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Haslingden High School Humanities Faculty HISTORY HOMEWORK BOOKLET Year 8 Block B Name: _______________________________ Form: ______ Subject Teacher: _______________________________ Date Given: ____________ Date to Hand in:___________ History homework club is __________________ Effort: House Points: /10 WWW: IOTI Parent/guardian comment:

Transcript of History homework club is - haslingdenhigh.com · History homework club is ... industrialisation of...

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Haslingden High School

Humanities Faculty HISTORY HOMEWORK

BOOKLET

Year 8 Block B

Name: _______________________________

Form: ______

Subject Teacher: _______________________________

Date Given: ____________ Date to Hand in:___________

History homework club is __________________

Effort:

House Points:

/10

WWW:

IOTI

Parent/guardian comment:

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THIS PAGE IS FOR CLOSE THE GAP ONCE THE BOOK IS MARKED

DON’T DO THIS PAGE FOR HOMEWORK.

What was the area you could have improved?

How could you have improved?

Correct your work in this space:

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The Victorian Age

In the last term, you have learned a lot about the period called the Industrial Revolution. It was a time when the United Kingdom started to modernize and to become more like it is today. Huge buildings such

as factories were constructed, smoke filled the skies and new forms of transport were used. The industrialisation of Britain allowed people the time, money and transport to enjoy holidays and entertainment as we do today.

Over the next few pages you are going to learn about some of the main ways that the everyday lives of Victorian people changed.

This booklet should take you around 3 hours to complete. Therefore you cannot do it all on one

night. You should start it on the first night that you receive it and do part each day through the

week.

TASK 1 – This is a list of key words to learn for a spelling test when you come back to school with

this booklet. It should take about 30 minutes.

TASK 2 – This is about the railways in Victorian England. This should take you about 30 minutes.

TASK 4 – This is about football in Victorian England. This should take you about 30 minutes.

ASSESSED TASK – The assessed task is the most important part of the booklet. It should take

you about 60 to 90 minutes. It should certainly NOT take less than 1 hour to do a proper job. If

you finish it much more quickly, you should read it again to check that you have fully answered the

questions.

On ______________________ there will be a homework club in B27. This will be where history teachers are waiting to help you with the homework. If you want to attend, turn up between 3 and

4 so that we can give you support.

If you cannot make Thursday for some reason, speak to your history teacher about another time that you can ask for help if you are stuck.

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TASK 1 - Key Words Use this page to test how good you are at spelling the key words about Victorian Britain.

1) Look at the spellings and try to memorise them.

2) Fold the page in half along the dotted line.

3) In the space provided try to write the words out again from memory – try not to look! If you struggle to

remember all the words, try testing yourself using 4 words at a time.

4) Check your spellings and correct any mistakes.

Victorian

Transport

Railways

Industrialisation

Revolution

Monarchy

Domestic system

Factory system

Professional

Entrepreneur

Workhouse

Slavery

Empire

Imperial

30 mins

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TASK 2 - The Railways

The Victorian age was the greatest period of the railways in Britain. The railways almost completely wiped

out all other forms of transport and made long distance travel possible for large numbers of people for the very first time. Every important town in the UK got its first railway station

These engravings are taken from the Illustrated London News, 22nd May 1847. They show first, second and third class passengers traveling to the horses races at Epsom. They tell us a great deal not just about transport, but Victorian people in general. Look carefully at the pictures below and then answer the

questions that follow.

First class train carriage:

Second class train carriage:

Third class train carriage:

30 mins

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Answer the questions that follow in the spaces provided……

1. How many differences can you see between the railway carriages that the different classes of

passengers used?

2. What do you think was the artist's opinion of the people in first class and why?

3. What do you think was the artist's opinion of the people in third class and why?

4. The source is a cartoon from a newspaper. The newspaper was written for rich people in London. Can you think of any reasons why a historian should be careful using it? A good answer will mention the type

of source, where it was published and one other aspect.

5. In what ways do you think the railways changed life and towns in Britain?

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TASK 3 - Football

The railways were to make a huge difference to the leisure activities of the Victorians. Not only were there opportunities for holidays, but sporting events also grew in popularity. Special trains and trips were run to take people to the races, cricket matches or the FA Cup Final, which was held for the first time in 1872.

In 1888 the Football League was founded. This was made up of professional teams, for the first time players were paid a regular wage. 5 out of 12 of the founder members of the league were from this area

(Accrington, Bolton, Blackburn, Burnley and Preston) It would have been impossible for the first teams to have travelled to play away matches without regular trains. Before the development of railways it would have taken a full day to travel from places like Manchester to London. So the railways were very important

in the development of professional football in Britain

As you can see, the railways brought people closer together.

Imagine if you were Liverpool playing Arsenal in London before the railways, can you see how long it would take you?

Railways not only helped teams and fans follow their teams around the country, but they also transported newspapers. This meant that you didn’t have to wait days after the match to find

out the latest scores!

Look at the picture below……….

Answer the questions that are on the next page………

30 mins

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1. List the differences between Victorian Footballers (use the photograph) and those of today.

2. What does the source suggest about the popularity of football in the Victorian age?

Explain using evidence from the source.

3. Explain what impact the railways had on leisure activities such as watching sport.

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ASSESSED TASK – What was it like in a Victorian mine?

This piece of work is the piece that will mainly lead to the grade that you receive for this piece of work.

You need to complete the work carefully and to the best of your ability.

You will need to read the sources and the key information carefully.

Source 1 –

This is a list of deaths from a burial

register of Radstock, a mining town

in Somerset.

30th

August 1820

Frederick William Bond, age 12.

Head fractured by a kick from a

horse in Clandon Coal Pit.

14th

December 1821

William Bourne, age 9.

Killed by falling down Ludlow coal

pit 24 fathoms (37 metres)

26thy November 1824

George Chappel, age 8

Killed by falling down Ludlow coal

pit

4th

October 1835

John Ashman, age 11

Killed by falling down the Tyning

coal pit

16th

November 1842

Joseph Parfitt, age 9

Killed by bad air in a coal pit

Source 2–

This is from a report made by a royal commission into

mines. It started in 1840, and 24 investigators travelled

the country interviewing men, women and children in the

mines. It was printed in 1842 and filled 3 huge books.

Janet Cumming

A coal bearer, 11 years old

I go down with the women at 5 in the morning and come up

at 5 at night. I carry the large bits of coal from the wall face

to the pit bottom. It is some weight to carry. The roof is very

low. I have to bend my back and legs and the water comes

frequently up to the calves of my legs. I have no liking for

the work. Father makes me like it. Never got hurt, but I was

obliged (forced) to scramble out of the pit when the bad air

was in.

Alexander Gray

A pump boy, 10 years old

I pump out the water in the under bottom of the pit to keep

the coal face dry. I am obliged to pump fast or the water

would cover me. I had to run away a few weeks ago as the

water came up so fast that I could not pump at all. The

water frequently covers my legs. I have been two years at

the pump. I am paid 10d (10 pennies) a day. No holiday but

the Sabbath. I go down at 3, sometimes 5 in the morning, and come up at 6 or 7 at night.

Source 3 –

Many mine owners were worred about the report on mines (source 2). If the government decided to

stop mines employing children, they would lose money.

One man who owned many mines in the north-east of England was the Marquess of Londonderry.

In 1842, he gave a speech to Parliament. This is a part of his speech.

The commissioners who investigated the mines were expecting to find problems. They were not fair in

how they investigated. They spoke to the children and asked them questions in a way which made the

answers sound bad. They asked boys who are trouble-causers and girls who are ignorant and didn’t

understand the questions.

Conditions in the mines are fine. If you go into a mine, you will find that the trapper is happy and

contented with his job. He is generally occupied, not working hard but cheerfully enjoying a childish

amusement, like cutting sticks, making models or drawing pictures on the mine door in chalk.

60-90 mins

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Extra information to help you:

Some key words to help you:

Coal pit – a deep shaft going into a mine.

They went a long way down and had no

safety barriers to stop people falling.

Bad air – Dangerous gases collected

underground and could escape into the

mine. If miners did not notice, they could

suffocate and die.

Wall face/coal face – the part of the mine

where miners are cutting the coal.

Royal commission - an investigation

started by the Queen and the government

What jobs did children do in mines?

The Trapper The trapper was often the youngest member of the family working underground. Their job was simple: to open

and close the wooden doors (trap doors) that allowed fresh air to flow through the mine. They would usually sit in total darkness for up to twelve hours at a time, waiting to let the coal tub through the door. It was not hard work but it was boring and could be very dangerous.

The Hurrier and the Thruster The older children and women were employed as hurriers, pulling and pushing tubs full of coal along roadways from the coal face to the pit-bottom. The younger children worked in pairs, one as a hurrier,

the other as a thruster, but the older children and women worked alone.

The Getter Getters were the oldest and strongest members of the family, almost always

grown men or strong youths. Their job was to work at the coal face cutting the coal from the seam with a pickaxe. Getters were the only members of the family who would work continually with a candle or safety lamp, as they needed the light to see the coal face.

The pumper

Usually a younger child. The pumper had

to repeatedly press the handle of a water pump to keep the mine from flooding. If they slowed down, the mine could flood and become unusable.

A trapper,

waiting in the

dark to open the doors

A thruster,

pushing a tub

of coal through

the mine

The Victorians saw child labour as a normal part of working life. Most children started

work underground when they were around eight years old, but some were as young as five. They would work the same hours as adults, sometimes longer, at jobs that paid

far less.

On 4 August 1842, a law was passed that stopped women and children under ten

years from working underground in mines in Britain. Before this law was passed, it was common for whole families to work together

underground to earn enough money for the family to live on.

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Questions:

1. What does source 1 tell you about working in the mines? 2. How does source 2 back up source 1? Make sure you use examples and quotes.

3. How does source 3 disagree with sources 1 and 2? Make sure you use examples and quotes.

4. Choose one of the sources in the pack. Make sure you write which source. Explain in what

ways it provides unreliable evidence about children’s working conditions in the mines. 5. Choose one of the sources in the pack. Make sure you write which source. Explain in what

ways it provides reliable evidence about children’s working conditions in the mines.

Set 1 Extension:

6. Which source do you think is the MOST useful piece of evidence for a historian? Why did

you pick it?

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