La unidad trata de analizar los cambios en la demografía, la agricultura y los sectores textil y siderúrgico durante el final del siglo XVIII y el siglo XIX en Gran Bretaña. Se introduce el comienzo del movimiento obrero. Asimismo, la unidad tiene como objetivos identificar y explicar los cambios que la revolución industrial introdujo en la producción así como las transformaciones sociales que de ella se derivaron; Identificar y explicar los factores que influyen en un hecho o proceso histórico significativo reconociendo la naturaleza, jerarquización e interrelación de las causas así como sus consecuencias a corto y largo plazo.

Todo esto se llevará a cabo mediante la realización de diversas tareas y actividades que se detallarán más adelante, y que básicamente comprenden distinguir ventajas y desventajas de los cambios agrícolas, simulación de toma de decisiones sobre obras en la localidad, redacción de un texto sobre la vida diaria de un obrero o minero, resúmenes de acontecimientos, análisis de imágenes históricas…

 

SESIONES

 

INTRODUCTION: PRE-INDUSTRIAL REVOLUTION IMPROVEMENTS IN ENGLAND

 

Watch the following video:

https://www.youtube.com/watch?v=6QKIts2_yJ0

 

SESSION 1: BETTER CONDITIONS BEFORE THE INDUSTRIAL REVOLUTION IN ENGLAND.

 

Listen to some words from the video and repeat.

Label these pictures with words from above.

Find words in activity 1 for these definitions.

Predicting topics. (texts to be read by the teacher)

·         Circle the words you hear

·         Circle the topic covered in each text

 

Population and agricultural changes. Reading.

·         Some sentences in the previous texts are causes, some are effects, some are changes, and some are facts.. Can you find examples for each one?

·         Sorting and grouping. Work in groups of four. Read the sentences and group them into the categories in the table.

·         3. read text B again. Note the changes:

·         Look at the pictures of the enclosure and the open field below. What´s the difference between them? You can use words like while, more than, bigger…

 

I have learned…

·         Read this summary and correct any possible mistakes:

·         Using the information in text A, draw a line/bar graph showing:

·         Use your knowledge and the info from last lesson to answer these Q's.

 

SESSION 2.  NEW TECHNOLOGIES IN THE ENGLISH TEXTILE INDUSTRY.

 

Warm up:

·         Label the pictures with words from the list below.

·         Can you write the previous words under the correct heading?

 

Changes in the textile industry.

·         Listen to your teacher.

o   According to Text A, what are the main differences between the domestic system and the modern factory system? Complete the chart

o   According to text B, what were the main changes in the textile industry in England during the beginning of the XIXth century?

 

Reading. Inventions in textile industry.

·         Build a timeline of the advances in the textile industry at the end of the 18th century.

 

I have learned…

·         Guessing game: who am I?

 

SESSION 3. IRON AND COAL AND THE BEGINNING OF NEW INDUSTRIES.

 

Vocabulary activation. Match the words and their definitions.

Reading. Iron and coal.

·         Say if the following statements are true or false:

·         Write questions for the answers:

Watch the following video and answer the questions.

 

http://losrecursosdelprofe.blogspot.com.es/2016/01/4-eso-industrial-revolution-by-briana.html

 

·         What were the advantages and disadvantages of new developments in coal and iron mining for the following people?

 

The following video is about a day in the life of a 19^th- century mine worker.

 

https://www.youtube.com/watch?v=D581TDHFpmE

 

·         Write about his job. You can use the phrases from the box.

 

I have learned…

·           Circle the odd word out.

·           Pair work. With a partner, make a list of objects made of iron that you have at home or in the classroom. Compare your list with others.

 

 

 

 

 

 

SESSION 4. TRANSPORT REVOLUTION.

 

Introduction.

https://www.youtube.com/watch?v=46foHFxUvC8

 

·         Circle the words you hear in the video.

 

Advances in transport. Reading comprehension.

·         With the information provided in the video, read the three texts and order them.

·         Find words in the texts for the following definitions.

 

Role play.

·         Work in groups of at least four people. You have a meeting in the Town Hall tonight. You must vote for or against the construction of a new railway between your town and Manchester. Your area is a coal mining area and an agricultural area too. It is a very controversial issue. You are the elected representatives who have to make a decision.

 

I have learnt…

·         Look at the pictures below. Review what you have read and watched during the session. What are the differences between the two forms of transport? (Don't forget to use words like faster, cheaper, etc.).

·         Further thinking….

§  What are the advantages and disadvantages of new high speed trains for a country like Spain?

§  What are the possible disadvantages for a region like Extremadura, without high speed trains, in terms of industrial development?

 

SESSIONS 5 AND 6. SOCIAL EFFECTS OF THE INDUSTRIAL REVOLUTION IN BRITAIN.

 

Classify under the correct categories.

 

Watch the following video about life during The Industrial Revolution, and then read and analyse.

 

          https://www.youtube.com/watch?v=wmqEB0eIk08

 

Life during the Industrial Revolution

·         Explain both types of migration during the Industrial Revolution.

·         Make a comparison between the working conditions in the Industrial Revolution and nowadays.

·         What was the Industrial Revolution? 19.Why do we use the word Revolution?

 

 Group work.

·         Write a newspaper article on 'The conditions in factories for Children'

 

I have learned…

 

·         Look at the picture of these girls, a worker in a textile industry during the Industrial Revolution. Read the sentences below the picture. Are they true or false?

·         Do children still work in the 21st century? Where? What do they do? What do you think about the situation?

Final summary.

·         Revise the previous sessions and fill in this diagram

 

Self assessment worksheet

 

 

 

 

TRINIDAD G. CAMPOS LUJÁN.

 

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