1>

DOMESDAYRELOADED

Lesson 7 —empLoyment

DomesDayRELOADED

AIMS AND OBJECTIVES • To understand how the type of employment changes as society develops

• To understand the types of jobs that were done in a local area in the 1980s

• To begin to use statistics to assess the social history of work

Lesson 7 – empLoyment

National Curriculum links:

History (England), The World Around us – History(Northern Ireland), Social Studies (Scotland)History – History (Wales)

Pupils should be able to understand how the past shapes the present,develop a sense of chronology and explore change and continuity over time.Pupils should be able to explain why change occurred. To understand howidentities develop and what they have in common. Consider how society isorganised and how decisions are made within communities. They should beable to use a variety of source material and methods to explore the past andmake deductions about the lives and emotions of people in the past. Pupilsshould be able to assess the reliability of a range of source material. Theyshould be able to evaluate the decisions made by historical characters. Thissession could be added to programmes of study on; The Norman invasion(England), The Medieval Wars of Independence (Scotland) and The Age ofPrinces (Wales),

English, (England), Language and Literacy (Northern Ireland) Literacy and English (Scotland),English and/or Welsh (Wales)

Pupils should be able to develop discussion during which they can makedecisions about types of questions to ask and use others’ ideas to developopinions. Pupils should adapt speech and language depending upon theaudience and while listening to discussion and/or presentations as well as beable to identify the key points. They should be able to communicate clearly,negotiate and organise tasks as part of a group. They will be able to usedramatic techniques to explore issues and to use character, action andnarrative to convey a story and themes. Pupils should be able to selectappropriate written styles for their audience and correctly apply grammarrules. They should develop knowledge of how creativity and imagination areessential to making new meanings, exploring and experimenting withlanguage and creating dramatic effects.

Arts and Design (England), The Arts (Northern Ireland) Art and design(Wales) Expressive Arts (Scotland)

Pupils should develop the ability to think about how creative ideas can bedeveloped in response to different stimuli. To consider how different artforms communicate and evoke moods and ideas as well as develop anunderstanding that they can use the visual elements such as colour, tone andpattern to portray their ideas. Pupils acquire the knowledge that designing,creating and performing require discipline, control, technique and practice aswell as how and why people from different times and cultures have used thearts to express ideas. To understand that accepted forms and conventionscan give structure and purpose to artistic works but they can be adapted andchanged. Pupils should be able to work through a design process whilefollowing a design brief. They should be able to explore a range of media andtechnologies in order to create objects and artefacts for specific tasks.

Design and Technology (England), The World AroundUs – Science and Technology (Northern Ireland) Design and Technology (Wales), Sciences (Scotland)

Pupils should be able to make and record accurate measurements anddetailed observations. Pupils should be able to produce their own plans fordesign tasks that recognise the constraints of the material available. Theyshould be able to select appropriate materials for practical challenges. Toconsider the consistency and type of material used for a task and how to usegeometry to explore, understand and represent shape and space.

Mathematics (England, Wales, Scotland) Mathematics and Numeracy (Northern Ireland)

Pupils should understand how numbers can be used for measurement,quantification and comparison and applied in different contexts. Pupils shouldbe able to use geometry to explore, understand and represent shape andspace. They should be able to use different mathematical methods in order to solve practical problems and to consider their application to 2 and 3dimensional shapes. Pupils should be able to use multiples, sequences,understand, calculate and use the mean and range of a set of discrete data aswell as collect, classify, record and present data using graphs, tables, diagramsand ICT software.

Geography (England) The World Around us –Geography (Northern Ireland), Social Studies(Scotland), Geography (Wales)

Pupils should be able to use fieldwork, first-hand experience, questionnaires,surveys and secondary sources to present information on different places tolive, work and relax and interesting places to visit. They should be able to usea range of maps and geographical information systems to gather, interpret,analyse and present their conclusions.

DomesDayRELOADED

bbc.co.uk/domesday2>

Opening activity

• Ask each student what they want to be when they leaveschool. Discuss why they want to undertake their occupations.

Activity 1

• Put a copy of this Employment Survey extract on the IWB - http://www.bbc.co.uk/history/domesday/dblock/GB-492000-369000/page/12

• Split the class into groups of 4 and ask them to complete the graphs below.

• Use the figures on the extract to compile; • A graph about the percentage of people who are

employed in each occupation.• A graph showing the hours people worked each day • A graph showing the amount of time people spend

traveling to work• A graph showing the various methods people used to

travel to work.

Activity 2

• Split the class into groups and ask them to work out what research questions children asked their parents to get the figures in extract Put a copy of the 1st Employment extract on the IWB - http://www.bbc.co.uk/history/domesday/dblock/GB-492000-369000/page/12 that they used on the graphs.

• Feedback and discuss. As a class compile a class list of research questions about employment.

• Ask students to individually complete the research questions.

• Split the class into groups of 4-5 pupils and get them to tally the results of their research.

• Each group should feedback their results to the class and the teacher could record the results on the IWB.

• Discuss the most common occupations and the most unusual.

Activity 3

• Split the class into groups of 4 and ask them to complete the following graphs using figures from the survey in Activity 2:

• A graph about the percentage of people who are employed in each occupation.

• A graph showing the hours people worked each day • A graph showing the amount of time people spend

travelling to work• A graph showing the various methods people used to

travel to work.

Activity 4

• The teacher should put up the details from the original Domesday project of the block where the school is situated (or an area nearby and/or somewhere they wish to study) and pupils should discuss the changes in employment that have occurred.

• Split the class into groups of 3-4 pupils and ask them imagine that they are civil servants who work for the Department of Work and Pensions. Tell them that they have been asked by the Minister of Employment to write a short analytical report on the changes in the types of jobs undertaken and the distances people have to travel to work in the local area using the results of their research.

• Present the reports to the rest of the class.• Discuss whether employment has increased, are people

working longer hours and travelling further, the types of occupation of increased and finally ask pupils to considerif employment life was better or worse in the 1980s.

bbc.co.uk/domesday3>

aCtIVItIes

ResoURCes

DomesDayRELOADED

• Employment extracthttp://www.bbc.co.uk/history/domesday/dblock/GB-492000-369000/page/12

• Graph Paper

4>

aCtIVItIes ContInUeD

bbc.co.uk/domesday

DomesDayRELOADED

Activity 5

• Split the class into groups of 3 to 4 people. Tell the class that they are to imagine that they are group of business people who wish for a rich business person to invest in their new business opportunity.

• Ask each group to design a new object that they can manufacture in the local area which will increase employment. They need to consider local resources andtransport links in designing their object.

• Each group must present their ideas in the board room.It would be good if another member of staff, parent or school governor with relevant experience could play theroles of the business experts.

• The ‘experts’ must decide which team they will invest inand explain why. This should include relevance of product, use of local resources, creation of jobs and howthey have worked as a team.

You may eventually decide to send this data (andinformation from other activities) to the DomesdayReloaded website where it may be published.Read the ‘Get involved’ webpage for more details:www.bbc.co.uk/domesday/getinvolved

Plenary

• Write a description of what they want to be when they grow up. They need to say if they want to follow in the footsteps of their parents and/or follow a traditional occupation or do something different and explain their decision.

Extension

• This could be integrated into Programmes of Study on the Tudors, Victorians, WW2

• Look at why the types of jobs people do have changed. • Study the types of industry in the area. • Visit local industries to find out what skills are needed

to work in them and discuss how this has this changed from the 1980s.

• Set up a school business • Interview a number of local business leaders/members

of the local rotary/chamber of commerce.