Free learning resources from arts, cultural and heritage organisations.

Teachers' Notes

Resource created by Kirklees Museums and Galleries

Curriculum links:

KS2 History: “A local history study”, “a study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066”.

KS3 History: “Ideas, political power, industry and empire: Britain, 1745-1901”.

Context:

From around 1750, mills and factories began to appear in previously rural landscapes. Towns such as Manchester and Sheffield saw rapid growth in population as people moved from the countryside to work in the cities. This impacted on other local towns, who had access to large cities via canals and railways. By the 19th century Huddersfield was transformed into a textile powerhouse. The canals also provided raw materials to support the wider industry, including the development of chemical factories.

The Industrial Revolution brought great wealth to many individuals who invested in new industrial businesses, such as the owner of Ravensknowle Hall (now Tolson Museum), John Beaumont. Most people, however, experienced extreme poverty, with a lack of resources, housing and clean water. The gap between the richest and poorest grew during this time. This led to unrest, and Huddersfield was at the centre of demands for political reform through individuals such as Richard Oastler, and groups such as the Luddites.

Learning objectives:

  • Understand the impact of the Industrial Revolution in Kirklees
  • Identify key features of life in Industrial Kirklees
  • Describe key events during the Industrial Revolution
  • Explain what evidence can tell us about the Industrial Revolution in Kirklees

Discussion and Activity Ideas:

  • Literacy: Describe life in Kirklees during the 19th century.
  • Reading: As a class, read Empire’s End – A Roman Story by Leila Rasheed.
  • Disciplinary Skills: Study the sources, and make inferences about life during the Industrial Revolution.
  • Art: Create your own protest banner using recycled materials.

Heritage is…

  • Citizenship: During the Industrial Revolution, many children worked long hours in dangerous jobs. Should children have the same rights as adults when it comes to work and safety? Why or why not?
  • Democracy: Industrial towns faced serious problems with housing, water and disease. What role should the government play in protecting public health, and how has this changed over time?
  • Climate: Factories and chemical works created smoke and pollution that affected local communities. Who suffers most from pollution, and what can we learn from the past when thinking about environmental challenges today?

Glossary:

Collier – A person who works in the business of producing or distributing coal.

Colliery – A coal mine and the buildings and equipment associated with it.

Industrialisation – The rapid development of industry during the 18th and 19th centuries, especially through the use of machines and factories in towns like Batley.

Inequality – The unequal distribution of wealth, power, and living conditions, as seen between mill owners and workers, and echoed in today’s social issues.

Model Village – A planned community built by industrialists, such as Joseph Hirst at Wilshaw, to house workers in better conditions, often with schools, churches, and other facilities.

Philanthropy – Charitable actions by wealthy individuals, like Joseph Hirst building homes and schools for his workers. Philanthropy could also be used to show moral leadership and social control.

Pollution – Harmful substances released into the environment, then from factory chimneys and now also from fossil fuels. Pollution affects health and contributes to climate change.

Public Health – The health and wellbeing of the population. Poor air, overcrowding, and lack of sanitation in industrial towns led to major public health issues.

Segregation – The enforced separation of different groups, such as splitting families and categorising inmates by gender and age in Victorian workhouses.

Textile Industry – The manufacturing of cloth and fabric, a dominant employer in towns like Batley during the Industrial Revolution.

Workhouse – A government-run institution where poor people lived and worked under strict and harsh conditions in exchange for basic shelter and food.