Movement of Peoples | Stage 5
Summary
Duration
The influence of the Industrial Revolution on the movement of peoples throughout the world, including the
transatlantic slave trade and convict transportation (ACDSEH018)
Term 1
Students:
Detail: 22.5 Hours, 18 lessons
7 weeks
• outline the key features of the Industrial Revolution in Britain
• explain how the agricultural revolution caused British people to move from villages to towns and cities to
create a cheap labour force
• outline how the Industrial Revolution influenced transportation of convicts to Australia and the migration of
free settlers
• identify the movement of slaves out of Africa and the movement of convicts and free settlers out of Britain
The experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions
on arrival, including the Australian experience (ACDSEH083)
Students:
• investigate the main features of slavery, including transportation
• select an individual slave sent to the Americas, or a convict or a free settler who came to Australia and use
sources to construct the story of their experiences
Changes in the way of life of a group(s) of people who moved to Australia in this period, such as free settlers
on the frontier in Australia (ACDSEH084)
Students:
• use a variety of sources to investigate and report on the changing way of life of ONE of the following:
- convicts
- emancipists
- free settlers
• describe the impact of convicts and free settlers on the Indigenous peoples of the regions occupied
The short- and long-term impacts of the movement of peoples during this period (ACDSEH085)
Students:
• describe both the immediate and longer-term consequences of transporting African slaves to the Americas
• assess the impact of convicts and free settlers on the development of the Australian nation
Unit overview
Stage 5 Skills Development
This unit considers the influence of the Industrial Revolution on the movement of peoples throughout the
world, including the transatlantic slave trade and convict transportation. The overview is integrated into this
topic, introducing students to the enormous economic, social and political changes that occurred as a result
Lesson warm up: source analysis
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of industrialization. These impacts include urbanization, as well as other population movements. (Embedded
in this unit is an introduction to the notion of imperialism, as a part of the overview, we will be revisiting this
concept in each of the depth studies.) Students then investigate the experiences of different groups (slaves
and convicts) from the time of transportation to their arrival in their destination country. Finally, students will
be asked to consider the long- and short-term impacts of the movement of peoples during this period by
returning to the key question: “Making a better world?”
Outcomes
Assessment overview
History K-10
› HT5-1 explains and assesses the historical forces and factors that shaped the modern world and Australia
› HT5-2 sequences and explains the significant patterns of continuity and change in the development of the
modern world and Australia
› HT5-4 explains and analyses the causes and effects of events and developments in the modern world and
Australia
› HT5-6 uses relevant evidence from sources to support historical narratives, explanations and analyses of
the modern world and Australia
› HT5-9 applies a range of relevant historical terms and concepts when communicating an understanding of
the past
› HT5-10 selects and uses appropriate oral, written, visual and digital forms to communicate effectively
about the past for different audiences
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Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
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Content
Teaching, learning and assessment
Resources
Stage 5 - Depth Study 1: Making a Better World?
Introduction to the Modern World
Retroactive 9 Textbook
The technological innovations that led to the Industrial Revolution, and
other conditions that influenced the industrialisation of Britain (the
agricultural revolution, access to raw materials, wealthy middle class,
cheap labour, transport system and expanding empire) and of Australia
(ACDSEH017)
Pre-test of existing knowledge regarding the Industrial Revolution,
slavery, convicts, European expansion. Strategies that may be utilised
include, but are not limited to:
Powerpoint- Overview
Students:
 outline the main reasons why the Industrial Revolution began in
Britain
 describe key features of the agricultural revolution in Britain,
including the emergence of a cheap labour force
 locate the growth and extent of the British Empire from 1750 to
1900
 identify the raw materials Britain obtained from its empire, eg
sugar from Jamaica, wool from Australia, and cotton and tea
from India
 explain how industrialisation contributed to the development of
Britain and Australia in this period
 explain how the agricultural revolution caused British people to
move from villages to towns and cities to create a cheap labour
force
 think, pair, share
 brainstorming
 mind map
 K-W-L chart (Know, Want, Learn)
Quizlet- https://quizlet.com/au/319934422/movement-of-peoplemaking-of-a-modern-world-flash-cards/
Crash Course in History- the Industrial Revolution
Movement of peoples work booklet (teacher to adapt into a lesson)
Provide Overview
Teacher led exposition- bridging Year 8 with Year 9 history. Provide an
overview of the industrial revolution & its effect on the movements of
people.
Learning Activities:
What is a “revolution”? - Students to brainstorm their understanding of
the term revolution.
Identify different types of revolutions: political, social, industrial,
technological Terms and concepts. Think pair share activity.
Glossary of key terms for the topic - students are provided with a list of
words and use the text to locate the definitions and fill in the blanks.
Students to complete quizlet based on the definitions found on page 8
of Macauley Booklet. (https://quizlet.com/au/319934422/movement-ofpeople-making-of-a-modern-world-flash-cards/)
The Industrial Revolution
Timeline of the changes during the Industrial Revolution:
 Students study the timeline in Retroactive 9, p. 13 and then complete
worksheet 1.2 ‘The Movement of Peoples’.
 Using Retroactive 9, pp. 4-9, students are to complete the guided
comprehension questions using worksheet ‘The Industrial
Revolution’.
Research Task: Using the internet, students are to compile a range of
visual images/sources from that time period, highlighting the main
changes in housing, industry, steam power and technology:
 Students discuss the changes and the impact these may have had on
people’s lives.
 Students analyse images in small groups and report back to class on
one of the four topics.
Using Retroactive 9, pp. 90-93, students are to compare and contrast
the agricultural practices leading up to the Industrial Revolution.
 Brainstorm - Why would people move from the country to the city?
Stage 5 - Depth Study 1: Making a Better World?
Outline how the Industrial Revolution influenced the movements of
Retroactive 9 Textbook
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Content
Teaching, learning and assessment
Resources
The influence of the Industrial Revolution on the movement of peoples
throughout the world, including the transatlantic slave trade and
convict transportation (ACDSEH018)
people
The Atlantic slave trade: What too few textbooks told you - Anthony
Hazard
Students:
 outline the key features of the Industrial Revolution in Britain
 outline how the Industrial Revolution influenced transportation
of convicts to Australia and the migration of free settlers
 identify the movement of slaves out of Africa and the movement
of convicts and free settlers out of Britain
Empathy Task: students are to write a letter using stimulus material
about their life in England and the reason(s) for their
transportation/immigration to Australia either from the perspective of a
convict or a free settler.
https://www.youtube.com/watch?v=3NXC4Q_4JVg
Identify the movement of slaves out of Africa- The trans-atlantic slave
trade
Watch: The Atlantic slave trade: What too few textbooks told you Anthony Hazard
Textbook: Use Retroactive chapter on the trans-atlantic slave trade
Formative Assessment Writing Task: Students to complete the written
response and hand in to their teacher in order to receive feedback.
Students to Analyse how the slave trade worked and its purpose.
Conclusion:
Students are to use their acquired knowledge to create a table which
compares and contrasts the experiences of slaves, convicts, and free
settlers.
Stage 5 - Depth Study 1: Making a Better World?
The experiences of slaves, convicts and free settlers upon departure,
their journey abroad, and their reactions on arrival, including the
Australian experience (ACDSEH083)
Students:
 investigate the main features of slavery, including transportation
Understanding the experience of slaves, convicts and free Australian
settlers and building emptahy
DVD- 12 Years A Slave
Empathy task: Readings from the Slave Narratives
Movement of peoples booklet (teacher to adapt into a lesson)
10:40- Oprah Winfrey reads Jennie Proctor’s slave narrative to roughly
14min
Audio: Mary Prince
38 min Samuel L Jackson speaks
48 min- 54 minish: discusses slave auctions
 select an individual slave sent to the Americas, or a convict or a
free settler who came to Australia and use sources to construct
the story of their experiences
Worksheets 12 Years A Slave
http://gallery.nen.gov.uk/audio75641-abolition.html
Readings from the Slave Narratives
https://www.youtube.com/watch?v=F2oqbab4VzQ
Followed by class discussion
Using Retroactive 9, pp. 137-144, students are to investigate the
experiences of slaves, including their capture, transportation and arrival
in the United States.
Film Study: 12 Years A Slave
Students to watch DVD over the course of a few lessons. During the
viewing students are to complete worksheets. Additionally, at the start
of each DVD viewing lessons students are to read p. 18 & 20 and
complete terminolgy definitions and comprehensive questions (these
questions can be in the form of a whole class discussion)
Conclusion:
Creative activity:
Write a slave’s diary entry for a morning and a night of one day.
Individual Slave Case Study:
Visit http://gallery.nen.gov.uk/audio75641-abolition.html
Use the audio to describe the experience of the slave Mary Prince.
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Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
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Content
Teaching, learning and assessment
Resources
Stage 5 - Depth Study 1: Making a Better World?
Who were the Convicts?:
Retroactive 9 Textbook
Changes in the way of life of a group(s) of people who moved to
Australia in this period, such as free settlers on the frontier in Australia
(ACDSEH084)
The First Fleet: A quick study should be completed on the First Fleet
and the arrival of the convicts in Australia. The following concepts
should be covered:
Students:
 use a variety of sources to investigate and report on the
changing way of life of ONE of the following:
– convicts
– emancipists
– free settlers
 describe the impact of convicts and free settlers on the
Indigenous peoples of the regions occupied
 Conditions in England, leading to the need to transport convicts.
 Crimes committed to be sent on transportation.
 Types of sentences,
 Conditions for the convicts on the First Fleet.
 Reasons for choosing to land in Sydney.
Creative Task: Imagine you are a convict. Write a series of diary entries
from your trial to arriving in Australia.
Activity: Students are provided with a map to label indicating the areas
that the British expanded (see p.102 Retroactive 2). This can be
compared to the map of Aboriginal Nations prior to invasion.
Time Extender- White Australia Policy
Teacher could run a ‘dictation test’ at the beginning of class as an intro
to the white Australia policy such as those found here:
http://guides.naa.gov.au/more-peopleimperative/gallery/image011.aspx or this one
Stage 5 - Depth Study 1: Making a Better World?
The short and long-term impacts of slavery
Movement of peoples booklet (teacher to adapt into a lesson)
The short- and long-term impacts of the movement of peoples during
this period (ACDSEH085)
Students to read through p.24 of booklet and define bolded
terminology.
Oxford Big Ideas Textbook
Students:
Students to complete comprehension questions:
 describe both the immediate and longer-term consequences of
transporting African slaves to the Americas
 assess the impact of convicts and free settlers on the
development of the Australian nation
1. What were the short term effects on Africa of the slave trade?
Retroactive 9 Textbook
2. What were the long term effects on Africa of the slave trade?
3. How did the slave trade affect the United State’s economy?
4. Which war had its roots in slavery?
5. Describe how “Reconstruction” affected former slaves.
6. What were the Jim Crow laws?
7. What happened in the 1950’s and 1960’s in America?
8. What did Martin Luther King Jr and Malcom X do?
Creative Task:
Create a pamphlet protesting against segregation in the US.
Conclusion & Long Term Impacts
 Abolitionism Macaulay booklet: pg 23
 US Civil War: https://www.youtube.com/watch?v=pcy7qV-BGF4 Was
the Civil War About Slavery? Or
https://www.youtube.com/watch?v=rY9zHNOjGrs Crash Course: John
Green Civil War
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Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
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Content
Teaching, learning and assessment
Resources
 Short and Long term impacts: Macaulay booklet pg 25
Impact of European settlement on Indigenous Australians
Students to work through "Oxford big ideas" p.346-351
Concluding Discussion:
Global Consequences of the Industrial Revolution and the Movement of
Peoples? Did the Industrial Revolution make a better world?
Reporting & Feedback
Evaluation
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Program Builder contains NSW syllabus content prepared by the NSW Education Standards Authority for and on behalf of the State of New South Wales which is protected by Crown copyright.
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