Year 9 History
Semester One, 2014
The Industrial Revolution
Task:
 Select a topic from the options supplied and complete a
research project that is to be offered to the class as an oral
presentation.
 Your oral must be a minimum of 4 minutes in duration
 You will be required to hand in your research planner as part
of your assessment task.
 Due dates and dates for monitoring will be given to you by
your teacher.
Name________________________________
Teacher_______________________________
Handed out on _____________________________
Monitoring dates: Week 2 and Week 3
Due: Week 4 Term 2
Your Task.
During the course of this term we have covered the topic of the
Industrial Revolution. Arising out of this topic you are required to
EITHER construct a biography of a person who influenced or was
influenced by the Industrial Revolution, OR choose a wider topic
related to the Industrial Revolution to provide a case study on.
You could choose from the following personalities and topics or, if
you would like to choose another person, gain teacher approval
before beginning research.
Topics
Child labour
Chartist movement
Luddite movement
Disease and sanitation
Suffragette movement
People
Sarah Guppy
John Kay
Thomas Hardy
Charles Dickens
Louis Daguerre
Josiah Wedgwood
William Blake
Richard Arkwright
You may choose to conduct research on the life of an
unnamed person – a child factory worker, a miner, a convict, a
housewife, or similar.
Key Questions
For the person you have selected to study you will need to have
answered these questions as a minimum in your research planner.
 What is the title of your research?
 Who is the person or what is the topic you are researching?
 Where did this person live and work? Where is your topic
located?
 What social class did this person belong to? How was social
class influenced by your topic?
 How important was your topic to the Industrial Revolution?
 Positive effects of industrialisation on your person/topic?
 Negative effects of industrialisation on your person/topic?
Reflection Questions
These questions must be answered at the end of your
presentation. They must be done no matter which topic you
have chosen.
 How has this study helped in your study of the Industrial
Revolution and History in general?
 What problems did you encounter in your research and how
would you improve them if you were to do this assignment
again?
The research process
One major element in being an effective History student is to be
able to conduct sound research and record your findings. This will
help you in compiling your final hand in copy.
You will record your research notes in your research planner.
This will also be handed in and marked as part of your
assignment.
You will be given advice as you work through your research
planner. Also remember to complete a bibliography and reread
your work before you hand it in.
As you construct your presentation you will need to have completed
the following ICT requirements as a minimum in your oral
presentation.
 6 power point slides
 2 Video or Audio files
What do I have to hand in?
On the day that you are to present your work you will need to
present the following:
 Your presentation to the class
 Your research planner completed with your research notes
 A bibliography of your research sources.
The Knowing:
Historical
Knowledge
The Doing:
Questioning
and
Researching
Analysing and
interpreting
The Telling:
Communicating
A
B
C
D
E
Comprehensive explanations of:
Explanations of:
Descriptions of:
Partial descriptions of:
Statements of:
- patterns of change and continuity over
time with reference to key events and
the actions of individuals and groups
- the causes and effects of events and
developments
-the motives and actions of people at the
time
-the significance of these events and
developments over the short and long
term
-different interpretations of the past
- patterns of change and continuity over
time with reference to key events and
the actions of individuals and groups
- the causes and effects of events and
developments
- the motives and actions of people at
the time
- the significance of these events and
developments over the short and long
term
- different interpretations of the past
- patterns of change and continuity over
time with reference to key events and the
actions of individuals and groups
- the causes and effects of events and
developments
- the motives and actions of people at the
time
- the significance of these events and
developments over the short and long term
- different interpretations of the past
- changes and continuities over
time with reference to key
events and the actions of
individuals and groups
- the causes and effects of
events
- important events and
developments
- changes and
continuities over
time
- some causes and
effects of events
Development of discerning focus
questions to frame a historical inquiry
when researching
Development of effective focus
questions to frame a historical inquiry
when researching
Development of focus questions to frame a
historical inquiry when researching
Development of questions
connected to a historical
inquiry
Development of
obvious inquiry
questions
Systematic organisation of information
from a wide range of primary and
secondary sources used as evidence to
answer inquiry questions
Effective organisation of information
from a range of primary and secondary
sources used as evidence to answer
inquiry questions
Identification and selection of
information from a narrow
range of primary and secondary
sources used to answer inquiry
questions
Identification of
information from
obvious sources
connected to
inquiry questions
Discerning evaluation of sources that:
- compares different points of view and
explains motivations, values and
attitudes
- analyses origins and purposes, and
draws conclusions about their usefulness
that include reference to accuracy,
reliability and relevance
- identifies and analyses different
perspectives and interpretations
Effective evaluation of sources that:
- compares different points of view and
identifies motivations, values and
attitudes
- analyses origins and purposes, and
draws conclusions about their usefulness
that include reference to accuracy
- describes interpretations about the past
Interpretation of sources that
identifies different points of
view, and their origins and
purposes
Identification of
some
characteristics of
sources and
different
interpretations
Clear and purposeful communication in
explanatory texts and discussions that:
- uses historical terms and concepts
effectively in appropriate contexts
- sequences events and developments
within a chronological framework
- references periods of time and their
duration
- organises and presents logical and
valid historical arguments following
Effective communication in explanatory
texts and discussions that:
- uses historical terms and concepts
effectively
- sequences events and developments
within a chronological framework
- references periods of time and their
duration
- organises and presents valid historical
arguments following format, style and
Communication in explanatory
texts and discussions that:
- uses historical terms
- partially sequences events and
developments within a
chronological framework
- presents historical arguments
- uses evidence from sources
Communication in
explanatory texts
and discussions
that:
- uses simple
historical terms
- partially
sequences events
- presents
fragmented
Organisation of information from a range
of primary and secondary sources used as
evidence to answer inquiry questions
Evaluation of sources that:
- compares different points of view
- analyses origins and purposes, and draws
conclusions about their usefulness
- identifies interpretations about the past
Communication in explanatory texts and
discussions that:
- uses historical terms and concepts
appropriately
- sequences events and developments
within a chronological framework
- references periods of time and their
duration
- organises and presents historical
arguments generally following format,
format, style and referencing
conventions
- integrates evidence from sources
- correctly and consistently references
sources of information
referencing conventions
- incorporates evidence from sources
- correctly references sources of
information
style and referencing conventions
- uses evidence from sources
- acknowledges sources of information
historical
arguments and
some evidence