This lesson is designed to take around two lessons.
The students begin the lesson by recapping their understanding of the industrial revolution so that they can understand the connections between it and Victorian workhouses. Students then go on to complete a square of inference where they will analyse a contemporary source about workhouse schools. Following on from this a detailed discussion should be held about the way our current government deals with vulnerable people. They will consider similarities and differences between the current government and Victorian governments. Students will question the morality of both systems and consider how/if they feel vulnerable people in society should be supported by the state.
Students will then be introduced to Dickens' representation of Oliver Twist through an extract of the 1968 musical.
Lesson Two will be an analysis of a variety of contemporary sources which students will analyse in order for them to understand how accurate Dickens' representation of the workhouses was.
Finally students will create a human continuum where they will place themselves based on how accurate they find Dickens' representation of the workhouses to be.
The students begin the lesson by recapping their understanding of the industrial revolution so that they can understand the connections between it and Victorian workhouses. Students then go on to complete a square of inference where they will analyse a contemporary source about workhouse schools. Following on from this a detailed discussion should be held about the way our current government deals with vulnerable people. They will consider similarities and differences between the current government and Victorian governments. Students will question the morality of both systems and consider how/if they feel vulnerable people in society should be supported by the state.
Students will then be introduced to Dickens' representation of Oliver Twist through an extract of the 1968 musical.
Lesson Two will be an analysis of a variety of contemporary sources which students will analyse in order for them to understand how accurate Dickens' representation of the workhouses was.
Finally students will create a human continuum where they will place themselves based on how accurate they find Dickens' representation of the workhouses to be.
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