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video 1 (difficult)

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Industrial Revolution for Kids | A simple yet comprehensive overview

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video 2 (easy)

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INDUSTRIAL REVOLUTION | Educational Video for Kids.

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Cartoon

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Alexander Graham Bell ~ Animated Hero Classics

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comic strip

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KS2 History learning resources for adults, children, parents and teachers organised by topic.

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Industrialisation led to a dramatic increase in child labour. Professor Emma Griffin explores the dangerous, exhausting work undertaken by children in factories and mines, and the literary responses of writers including Charles Dickens and Elizabeth Barrett Browning.

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Charles Dickens

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KS2 History learning resources for adults, children, parents and teachers organised by topic.

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Oliver Twist, Charles Dickens

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Oliver Twist, in full Oliver Twist; or, The Parish Boy's Progress, novel by Charles Dickens, published serially under the pseudonym "Boz" from 1837 to 1839 in Bentley's Miscellany and in a three-volume book in 1838. The novel was the first of the author's works to realistically depict the impoverished London underworld and to illustrate his belief that poverty leads to crime.

Plot summary

The novel follows the journey of the titular character, Oliver Twist. Oliver, an orphan since birth, spends much of his childhood at a "child farm" (orphanage) with too many children and too little food. The farm is located roughly 70 miles outside London. One night, after being served his portion of gruel, Oliver asks for a second helping. This is unacceptable, and Oliver is sent to work as an apprentice to an undertaker. Eventually, after suffering repeated mistreatment, Oliver runs away and heads for London. He soon finds himself in the presence of the Artful Dodger, who tells him to stay at the house of an "old gentleman" (named Fagin) with a number of other boys. Oliver learns that these boys are trained pickpockets. On an outing, Oliver witnesses the boys take a handkerchief from Mr. Brownlow, an elderly man, which prompts Oliver to run away in fear and confusion. The elderly man mistakes Oliver's behaviour for guilt and has him arrested. However, after learning more about Oliver, Mr. Brownlow realizes his mistake and offers to take care of him at his home.

Oliver assumes that he is now rid of Fagin and the pickpockets, but his knowledge of their crimes causes them to seek Oliver out. Nancy, a prostitute and mistress of one of Fagin's men, Bill Sikes, is sent to take Oliver from Mr. Brownlow back to Fagin. She does so successfully, and Oliver is sent on a burglary mission with another member of the group to the countryside around London. On this errand, Oliver is shot in the arm and then is taken in by the family (the Maylies) that he attempted to rob. While he is there, Fagin and a man named Monks plot to get him back. Rose Maylie, while on a trip to London with her family, meets with Mr. Brownlow to talk with Nancy, who has slipped away from Sikes to explain the plans made by Monks and Fagin to get Oliver back. She describes Monks and tells them when he might most easily be apprehended. Unfortunately for Nancy, news of her betrayal reaches Sikes, and he beats her to death. Sikes accidentally hangs himself soon after. The Maylies reunite Oliver with Mr. Brownlow, who forces Monks to explain himself. The reader and Oliver are then informed that Monks is Oliver's half-brother and that Oliver is entitled to a large fortune. He receives his share of the money, Fagin is hung, and the Maylies, Oliver, and Mr. Brownlow move to the countryside where they spend the rest of their days together.

Context and reception

Charles Dickens was well versed in the poverty of London, as he himself was a child worker after his father was sent to debtors' prison. His appreciation of the hardships endured by impoverished citizens stayed with him for the rest of his life and was evident in his journalistic writings and novels. Dickens began writing Oliver Twist after the adoption of the Poor Law of 1834, which halted government payments to the able-bodied poor unless they entered workhouses. Thus, Oliver Twist became a vehicle for social criticism aimed directly at the problem of poverty in 19th-century London.

Oliver Twist was very popular when it was first published, partially because of its scandalous subject matter. It depicted crime and murder without holding back-causing it, in Victorian London, to be classed as a " Newgate novel" (named after Newgate Prison in London). While critics often condemned such novels as immoral, the public usually enjoyed them. Because the novel was also published serially, the anticipation of waiting for the next installment (and its many cliffhangers) also likely contributed to its popularity. To this day, Oliver Twist is enjoyed by many for its historical social commentary and exciting plotline. It has been adapted for film several times, including in 1948 (directed by David Lean) and 2005 (directed by Roman Polanski).
Kate Lohnes The Editors of Encyclopaedia Britannica

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Oliver Twist | Summary, Context, & Reception

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Oliver Twist, published serially from 1837 to 1839, follows the titular character Oliver, a poor orphan, as he is faced with a number of unfortunate events, all of which are a result of his poverty. Charles Dickens used this novel as a means of social criticism after the adoption of the Poor Law of 1834.

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A young Syrian refugee sewed shoe parts last month in a factory in Gaziantep, Turkey. Credit... Chris McGrath/Getty Images

ISTANBUL - When he was 9, Ahmad Suleiman watched his father die from a battlefield wound in Syria. Four years later, he now puts in 12-hour shifts at a damp and squalid textile factory in Istanbul as the primary breadwinner for his family, which fled to Turkey after his father's death.

Over one million Syrian children live in Turkey, and thousands of them, like Ahmad, are in sweatshops, factories or vegetable fields instead of in a classroom, members of a lost generation who have been robbed of their youth by war.

Like many others in his situation, while he toils for his family, Ahmad is paying a steep price. "I want to send Ahmad to school because he doesn't know how to read and write and can't understand the bus signs," said his mother, Zainab Suleiman, 33. "But I have no choice. He has to work to survive."

Many of the children who arrive in Turkey have already lost years of schooling because of the war. Before the conflict, 99 percent of Syrian children were enrolled in primary schools and 82 percent in secondary schools, Unicef has reported. Today, nearly three million Syrian children are out of school, and for those in Turkey, the education gap has either grown longer or become permanent.

While more than a million Syrians have reached Europe, many more - three million in all, including Ahmad's family - have been forced by poverty to stay in Turkey, where their prospects are bleak.

The recent deal between the European Union and Turkey to curb the flow of illegal migration into Europe intended to protect Syrians from dying in the Aegean Sea and to improve, with billions of dollars in aid from Europe, the conditions for those living in Turkey. Those promises were supposed to mean more children in school, and work permits for their parents.

Instead, the deal may collapse over an issue unrelated to the plight of Syrians: Turkey's refusal to revise its terrorism laws in return for visa-free travel for Turkish citizens traveling to Europe. The impasse has left the future for Syrians in Turkey even more uncertain.

Until now, Turkey has spent billions of dollars caring for Syrian refugees, providing them with free medical care and the right to an education. Yet more than 400,000 children are still unable to attend school because most of the Syrian families are living outside camps, mostly in poverty, and are struggling to secure work that pays enough to cover the basic necessities of food, clothing, rent and transportation, aid groups say.

Other factors preventing children from attending school include language barriers, confusion over enrollment procedures and transportation-related issues, said Selin Unal, a spokeswoman for the United Nations refugee program in Turkey.

The Turkish government introduced work permits for Syrians in January to help stop exploitation in the labor market so that parents could earn enough to send their children to school. But only 10,300 Syrians have gained the right to work under the new regulation, according to the Ministry of Labor, mainly because Turkish employers have been reluctant to grant contracts that would require them to pay minimum wage.

Turkish officials have acknowledged the pitfalls of the labor laws and have vowed to increase the number of workplace inspections to help enforce the new regulations, which are aimed at providing higher incomes and cracking down on child labor.

Mrs. Suleiman, Ahmad's mother, said she had not heard about the work permits and had recently had to quit her job washing dishes at a restaurant after her boss beat her when she complained that her $90 weekly pay was a month late.

Most of Ahmad's $60 weekly wages go toward the $270 rent for the narrow room where he lives with his mother and three siblings in Istanbul's low-income Tarlabasi neighborhood.

Six days a week, Ahmad leaves home at 8 a.m. and walks to a nearby textile factory where he spends his days buttoning shirts as sewing machines rattle in the background. He is given a 30-minute break at lunchtime and two 15-minute tea breaks with biscuits that he buys with his 80-cent daily allowance from his mother.

"I enjoy working, and I don't get treated badly," Ahmad said, smiling at a Kurdish colleague helping him attach tags to a rail of shirts. "I've got to take care of my family, and this is the only way to do that."

But in Syria, Ahmad's dream was to become a singer.

"I have a really good voice," he said blushing. "I'm serious. I sing for my colleagues at work and they love it."

Yet when asked what his ideal job would be, Ahmad dropped his smile for a second. "A savior," he said. "I want to save everyone from poverty, because I'm poor and I don't want anyone to go through what I've been through."

To achieve that goal, Ahmad said, he knows he needs to go back to school. "It's the only way to make more money," he said.

The manager of the factory acknowledged that Ahmad was too young to be working and should be in school, but said he employed him not because Ahmad was cheap to hire, but because he wanted to help him.

Ahmad is the only child who works at the factory, but in the Zeytinburnu neighborhood, one of Istanbul's textile hubs, child labor is rampant. In one workshop full of children, one 11-year old was embarrassed by my presence. Aware that his manager was watching, the boy looked away and focused on cutting fabrics and folding clothes.

Next to him was a sewing machine operator, Abdul Rahman, 15, who said he had no idea how much he was paid because his wages went directly to his family. Two Syrian brothers, Basar, 16, and Mohammed Nour, 15, swept the floor of the workshop. They came to Turkey alone from Aleppo to make money to send back to their family.

Together, they earn around $250 a month and send $200 back home. Unable to afford accommodations, they are allowed to sleep under the workshop benches at the factory, in makeshift beds made from a single blanket and fabric scraps.

Back in Tarlabasi, Ahmad's mother has come up with a plan that will allow her to send her two younger children to school. She will marry off her 15-year-old daughter, Ayla, to a 22-year-old Kurdish man, whose family has offered to send her to school and help the family financially.

"This way at least the two youngest can also go to school, while Ahmad and I work," she said.

When asked how she felt about getting married, Ayla looked at her painted fingernails and paused. "It hasn't really hit me yet, but I'm not scared," she said. "I'm happy, and I need to do this for the family."

Mrs. Suleiman shot an anxious look at her daughter. "She doesn't know anything yet. But what choice do we have? It's our fate."

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In Turkey, a Syrian Child 'Has to Work to Survive'

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ISTANBUL - When he was 9, Ahmad Suleiman watched his father die from a battlefield wound in Syria. Four years later, he now puts in 12-hour shifts at a damp and squalid textile factory in Istanbul as the primary breadwinner for his family, which fled to Turkey after his father's death.

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UNICEF | Children's Rights & Emergency Relief Organization

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Child labour

Millions of children around the world are trapped in child labour, depriving them of their childhood, their health and education, and condemning them to a life of poverty and want. Of course, there is work that children do to help their families in ways that are neither harmful nor exploitative. But many children are stuck in unacceptable work for children - a serious violation of their rights.

Recent global estimates based on data of UNICEF, the ILO and the World Bank indicate that 168 million children aged 5 to 17 are engaged in child labour. Millions of them suffer in the other worst forms of child labour, including slavery and slavery-like practices such as forced and bonded labour and child soldiering, sexual exploitation, or are used by adults in illicit activities, including drug trafficking.

Despite a steady decline in child labour, progress is far too slow. At current rates, more than 100 million children will still be trapped in child labour by 2020. The continuing persistence of child labour poses a threat to national economies and has severe negative short and long term consequences for the fulfillment of children's rights guaranteed by the United Nations Convention on the Rights of the Child (CRC) - including denial of education and frequent exposure to violence.

Child labour spans various sectors, including agriculture, manufacturing, quarrying and mining, and domestic service. Often, it is hidden from the public eye. For example, the estimated 15.5 million child domestic workers worldwide - mostly girls - are often hardly visible and face many hazards. Child labour is the combined product of many factors, such as poverty, social norms condoning it, lack of decent work opportunities for adults and adolescents, migration, and emergencies.

Child labour reinforces intergenerational cycles of poverty, undermines national economies and impedes achieving progress towards the Sustainable Development Goals (SDGs). It is not only a cause, but also a consequence of social inequities reinforced by discrimination. Children from indigenous groups or lower castes are more likely to drop out of school to work. Migrant children are also vulnerable to hidden and illicit labour.

Child labour is preventable, not inevitable. UNICEF believes that effective action against child labour requires children to be placed squarely at the centre of programmes designed to protect children's rights. Looking at child labour through a broader lens - addressing the full range of children's vulnerabilities and protection challenges - comes as a result of the recognition that these wider concerns are not always fully addressed in action against child labour. For more information on UNICEF's approach to tackling child labour, click .

UNICEF supports the achievement of SDG Target 8.7 which provides that States take "immediate and effective measures to ... secure the prohibition and elimination of the worst forms of child labour, including recruitment and use of child soldiers, and by 2025 end child labour in all its forms". Target 8.7 is linked to several other targets, including target 16.2 aimed at ending abuse, exploitation, trafficking and all forms of violence against and torture of children, Goal 1 on poverty, Goal 4 on Education; and Goal 5 on ending violence against women and girls and gender equality, including harmful practices. To support the achievement of Target 8.7, UNICEF pursues a multisector approach to child labour, including legal reform, education, social protection, access to health services and the data collection, and supports partnerships with UN agencies and other key stakeholders to mount a sustained effort to accelerate child labour reduction across regions. UNICEF supports communities in changing their cultural acceptance of child labour, while supporting strategies and programming to provide alternative income to families, quality education, and protective services.

In various countries and regions, UNICEF and partners have strengthened child protection systems, which have led to a comprehensive response to children's issues. In turn, this has resulted in decreased child labour and an overall improvement of children's well-being. Access the most recent data on child labour prevalence by country and region here.

UNICEF also works with employers and the private sector to assess and address the impact of their supply chain and business practices upon children, and promote programmes that contribute to the elimination of child labour through sustainable solutions to address its root causes.

UNICEF also partners with civil society organizations to support a holistic child protection approach to child labour, contribute to the evidence base on child labour through research and data collection, and advocate across all stakeholders to end child labour.

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focus area 4: child protection from violence

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UNICEF estimates that around 150 million children ages 5-14 years in developing countries are involved in child labour. ILO estimates that around 215 million children under 18 work, many full-time. Even though the prevalence of child labour has been falling, it continues to harm the physical and mental development of children.

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20 million children in India do not have access to preschool:  UNICEF

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French documentary

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Jumpstarting education for Chad’s children | UNICEF

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HG Wells

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What role did science play in H.G. Wells's life?

What was H.G. Wells's view on human progress?

H.G. Wells, in full Herbert George Wells, (born September 21, 1866, Bromley, Kent, England-died August 13, 1946, London), English novelist, journalist, sociologist, and historian best known for such science fiction novels as The Time Machine and The War of the Worlds and such comic novels as Tono-Bungay and The History of Mr. Polly.

Early life

Wells was the son of domestic servants turned small shopkeepers. He grew up under the continual threat of poverty, and at age 14, after a very inadequate education supplemented by his inexhaustible love of reading, he was apprenticed to a draper in Windsor. His employer soon dismissed him; and he became assistant to a chemist, then to another draper, and finally, in 1883, an usher at Midhurst Grammar School. At 18 he won a scholarship to study biology at the Normal School (later the Royal College) of Science, in South Kensington, London, where T.H. Huxley was one of his teachers. He graduated from London University in 1888, becoming a science teacher and undergoing a period of ill health and financial worries, the latter aggravated by his marriage, in 1891, to his cousin, Isabel Mary Wells. The marriage was not a success, and in 1894 Wells ran off with Amy Catherine Robbins (died 1927), a former pupil, who in 1895 became his second wife.

Early writings

Wells's first published book was a Textbook of Biology (1893). With his first novel, The Time Machine (1895), which was immediately successful, he began a series of science fiction novels that revealed him as a writer of marked originality and an immense fecundity of ideas: The Wonderful Visit (1895), The Island of Doctor Moreau (1896), The Invisible Man (1897), The War of the Worlds (1898), The First Men in the Moon (1901), and The Food of the Gods (1904). He also wrote many short stories, which were collected in The Stolen Bacillus (1895), The Plattner Story (1897), and Tales of Space and Time (1899). For a time he acquired a reputation as a prophet of the future, and indeed, in The War in the Air (1908), he foresaw certain developments in the military use of aircraft. But his imagination flourished at its best not in the manner of the comparatively mechanical anticipations of Jules Verne but in the astronomical fantasies of The First Men in the Moon and The War of the Worlds, from the latter of which the image of the Martian has passed into popular mythology.

Behind his inventiveness lay a passionate concern for man and society, which increasingly broke into the fantasy of his science fiction, often diverting it into satire and sometimes, as in The Food of the Gods, destroying its credibility. Eventually, Wells decided to abandon science fiction for comic novels of lower middle-class life, most notably in Love and Mr. Lewisham (1900), Kipps: The Story of a Simple Soul (1905), and The History of Mr. Polly (1910). In these novels, and in Tono-Bungay (1909), he drew on memories of his own earlier life, and, through the thoughts of inarticulate yet often ambitious heroes, revealed the hopes and frustrations of clerks, shop assistants, and underpaid teachers, who had rarely before been treated in fiction with such sympathetic understanding. In these novels, too, he made his liveliest, most persuasive comment on the problems of Western society that were soon to become his main preoccupation. The sombre vision of a dying world in The Time Machine shows that, in his long-term view of humanity's prospects, Wells felt much of the pessimism prevalent in the 1890s. In his short-term view, however, his study of biology led him to hope that human society would evolve into higher forms, and with Anticipations (1901), Mankind in the Making (1903), and A Modern Utopia (1905), he took his place in the British public's mind as a leading preacher of the doctrine of social progress. About this time, too, he became an active socialist, and in 1903 joined the Fabian Society, though he soon began to criticize its methods. The bitter quarrel he precipitated by his unsuccessful attempt to wrest control of the Fabian Society from George Bernard Shaw and Sidney and Beatrice Webb in 1906-07 is retold in his novel The New Machiavelli (1911), in which the Webbs are parodied as the Baileys.

Science Fiction Writers Quiz

Middle and late works

After about 1906 the pamphleteer and the novelist were in conflict in Wells, and only The History of Mr. Polly and the lighthearted Bealby (1915) can be considered primarily as fiction. His later novels are mainly discussions of social or political themes that show little concern for the novel as a literary form. Wells himself affected not to care about the literary merit of his work, and he rejected the tutelage of the American novelist Henry James, saying, "I would rather be called a journalist than an artist." Indeed, his novel Boon (1915) included a spiteful parody of James. His next novel, Mr. Britling Sees It Through (1916), though touched by the prejudice and shortsightedness of wartime, gives a brilliant picture of the English people in World War I.

World War I shook Wells's faith in even short-term human progress, and in subsequent works he modified his conception of social evolution, putting forward the view that man could only progress if he would adapt himself to changing circumstances through knowledge and education. To help bring about this process of adaptation Wells began an ambitious work of popular education, of which the main products were The Outline of History (1920; revised 1931), The Science of Life (1931), cowritten with Julian Huxley and G.P. Wells (his elder son by his second wife), and The Work, Wealth, and Happiness of Mankind (1932). At the same time he continued to publish works of fiction, in which his gifts of narrative and dialogue give way almost entirely to polemics. His sense of humour reappears, however, in the reminiscences of his Experiment in Autobiography (1934).

In 1933 Wells published a novelized version of a film script, The Shape of Things to Come. (Produced by Alexander Korda, the film Things to Come [1936] remains, on account of its special effects, one of the outstanding British films of the 20th century.) Wells's version reverts to the utopianism of some earlier books, but as a whole his outlook grew steadily less optimistic, and some of his later novels contain much that is bitterly satiric. Fear of a tragic wrong turning in the development of the human race, to which he had early given imaginative expression in the grotesque animal mutations of The Island of Doctor Moreau, dominates the short novels and fables he wrote in the later 1930s. Wells was now ill and aging. With the outbreak of World War II, he lost all confidence in the future, and in Mind at the End of Its Tether (1945) he depicts a bleak vision of a world in which nature has rejected, and is destroying, humankind.

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H.G. Wells, in full Herbert George Wells, (born September 21, 1866, Bromley, Kent, England-died August 13, 1946, London), English novelist, journalist, sociologist, and historian best known for such science fiction novels as The Time Machine and The War of the Worlds and such comic novels as Tono-Bungay and The History of Mr. Polly.

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video clip (Back to the future II)

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Back to the Future Part 2 (2/12) Movie CLIP - Hill Valley, 2015 (1989) HD

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video clip (Back to the future II)

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Back to the Future Part 2 (5/12) Movie CLIP - The Future McFlys (1989) HD

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video clip (Back to the future II)

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Back to the Future Part 2 (3/12) Movie CLIP - Hover Board Chase (1989) HD

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The Laboratory for Visionary Architecture (LAVA)'s "Classroom of the Future" in Australia is an integrated, sustainable learning space for scholars of the future.

Modular and easily relocatable, the Classroom of the Future integrates with the landscape while still connecting with the school environment. Prefabrication and mass production are two key features of the classroom design, in response to the needs of remote communities and potential natural disasters.

The Classroom of the Future challenges the notion of prefabricated classrooms being cheap, unsightly or unpleasant.

Prefabrication, eco-materials, symmetrical repeatable geometry and lightweight, modular elements add to both the cost-effectiveness and sustainability of the design.

The classroom can easily be adapted for light or shade, enclosed or open spaces and allows for varied climates, unusual configurations and typographies.

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The Laboratory for Visionary Architecture (LAVA)'s "Classroom of the Future" in Australia is an integrated, sustainable learning space for scholars of the future. Modular and easily relocatable, the Classroom of the Future integrates with the landscape while still connecting with the school environment.

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WILL

Forme affirmative:

Sujet + Aux will + BV + complément

ex: I'll do my homework later
He will tidy his bedroom after the football match.

Forme interrogative:

Aux will + Sujet + BV + complément

ex: Will you do your homework ?
Will he tidy his bedroom after the football match ?

Forme négative:

Sujet + Aux will not / won't + BV + complément

ex: I will not do my homework.
He won't tidy his bedroom after the football match.

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Will be able to sert à exprimer une capacité dans le futur

Exemple :

Amstrong will be able to take photos

Will be allowed to exprime une autorisation dans le futur

Exemple :

Collins will not be allowed to walk on the moon

Will have to exprime une obligation dans le futur

Exemple : Collins will have to stay on board

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Imagine the future and describe it. What will people be able to do? Will there be robots?
Imagine a robot or a gadget and present it.