Question One: How can you describe this source? (Level 4) Question Two: Can you explain what you believe is going on in this source? (Level 5) Pupils use PostIt notes and come to stick answers on the board. Question Three: Can you identify reasons why you believe the artist drew the picture in this way? Is the source, therefore, reliable? (Level 6)

Conditions in the Factories Lesson Objectives: To select sources of information that are important to describe conditions in factories. (Level 4/5) To combine this information together to come up with a structured argument that is for or that opposes child labour in factories. (Level 5/6)

Conditions in the Factories How were children treated in the mills during the industrial revolution? Why did different groups of people hold different views on child labour?

Categorization task In pairs, look through the different sources provided about child labour in the 19th century. Think…which sources show that the writer/artist OPPOSES with child labour, and which sources show that the writer/artist AGREES with child labour? Throughout the task you may consider the reliability of each source to be able to come to a conclusion – (On some you will be able to look at WHO WROTE/DREW IT) Place the cards in the correct column.

A structured Answer… I believe that there is nothing wrong with child labour! This is because they are always...My friend, Owen Johnston with the poorly toes, claims that... Well of course you would say that! This is because...I, however, think that child labour is appalling! You... USE THE SOURCES!!!

How have I done?... Level 4: Our arguments are well described and we have used some of the sources to produce a structured answer. Level 5: Our arguments are well thought out and we have ARGUED the idea of bias opinions. We have given a lot of detail in our points. Level 6: Our arguments have been well structured and we have used most of the sources to come to a conclusion about how WE feel about children in factories.