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Cover for Mr Ross’s Year 8 Lesson • • • •

PEE Burger Reading through the essay plan. Writing a draft in the lesson. If anyone finishes they should draw a picture to go in it.

Please set them the homework of writing it up in neat, ideally on the computer for Monday

What is a PEE Burger? • Point “Work in the factories could be hard, and dangerous “ • Evidence “Source 2 tells us that…“ • Explanation “This meant that life was hard in the mills… “


Source 4

Source 2

Source 5

Wanted immediately, two Journeyman Clock-makers. Also a smith that can forge and file - Likewise two Wood Turners that have been accustomed to Wheelmaking. Weavers residing in this neighbourhood, by applying at the mill may have good Work. There is employment at the above Place, for Women, Children and good Wages.

Taken from this advert in a newspaper in 1771

Source 3

Source 1 This is a new start for us all. There was no future for me in our home village, the population’s grown so much that there aren’t enough jobs to go round. Even were there is work, the pay is really a pittance. And to cap it all you have to bow and scrape to his lordship every time you see him, as if he’s some kind of god. No, the town is different—there’s jobs, well paid work, and I’ll be my own man. My brother Samuel moved to town and he's done alright. From a modern school textbook.

From an interview taken during an investigation by Parliament into life in the factories.


Was life terrible in the mills? You’re going to write an essay to help you work out whether life was terrible in factories during the Industrial revolution. Your essay will have at least 5 paragraphs in it. You can type or write it, as long as it is stuck in your book. 1. Introduction Introduce your answer by showing that you know about some of the stories of children in the mills, and especially that they worked long hours, doing dangerous jobs. Factory stories make us think that they were terrible places… 2. Paragraph about dangerous and hard work in the mills Describe how dangerous and hard the work was in factories. Give some evidence about the danger (i.e. an example of when it caused a problem. Explain why we might sometimes be suspicious of these stories. Work in the factories could be hard, and dangerous… 3. Paragraph about why people went to work in factories Describe why people might want to work in factories. Use the sources to find some examples of push and pull factors. Explain why how this might affect your thinking about how terrible life was in factories. People weren’t forced to work in factories, many chose to… 4. Paragraph about Robert Owen Explain how Robert Owen’s factories were different. Find some evidence from the sources to back up your explanation. Does this make you think differently about whether life was terrible in the factories? Some factories were better than others. For example… 5. Conclusion In this last paragraph you should come to a decision about whether you think life was terrible. To write the best possible conclusion you should EXPLAIN your decision. I think that…


Some helpful phrases that you could use. Explaining Phrases This is important because… …, which meant that … As a result of this…. This meant that…because... ….therefore… This caused….. because Balanced Argument Phrases In a similar way… Compared with… In addition... However... On the other hand... Despite this… Nevertheless...

Example Phrases For example… For instance… ...such as… ….as is shown by… This is shown by…. Finishing Phrases In conclusion… In summary… To sum up… Overall… On the whole… In short… To round off...

Cover Work for Mr Ross's Lesson  

this is a demonstration of how this could be used in a lesson