Archive for the ‘Year 9’ Category

Year 9 revision

Posted: May 14, 2012 in Year 9

1. Keywords – they are on the Year 9 keywords page.

2. Questions and answers on Germany 1918-39.

These will be taken from the Longman ‘The Twentieth Century World’ Year 9 textbook. I will hand out photocopies of the pages needed for all students. There will be 15 questions worth 20 marks.

3. You will be asked to analyse a source. Remember that these can be both accurate and inaccurate.

3. Appeasement – You have to write a short essay on this. As you have written a short homework piece on this, you should have materials already. However, the following websites will help;

From BBC bitesize.

From the Spartacus Educational website.

From John D Clare’s website, a former GCSE chief examiner.

4. Treaty of Versailles – You need to be able to explain what happened and what was decided.

Again, if you visit the International Relations page, there are several links and a video clip on the Treaty.

5. You also need to write an essay on either Field Marshall Haig, the causes of the Second World War or the Battle of El Alamein. These have been depth studies during Year 9 so students should have material on them, or know the whereabouts on this blog.



Posted: April 11, 2012 in Year 9


Watch the following four video clips from the Second World War.  For each one answer the following four questions in your exercise books;


1.       Who do you think the video is made by? (small paragraph only as there be more than one answer)


2.       Who is likely to have watched the video? Who is the clip aimed at and why? (between one and two paragraphs)


3.       What in the video can be described as propaganda, (for instance think about how it is filmed, what is being filmed, sound effects and the language used to describe things)? (bullet points required)


4.       Is it biased and if so, which parts? What message is the video trying to put across and why? (there could be more than one message but each one deserves a paragraph of analysis)


You will need to research the events that the video clips mention in order to work out the answers. Feel free to email me if you have any difficulties.


1. London Can Take It



2. Italian Prisoners



3. Fuhrer’s birthday



4. Pearl Harbor Newsreel



Websites such as and can be used to research the events.


1. The Blitz on London


2. Campaign in North Africa, (although students should already know this).


3. You have studied Nazi Germany already but you should research what is taking place during the spring of 1944 in order to analyse the clip.


4. Pearl Harbor, December 1941. Bear in mind that America was not involved in the Second World War prior to this event.

9LW tasks.

Posted: April 1, 2012 in Year 9

You are to study the Battle of El Alamein and this will be your next assessment. However, all students need to be aware of some of the developments in the Second World War before being taught what happened and why in the battle. The first thing to do is download the document below and complete the exercise. You can cut and paste or write them in your book.

WWII chronology exercise

Secondly, you need to click on the Year 9 page.  Then scroll down until you see North Africa. You need to open the powerpoint entitled, ‘North African Campaign’. It is a long presentation but you only need to use part of it. Only use slides 1 to 17. Using powerpoint, and the section on Tobruk, try to answer the following questions.

1. Why did Italy attack the British in North Africa?

2. What was the DAK?

3. Can you describe the style of fighting in North Africa?

4. When was Tobruk taken by Rommel?

5. Why was Tobruk important?

Try to answer in paragraphs where possible.

Whilst researching and analysing the above, write a list of new words you find. Find out what they mean as they may be repeated when we study the Battle of Alamein.

Any questions, see me or email over the Easter period.

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
Mr. Daley – all work is to be found at Resources will also be available at his blog;
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 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.

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

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 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.

Why should you choose history?

Posted: December 21, 2009 in AS Level, GCSE, Year 9

History teachers are frequently asked why students should study history. My answer is usually that it is not the subject content that is important but the skills that are developed. Many careers require analytical and argumentative skills. Subjects such as science and history perhaps enable students to develop these skills more than others. The powerpoint below is from an education website and hopefully answers the question above.

Why choose history?

There are other educational institutions which explain, or indeed argue, why students should choose history…

Why choose history? University of Liverpool

Why choose history? Monash University

You can research more institutions in your own time if you feel these do not fully answer your questions. You can also watch the two clips below to gain more understanding. The second one is obviously not about NCBIS but you get the picture!

An interest in history demonstrates to a future employer that you are open-minded, can make decisions based on evidence, and are interested in the world around you. You will also develop transferable skills such as analysis, evaluation, organisation and presentation of information orally and in written form. Careers available when studying history include;

– Law

– Politics

– Journalism

– Publishing

– Business Management

The world already has many superb history teachers but I suppose you could include this exceptional career as well!

Was Haig a butcher?

Posted: December 1, 2009 in Year 9
Tags: ,

Field Marshall Douglas Haig is most associated with the Battle of the Somme in the Great War. He was Britain’s commander-in-chief during the battle and took much criticism for the sheer loss of life in this battle. Historians of past and present argue about whether Haig alone was responsible for so many casualties. John Laffin wrote his book, ‘British Butchers and Bunglers of World War One’, in 1996 and was strongly against Haig as a commander. Gary Sheffield wrote, ‘Forgotten Victory: The First World War – Myths and Realities‘ in 2002 and argues that Haig should be given credit for aiding the French cause at Verdun and ultimately winning the Great War. In fact his current research project is Field Marshall Haig. You have the opportunity to judge yourself in Year 9. The more information you find, the easier the task of developing a judgment will be. However, as always, as historians you should be careful with the origins of the evidence. Watch the clips below, make use of the websites listed here and read my comments about what you should think of when establishing a judgment.

The clip above is a student’s piece of work on Field Marshall Haig. Is he correct with his interpretation?

The clip above may give you an idea of how the war was fought. Survivors recall memories so what impression does this give of Haig.

Evidence about the war with references to Haig.

Evidence from the same website about Haig.

Article from a history website.

A useful answer from a web page that may help. 

Haig from Spartacus.schoolnet

Haig from the History Learning site

A summary of the battle from the BBC

How the Daily Mirror reported the battle at the time?

When analysing Haig you must build on your skills developed in Year 8. Most pupils anaysed Oliver Cromwell and several battles last year. Interpretations of historical events depend on many factors. People are influenced by emotions, current political events, the media and what evidence they read. For example when the book, ‘All quiet on the western front’, was published in 1929 it was one of the first anti-war publications. Previously people thought of the war as something to be remembered and celebrated. Other types of media changed people’s attitudes to war. A movie was made from the book above and made this view more widespread. The anti-war feeling was further developed in the 1960’s and since this period more and more books and documentaries have targeted Haig as a very poor commander.

A common debate in history is how historical figures are judged from modern perspectives. There were 58,ooo casualties on 1st July 1916 at the start of the Battle of the Somme.  Would this be acceptable today? Warfare in recent times, despite more destructive weapons being available, generally does not produce huge casualty lists. You only have to watch news programmes today to see how the deaths of 2 soldiers is reported for example. Should a historian judge from a different time period or show a degree of empathy? There are always two sides to a story so which do you agree with. 

The Battle of the Somme was fought in northeast France. The map shows where the River Somme is although the battle was also fought alongside the River Ancre. The British and French armies over a four and a half month period only achieved a maximum distance of 11 km. At a cost of about 620, 000 casualties. Can the battle be considered a success and what impact does it have on the ability of Field Marshall Haig?