Archive for the ‘Year 8’ Category

Year 8 Revision

Posted: May 14, 2012 in Year 8

1. There will be a section on the keywords you have learned this year. All are on the Year 8 keywords page.

2. You must learn the causes of the French Revolution. You will find resources on the Year 8 page and the textbook which you were given.

3. You will be asked a question on source analysis. We will practise this during the revision lesson.

4. You will be asked about the Estate System. This is found in the textbook.

5. You will be asked to explain how one of the important historical figures that we have studied this year has changed their respective country or society. These figures will be found in your textbook or in previous assessments.

6. For Mr. Gagan’s class only; you will be asked to write a short essay on the Battle of Waterloo. Use your essay to revise for this.

7. and finally, you will be asked more questions about how to analyse a source.

Good luck.

Advertisements

February 2011

Posted: February 14, 2011 in AS Level, GCSE, Miscellaneous, Year 7, Year 8, Year 9

For students with the following history teachers;

Ms. Birch – all work is to be found at http://www.ncbisonline.org
Mr. Daley – all work is to be found at http://www.ncbisonline.org. Resources will also be available at his blog; http://daileyhistory.blogspot.com/
Mr Gagan – all work and resources is to be found on this homepage.

Any questions from either parents or students can be emailed to me via this blog.

Key Stage 3 Work

Posted: February 14, 2011 in Year 8, Year 9

Year 8

Students will continue studying the causes of the French Revolution. Hopefully, all will have enhanced their understanding of revolutions because of recent events in Egypt. I can appreciate that some may not have textbooks with them so I will endeavor to add resources to this blog whenever I find them. In the past I have used http://www.schoolhistory.co.uk and on occasions, the links have not worked. However, I will continue to use the website but add other resources as well.

Week beginning 13/2/2011

The students had a one-off lesson on the similarities and differences between the French and Egyptian Revolutions. Therefore, students who are not in school should try to compile a table of the causes of the French Revolution. These should only be short summaries or statements. Links are given below in order to do this. In another column, students should explain the similarities if there were any. Parents, friends and siblings may help if required. Once finished, students can write a list of the causes which were different.

The task can be a little difficult and by no means do I want the lists to be exhaustive. It is only to further the understanding of revolutions and use a little empathy. The link below contains further links to history websites and a variety of resources which can be downloaded as a pdf. or word file.

http://www.schoolhistory.co.uk/year8links/frenchrevolution.shtml

There are other resources in the Year 8 section on the right of this page.

Week beginning 20/2/2011

Year 8 students should continue studying the causes of the French Revolution. The wordsearch below is the first task. Students should complete it and write down the meaning of all the words and people they do not know. They should find definitions and explanations as well.

The wordsearch.

Once finished, students should analyse how Louis XVI and Marie Antoinette may have caused the French Revolution. They should read the following two web pages and compile a list of how anything they did during their lives, could have caused a revolution. Which people in society would not be happy with their actions or decisions?

Marie Antoinette

Louis XVI.

Week beginning 27/2/2011

Students have been asked to complete a speech on the French Revolution. They will try to mirror the Tennis Court Oath speeches, which took place in June 1789. Members of the Third Estate tried to speak to King Louis XVI at the Palace of Versailles but he refused. They wanted to protest about their concerns and force the monarch to make changes. You can read about the event in the following link.

The Tennis Court Oath from thinkquest.org

Remember that the Estates General, (or the French parliament was unfair). It did not allow the Third Estate to have a voice or influence over the other estates. This despite having the vast majority of the population. Members of the Third Estate, especially the bourgeoisie, had had enough of the problems in the country. If the king would not see them, they would try to change France themselves.

Year 9

Students will continue to study events during the 20th century. I can appreciate that some may not have textbooks with them so I will endeavor to add resources to this blog whenever I find them. In the past I have used http://www.schoolhistory.co.uk and on occasions, the links have not worked. However, I will continue to use the website but add other resources as well.

Week beginning 13/2/2011

The Year 9 students have spent this week researching and developing opinions on the dropping of the atomic bomb. Students should try to find out the reasons why the bomb was dropped and need to find evidence to support the different views. They should try to use empathy and think ethically. President Truman took the decision to drop the bomb but did he make the right one? Thousands of civilians died in the bombing of Hiroshima and Nagasaki but how many American lives did the bombs save? Use the links below to find out more about one of the most controversial events of the 20th century.
A page from schoolhistory. Useful as an introduction.
Japan’s attack at Pearl Harbor.
A useful website explaining why Japan and the US were at war.
An analysis of the bomb by students.
A better analysis by students!

The clip above is an animation of the dropping of the bomb on Hiroshima.

Evidence and analysis from the Learning Curve website.

Week beginning 20/2/2011

Students will study the different dictators for the foreseeable future, leading up to the Second World War. As part of this process, the Wall Street Crash must be understood, as most dictators in Europe and parts of the world came to power in the 1930’s. Two key questions must be answered.

1. What caused the Wall Street Crash?

2. What were the effects of the Wall Street Crash?

In addition to gaining an understanding of the world in the 1930’s, students will also be able to make comparisons to the recent world recession. They should be able to make some comparisons between the two recessions. This should be the focus of any students considering business studies or economics in the future. It is therefore a useful extension task.

The Wall Street Crash from Spartacus.schoolnet

The two clips above should help students understand the causes of the Wall Street Crash. Further resources are on the internet or Youtube. In particular, there are many clips of the Depression, and how presidents Hoover and Roosevelt dealt with the crises.

The Wall Street Crash had consequences around the world. The USA was the leading economy in the 1920’s. As a result of its’ investments around the world, if America had problems, so did the world. It is this theory which led to dictatorships in the 1930’s. However, this is next weeks’ lesson.

There is still controversy today about Oliver Cromwell. Was he good for the people of England or did his reputation for actions abroad reflect what he was really like? One’s judgment on Cromwell may well depend on where you come from and what your views on warfare are. However you should always try to find more evidence. You will improve your understanding and may even change your opinion. All historical figures are like this. Cromwell is the subject of a Year 8 assessment but you could also include King John for Year 7 and Field Marshall Haig for Year 9. The Youtube clip below is an interesting source to analyse but I am sure the websites below are more useful…

BBC article on Cromwell as a hero or villain

Encyclopedia entry

A website all about Oliver Cromwell

When you are analysing Cromwell you must include the different interpretations of him. Furthermore you must explain why there are such different interpretations. To achieve the highest grades in the assessment, you should also put Cromwell in context. How does he compare to other leaders in the 17th century for example? How has history judged him and has this interpretation changed at all since his death? You could include how the media portrays him and even make geographical arguments. To help you analyse any character in history, it may be advisable to analyse a current important figure. Presidents Obama and Bush are both figures who are argued over in school so why are there so many different opinions of them. Use this thinking to analyse why people in history are viewed differently.

If you are aiming for the top grade, research is required. I can teach the Battle of Drohegda over two lessons for example for you get a clear understanding. The more evidence you have the more developed your judgment will be. We will go study the pupil’s judgments once all the assessments are marked so you understand what could have been done to achieve the highest grades. Good luck!

Battlefields

Posted: November 8, 2009 in Year 7, Year 8, Year 9
Tags: , ,

You may have heard of the battle but would you recognise the landscape today. Even the more recent battles show few signs of there ever having been a conflict. The link below shows you what some of the sites look like today. The battles are from around Europe. Which ones do you recognise?

Europe’s Famous Battlefields