Hello and welcome to today's lesson.

My name is Miss Halliday and I will be your teacher for today.

I'm absolutely delighted to have so many of you join me for this lesson as we're going to begin looking at the gothic genre, which is absolutely my favourite genre in literature.

So I can't wait to see what you make of it as well.

Let's get started.

So today's lesson is titled "Science and Religion," and by the end of today, you will be able to explain how scientific advancements impacted society.

Here are some keywords that you will need to access today's learning.

We've got innovation, Industrial Revolution, the Enlightenment, rationale, and galvanization.

Some really complicated words there but I have no doubt you'll get your head around them.

So let's see what they mean then.

First of all, innovation is the process of coming up with new ideas on new inventions.

The industrial Revolution was a period in which industries began replacing manpower and physical labour with machinery and technology, and we'll have a look at that in a lot more detail in just a moment.

The Enlightenment was a period in which people began to value reason and rationale as a means to pursuing truth, knowledge, and freedom.

And as with the Industrial Revolution, don't panic if you're not quite sure what that means yet, because we will be covering it in much more detail throughout the lesson.

Rationale is a set of logical reasons for a belief or an idea.

And finally, galvanization is the process of using electricity to try and generate life.

Here's our lesson outline for today.

We're going to begin by looking at innovation and invention before moving on to looking at the conflict between science and religion.

But let's start looking at innovation and invention first.

So let's start with a discussion task.

Here are some inventions.

I'd like you to put these inventions in order of when you think they were made, starting with the first and ending with the last, the most recent invention.

You can work with people around you or you can work on this independently if you're on your own.

I'm going to invite you now to pause the video while you have a go at this activity.

Excellent discussions and a real range of orders there.

So let's see, shall we? Here's the correct order.

So the battery was the first of these inventions and this was invented in the early 19th century along with the train and the camera.

Next in the mid 19th century, we had the invention of the telephone, then we had the light bulb invented in the late 19th century, and the car, and the internet was the most recent invention invented in the late 20th century.

So well done if any of you managed to get that order.

And if you didn't, no worries.

You'll know for next time.

What I'd like you to think now is, well, looking at those dates, what do you notice about all of those dates on the right hand side? So again, I'm going to invite you to pause the video while you share your observations with somebody else.

Off you go.

Fantastic.

Again, some great observations there and many of you pointing out that actually many of these inventions were developed in the 19th century, the vast, vast majority of them.

So what I'd like you to think now is, well, what does that tell us about the 19th century then? What kind of time was it? So I'm going to invite you again to pause the video while you consider what we have learned about the 19th century from this task.

Again, fantastic discussions and many of you hitting the nail on the head with this idea that actually the 19th century was a time of great innovation and invention.

So well done if you got that.

So let's check for understanding.

Which of the following inventions was not developed in the 19th century? Was it a, the telephone? B, the internet? C, the light bulb? Or d, the train? And I'm going to invite you to pause the video while you make your answer selection.

And a massive well done if you identified correctly that it is in fact the internet.

We know that that was invented in the early 20th century.

So well done if you managed to remember that from our first task of the lesson.

Excellent work.

So, the 19th century was a time of really great innovation and invention and lots of technology that we still use today or components or parts of it was actually being invented in the 19th century.

So the 19th century had a massive impact on the way that we live our lives today.

And science was becoming more and more advanced throughout the 19th century, especially leading up to and following the Industrial Revolution.

And I'd like you to think now, well, what do you know already about the Industrial Revolution? So let's see if you can impress me with your general knowledge.

So I'd like you to pause the video while you discuss with the people around you anything that you already know about the Industrial Revolution.

And if you don't know anything, then let's see if you can make predictions based on the name industrial, which means to work and revolution, which means to overturn something.

So I'm going to invite you now to pause the video while you either recap what you already know or make predictions about the Industrial Revolution.

So off you go.

Fantastic.

Great work.

And let's learn more about the Industrial Revolution.

So the Industrial Revolution began in Britain in the 18th century.

A second Industrial Revolution occurred in Britain in the late 19th century.

Okay, so it started before the 19th century and then was carried on through into the very, very late 19th century.

So the 18th and 19th centuries were both characterised by innovation.

Industries like farming and production started to turn away from using manpower to fuel them, so having people physically labour to make goods.

And instead, they brought in huge machinery and new technologies to resource and manufacture products instead.

And this is a much more efficient way to manufacture products.

And actually what's really important to recognise here is that advances in science is what made the Industrial Revolution possible.

So what I'm going to ask you to consider now is, well, how do you think that people in the 18th centuries and 19th century felt about this technological advancement? What do you think their reactions were towards it? So I'm gonna invite you now to pause the video while you discuss that with the people around you.

Off you go.

Fantastic discussions.

Really well done.

Now, I think it's important to acknowledge both responses to the Industrial Revolution.

Some people were really excited about the progress that was being made and all of the new goods that will be able to be manufactured on mass at once using the new machinery.

However, there were also some concerns about the impact of the unsafe working environments that were being created in the early factories because lots of machinery, not very little consideration for health and safety, and lots of lower class people being drafted into work in those factories for very little money.

So in some ways, the Industrial Revolution seemed to benefit the middle and upper classes greatly as their standard of living soared.

However, the lower classes, I think it had less of a positive effect on them because although they were able to find employment, the employment was largely unsafe and many of them were mistreated in the workplace.

So some people were very excited about it and some people had their reservations about this technological advancement.

So well done if you've got any of those ideas.

Great work.

So let's check for understanding now.

Which of the following students gives the best description of what the Industrial Revolution was? So you'll see here that Aisha's given her explanation and Jacob has given his.

What I'd like you to do is pause the video while you read both students' explanations and decide which you think is the best and most accurate.

So pause the video and off you go.

And well done if you identified that Jacob gives the best explanation.

And he states, "The Industrial Revolution marked a period of change in the way things were done.

Instead of producing goods via manpower and physical labour, companies began to produce goods using machinery and technology." So well done if you got Jacob, you're absolutely right.

So as we've said, although some people had their reservations about technological advancement and scientific progress, many people were very excited about it.

And actually during this time, Europe was entering its period of Enlightenment in the 18th century.

Now, we know that to enlighten someone means to provide someone with information and understanding.

And the Enlightenment did just that.

It was a shift in thinking whereby reason and rationale started to be celebrated.

And there was a real emphasis on learning the truth about things because people began to think that reason and rationale would bring them knowledge, freedom, and happiness.

So having learned this, Aisha had this question.

"So, the Enlightenment and the Industrial Revolution both celebrated and were evidence of scientific advancement?" And Jacob replies, "Yes, exactly! Scientists became more thirsty for the pursuit of knowledge, and scientists worked hard to try and use scientific advancement and technology to improve human experience and quality of life." And Aisha replies, "But which do you think came first? Was it the enlightenment or the Industrial Revolution?" And I'd like you to discuss which you think came first based on what we've learned this lesson.

So pause the video and off you go.

Thank you very much.

Some really fantastic discussions there and really well-justified opinions.

And Jacob had this to say in response to Aisha's question.

"Well, the Enlightenment created a society that demanded more goods, and the Industrial Revolution was a response to that demand.

Arguably, the Enlightenment made the Industrial Revolution necessary." So Jacob seems to be arguing here that the enlightenment came before the Industrial Revolution and that the Industrial Revolution was a consequence of the Enlightenment period.

So well done if you also got that.

Great work.

So on to our first task of the lesson where I'm going to assess what you've learned so far and see how much of it you can remember accurately.

So you are going to use the following centuries in purple to complete the gap fill.

Some of the centuries can be used more than once, but you don't need all of the centuries.

So I've thrown in a few centuries that you don't need as decoys just to see how well you've been listening.

This task is actually a lot harder than it seems so make sure that you've got your concentration hat on.

So here's the gap fill that you will be populating using the centuries in purple above.

You'll need to read it really carefully and try to remember what came when.

So pause the video and have a go at completing that gap fill now.

Fantastic work and I could see some of you struggling a little bit with it, some of you getting it straight away.

It doesn't matter because we're going to mark our answers together.

If you've got any wrong, do not worry.

Just correct it in a different colour pen.

So here are the answers.

The Enlightenment refers to a time in European history whereby people's thinking began to shift.

The enlightenment occurred in the mid 18th century.

During this time, the pursuit of knowledge and truth via reason and rationale became a priority.

Scientific advancements and technological inventions inspired the Industrial Revolution first in the 18th century and then again in the 19th century.

These scientific advancements were celebrated and paved the way for many of our modern technologies to be developed.

Examples of interventions from the 19th century include the battery, the light bulb, the car, and the telephone.

All of these 19th century inventions contain vital components that we still use in our 21st century technology.

So a special well done to anybody who managed to get all of those right as that was a really difficult task.

I'm really impressed.

Let's carry on.

So onto the second part of the lesson now where we're gonna look at science versus religion and how these two might have conflicted with one another.

So here's a question that Aisha asks that I like you to answer.

And she asks, "But how does the idea of truth link to science?" And as I said, I'd like you to answer this question for Aisha.

So pause the video, discuss with the people around you, and see if you can answer this question.

Off you go.

Great work.

And many of you were able to identify that the link between science and truth is the fact that science gives us truth and knowledge.

We are able to understand how things work and how things came to be using science.

And here's another discussion task.

At the time, so in the 19th century, what else did people think brought them truth and knowledge? And I'm going to invite you to pause the video while you consider that question with the people around you or independently if you're working on your own.

Off you go.

Fantastic discussions and well done to anybody who identified that actually at the time in the 19th century, many people felt that religion brought them the truth and knowledge that they needed in their lives.

So what I'm going to get you to consider now is, well, how might science and religion have conflicted then? And can you think of any specific examples where religion and science have very different ideas about how something has happened? So I'm going to invite you now to pause the video while you consider those two questions, either on your own or ideally with the people around you.

Off you go.

Fantastic discussions and well done to those of you that were able to provide an example of how you think science and religion might have conflicted.

If you weren't, don't worry, because Aisha has one for us.

So an example of science and religion conflicting is evolution versus the creation story.

So this idea of how man came to be.

And we're now going to have a look at that specific conflict in more detail.

So in 1859, Charles Darwin published "The Origin of Species." Now, origin means where something comes from and a species is a type of animal.

So what do you think that this book might be about based on its title? So I'm going to invite you now to pause the video while you consider that question, again, either on your own or with the people around you.

Off you go.

Fantastic work.

And some of you already knew about the origin of species from science, and it was great to see those of you that didn't know making predictions using the lines and tips from Aisha there.

So well done.

Now, Darwin's book explained the theory of evolution through natural selection, the gradual adaptation of an animal to suit its environment over time.

Darwin later published other books as well and these books explained how man was created from a single cell.

So fascinating and really groundbreaking research from Darwin there.

Now, Darwin had actually formulated his theory of natural selection in 1844, so 15 years earlier than he actually published it because we know he published it in 1859.

And the reason for that was because he was wary of publishing this book.

And Aisha states, "Well, I don't understand why he didn't publish it straight away.

Surely people would've been really excited to learn of how man came to be." That's a really interesting question from Aisha, and I'd like you to discuss it in more detail.

And I'd like you to think, well, why might the book not have been well-received? Why might some people have rejected Darwin's ideas? So I'm going to invite you now to pause the video while you ponder that question either independently or discuss it again with the people around you.

I'd be really interested to see what you think about this.

So pause the video and off you go.

Fantastic work.

And it was great to see so many of you being able to understand this straight away, but if you didn't, here's the answer.

So most scientists really embraced Darwin's theory and were really excited about his groundbreaking research and what this meant for science.

However, some very devout, so very devoted, very religious Christians rejected Darwin's ideas because they contradicted the biblical creation story, so the idea that God made man.

So let's check for understanding before we move on.

Why did some people reject Darwin's theories? Is it a, because there was not enough scientific proof to support them? B, because they contradicted existing religious beliefs that were prominent at the time? Or is it c, that Darwin had presented other theories previously that had been disproved? So I'm gonna invite you to pause the video while you jot down the correct answer.

Off you go.

And well done if you got b.

Correct.

Some people rejected Darwin's theories because they contradicted existing religious beliefs that were prominent at the time, particularly this idea that God created man.

So in 1818, the body of a hanged criminal, called Matthew Clydesdale, was given to the scientist James Jeffray for dissection.

And this was common practise in the 19th century because The Act for Better Preventing the Horrid Crime of Murder, it's a really long act there, passed in 1753, dictated that the bodies of murderers must be dissected or gibbeted as further punishment for crime.

Now, Jeffray and another professor, Dr.

Ure, were experimenting with galvanization.

And again, that's one of our keywords of the lesson and it basically is a process where electricity is passed through the body in order to create a spark of life, so to generate life.

And this had been previously successful with frogs.

So scientists were animating the legs of dead frogs, making them twitch and things like that.

Now, Peter Mackenzie, who was a witness to this experiment or the dissection, stated that when Clydesdale was hooked up to the galvanic battery, "His chest immediately heaved.

He drew breath and his eyes opened widely, apparently an astonishment.

He did positively rise and stood upright.

Clydesdale's neck had not been dislocated on the gibbet and he had now have actually come to life again through the extraordinary operation of that galvanic battery." So galvanization using electricity to generate life had clearly been achieved.

Dr.

Ure, however, denied that these events ever took place.

And Laura's question to you is, "Well, why would he deny the events? Surely this would have been a scientific breakthrough?" Being able to bring a human being back to life, seemingly, surely that would be a groundbreaking experiment.

What I'm going to invite you to do now is pause the video and consider why you think Dr.

Ure denied this happening.

What would be the reason for that? So consider that with the people around you starting now.

Fantastic discussions and a really diverse range of opinions again.

Now, as Laura points out, I doubt that people would've been very happy about Ure reviving a convicted murderer because I'm not sure if we were to write a list of all the people that we might want to bring back to life, I'm not sure that many people would have a convicted murderer at the top of their list.

So, quite a controversial experiment for Ure and Jeffray to undertake there.

So well done if you got that idea.

Great work.

So let's check for understanding again.

What is galvanization? Is it a, the process of experimenting with frogs specifically? Is it b, the process of trying to use electricity to generate life? Or is it c, the process of using electric currents to cause death? So let's see how many people can get this question right? Let's aim for 100% success rate and see if we can do that.

So pause the video and select the correct answer from the options on screen.

And great effort if you selected b.

Not quite 100% but we were nearly there so really well done.

Galvanization is the process of trying to use electricity to generate life.

Well done.

So onto our last task of the lesson.

I'd like you to use the information that you've just learned about Jeffray and Ure's experiment and your notes from earlier in the lesson about the Industrial Revolution and technological advancement to answer the following questions in your book.

First of all, how might a 19th century religious society react to such scientific advancements and why? And secondly, why might science be seen as something to fear? And our fantastic Oak pupil, Aisha, who's helped us throughout today's lesson is back again to offer us some words of wisdom.

And Aisha says, "Maybe you might want to use words like may, perhaps, might, and could to be really tentative with your ideas." Because actually, we do not exist in the 19th century.

Okay, we live in the 21st century and therefore we can't possibly know for certain how people felt, how everybody felt about technological and scientific advancements in the 19th century because we simply weren't there.

So it's important that we're being really tentative with our language and not making generalisations and broad statements that we're not sure are factually true.

And as Laura points out, here's her bit of advice, it's useful to use conjunctions to expand your ideas.

So words like because, as, but, so, and thus as these allow you to provide an explanation for your opinions and ideas.

So what I'd like you to do now is pause the video while you undertake that task, using the Oak pupil's advice to help you.

Off you go.

Fantastic work and some really detailed responses there using Aisha and Laura's advice.

So massive well done.

Really fantastic work.

So here's what you might have written, and if you missed anything, do feel free to add it into your response.

So in terms of how might a 19th century religious society have reacted to scientific advancements, well, a contemporary 19th century religious society might have responded with horror to these scientific advancements, particularly those which involve reanimating corpses.

Lots of religious people believe that only God has the right to decide who lives and who dies.

Therefore, when science started to conduct experiments like galvanization, which experiment with life and death, devout 19th century Christians may well have been horrified and perhaps may have felt that scientists were playing God by conducting these kinds of experiments.

Note the use of tentative language because we are not in fact 19th century devout Christians, and therefore we cannot possibly know what they thought or felt.

We are just making assumptions and predictions based on what we do know, and therefore we need to be tentative with our language.

So well done if you manage to be tentative and if you've got any of those ideas.

Secondly, in terms of why science might be seen as something to fear, well, historically, science has often been viewed, especially by religious people, as we've just said, as something to fear.

And this was perhaps because many scientific theories, such as Darwin's theory of natural selection, contradicted the teachings of the Bible because they displaced God as the almighty creator.

However, even in today's society, science continues to evolve at an incredible pace.

In 19th century society and indeed today, the question of how will science be used and at what point does science become a threat to humanity continue to be asked.

And actually, these are still questions that we're asking today.

We still see rapid advancement in technology, and it's sometimes it can feel a little bit frightening because we're not sure where science will go, and some people feel really excited about those advancements but there's also a lot of reservations, and I think that obviously both arguments and both feelings towards the advancements are equally valid.

Just to finish off, some people may feel that science or technology has the potential to threaten human existence, especially if used by those people with mal-intent.

So perhaps people who don't think about the consequences of the experiments they're conducting, or perhaps people who intend to use science for selfish reasons and personal benefit.

So again, well done if you've got any of those ideas and really well done, if you managed to provide that example of Darwin's theory of natural selection.

If you didn't, I suggest that you add it in as it's a really good example of the conflict between religion and science in the 19th century.

So to summarise the learning from today, the 19th century is often considered to have been a period of great innovation and invention.

The Industrial Revolution occurred in Britain in the 18th century and then again in the 19th century.

We learned today that the Enlightenment was a shift in thinking whereby reason and rationale were celebrated.

And there was an emphasis on learning the truth about things because people thought that this would bring them knowledge, freedom, and happiness.

We've also learned, however, that scientific advancements were contested by religious people who dismissed them because they contradicted the teachings of the Bible.

We know that Charles Darwin published his book, "The Origin of Species," which created great tension between science and religion.

And finally, galvanization is the process of using electricity to try to create life.

I'd like to thank you for coming to today's lesson.

It's been absolutely fascinating to engage in so many discussions with you, and I've loved seeing how much your knowledge has grown over the course of the lesson.

I really look forward to seeing you next time.

See you later and have a fabulous rest of your day.

Bye.