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Chapter Two
Chapter Two Introduction | Agricultural Revolution lesson plan |
Agricultural Revolution Powerpoint presentation | Extension Project | Bibliography
Lesson one
Aim: To study the situation in agriculture that gave rise to changes in farming practice.
Objectives: To enable the pupils to do the following:
- Understand the main features of the traditional open field farming practice.
- Have some understanding of the social structure of the village and of social ambitions.
- Understand what would be the main costs of running a 60-acre farm in the early 18 th century and the main sources of income.
- Use numeracy skills to calculate the costs and the sales and to work out the profit.
- Note the difference to profits when the price of grain falls.
- Make suggestions for farm improvements, using the textbook for guidance, in groups.
Materials: PowerPoint slides, projector screen, pupil worksheets, calculators, help sheets, textbooks.
Development
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Starter |
Using PowerPoint presentation, show slides 2,3 and 4 for farmer’s situation, his farming and his ambitions. |
Listen and answer questions |
Slides 1, 2, 3, 4 |
Phase 2 |
Show slide 5 and explain items for 1725 |
Using their individual worksheets, pupils complete the details for 1725 and with calculators, work out the total costs, sales and annual profit |
Slide 5; individual worksheets with some differentiated. |
Phase 3 |
Show slide 6 and explain the consequences of the fall in the price of grain by 1730 |
Pupils work out, again with the details on the worksheet the new sales and profit figures and consider the implications |
Slide 6 |
Phase 4 |
Set up the group work for pupils to suggest what the farmer might do |
In groups, work out 6 point business plan first without textbooks and then with |
Textbooks |
Plenary |
Field responses and summarise what has been covered |
Groups in turn offer their advice, which is compared and commented upon |
Whiteboard |
Lesson 2
Aim: To study the changes in farming practice in the eighteenth century, the consequences of these changes and the historical significance of the Agricultural Revolution.
Objectives: To enable the pupils to do the following:
- Recall the limitations of the open field system of farming.
- Recall their suggestions for farm improvements and generally understand the main features of the changes involved.
- Calculate the profits after making the kind of changes associated with the Agricultural Revolution.
- Understand the main features of changes in pasture farming.
- Develop further their understanding of the concepts of change, cause and consequence with reference to the Agricultural Revolution.
- Understand the significance of the developments, which made up the Agricultural Revolution.
- Produce, using the completed duplicated sheets, a piece of written work on: (i) the need for change in agricultural practice; (ii) the nature of these changes; and (iii) the importance of these changes (to be finished for homework).
Materials: PowerPoint slides, projector, screen, pupil worksheets, textbooks.
Development:
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Starter |
Recap of the farmer’s problems (slide 6) and suggested improvements (slide 7) |
Answer questions and offer comments |
Slides 6 and 7 |
Phase 2 |
Distribute and explain the second worksheet reflecting improvements using slide 8 |
Calculate the new income and profit. Compare with previous figures |
Slide 8
Second worksheet (one per pupil) |
Phase 3 |
Brief description of changes in pasture farming using textbooks |
Listen and answer questions |
textbooks |
Phase 4 |
Explain the next task on the worksheet
Use slide 9 when fielding responses. Ask set of causation questions |
In pairs, work out reasons for the farming improvements
Answer questions and add notes to worksheet |
Slide 9 |
Phase 5 |
Explain next task – working out the consequences of the changes
Use slide 10 to field responses |
In pairs, try to identify five or six consequences, noting long-term effects and continuing impact
Add notes to worksheet |
Slide 10 |
Plenary |
Show completed slide 11. Explain each of the points in turn linked to ‘Why learn history?’
Set written work (slide 12) |
Answer questions |
Slides 11 and 12 |
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