Year 9 History

Homework BookletComplete the tasks week by week each half term.

(Challenge tasks are optional.)

Autumn Term 1 – week 1

Thematic Overview

1. Copy out this timeline either in your book or on paper.

2. Add dates.

3. For each event, write one or two sentences summarising what happened.

Challenge: For each step in the timeline, explain how or why the previous event led to the next event.

For example: “The emancipation proclamation made some people very angry. Some people joined white supremacist groups, like the Ku Klux Klan, in protest.”

Autumn Term 1 – week 2

Vocabulary Learning

Copy and complete the table.

Challenge: Add a third column to the table above, entitled ‘Example’. Add an example for each word. (You may use your iPAD to find them.) For example: “An example of a nineteenth-century abolitionist is William Wilberforce.”

Word Definition

slavery

abolitionist

emancipation

segregation

boycott

Apartheid

Autumn Term 1 – week 3

Looking back at last year…Revise these key words and events, ready for a quick quiz next lesson.

Challenge: Create a Quizlet to help you revise. Spend a few minutes each day going through the tasks and games on your

Quizlet.

Autumn Term 1 – week 4

Written Task

Explain how the lives of African-Americans have changed from slavery to the modern day.

Write ONE chunky PEE paragraph.

Remember to explain the nature, rate and extent of change. (What actually changed? How fast did it change? How much did it change?)

Challenge: What problems still exist for African-Americans today? Write another PEE paragraph.

Autumn Term 1 – week 5

Topic overviewWe haven’t finished our Civil Rights topic yet but you need to start revising for your first big History assessment of Year 9. For the assessment, you will need to write an extended answer (about three paragraphs) about the

changes made by some of the groups/movements we have looked at since the start of Year 9. You will be asked to write about any three out of the four groups/movements below.

- African-American Civil Rights

- Women’s Liberation

- LGBT Rights

- Nelson Mandela and the anti-Apartheid movement

Remember to think about the nature, rate and extent of change. (What actually changed? How fast did it change? How much did it change?) You should also consider what problems still exist for each

group/movement today.

Use the notes in your exercise book and the resources on Edmodo to help you with your revision but remember that the best way to revise is to do something other than just read; make some flashcards (maybe

on Quizlet), draw out a timeline or mind map, try writing some practice paragraphs, test each other etc.

Challenge: Check through your revision materials very carefully and share them with the class on Edmodo.

Autumn Term 1 – week 6

Meanwhile, Elsewhere…In 1967, America was protesting for equality in the Civil Rights Movement. In the same year, the Northern Ireland Civil Rights Association (NICRA) was formed.

Read through the following website (skimming through the 10 pages):

https://www.bbc.com/bitesize/guides/zg6txfr/revision/1

Answer the following questions:

1. What were the aims of the NICRA?

2. How successful was the NICRA?

Challenge: Read about the actions of the IRA (Irish Republican Army) from 1969 onwards on the following website:

https://www.bbc.com/timelines/z2wyvcw. Note down details of at least TWO key events.

Autumn Term 2 – week 1

Challenge: In your opinion, which ONE or TWO event(s) brought about the most change? Explain how many people were

affected by this event and in what way, how far-reaching it was and how long-lasting it was.

Thematic Overview

1. Create a timeline either in your book or on paper, which includes all of these events.

2. Add dates.

3. For each event, write one or two sentences summarising what happened.

Abortion Act Ford machinist strike

Suffragists Nelson Mandela in prison

women’s involvement in World War II

Sexual Offences Act Miss World pageant

Suffragettes

women’s involvement in World War I

Stonewall Riots contraceptive pill

first female Secretary of State Equal Pay Act

Domestic Violence Act Apartheid

Alan Turing is charged with ‘gross indecency’

Autumn Term 2 – week 2

Vocabulary Learning

1. Select THREE change words from this spider diagram.

2. Explain how a Civil Rights movement we have studied fits with each word.

For example: “Although women now have more equality, such as the equal right to vote, the change is incomplete for them as they do not always receive equal pay to men.”

Challenge: Go back to your three change words from the task above. Now, compare two different movements against each

word. For example, between the fight for African-American Civil Rights and LGBT rights, which is more dramatic? (Think

about all the different criteria that go into making something dramatic.)

Autumn Term 2 – week 3

Looking back at last half term…Fill in the blanks.

Challenge: Create your own ‘fill in the blanks’ task about the Women’s Liberation Movement. This could include details about the Suffragettes/Suffragists, the involvement of women in World War I and II, women in the 1960s or the various

acts of the 1960s and 1970s.

Education

In the 1950s, the NAACP (National Association for the Advancement of Coloured People) went to court to challenge __________ schools. In 1954, the courts decided that segregation in schools was

_______. In 1957, ____ black students were enrolled in an all-white school in Little Rock (Arkansas).

Transport

The first ten rows of buses were reserved for _____ passengers only. Black passengers could not sit next to white passengers and therefore, they had to move to the ____ of the bus or stand, even if seats

were available. If the bus was full, black passengers had to _____, rather than sit at the back. No black _______ were employed.

Rosa Parks

In ____, Rosa Parks was asked to give up her seat on the ___ to allow a white man to sit down. She _______. Rosa Parks was arrested, put in jail and _____. The NAACP were outraged about Rosa Parks

being arrested. They decided to _______ the buses and asked the clergyman Martin Luther King Jr. to lead the boycott. Black Americans stopped using the buses and Martin Luther King Jr’s ________

persuaded lots of people to join in. Gangs of white men beat up black men in the streets. Martin Luther King Jr. was arrested and his house was ______. Black churches were also blown up. In ____, the

Supreme Court said segregation on buses was wrong. The boycotters had won! The Bus Boycott helped to make Martin Luther King Jr. famous and also encouraged black Americans to continue to fight

against inequality.

stand boycott illegal back bus nine 1956 white refused segregated 1955 bombed drivers fined speeches

Autumn Term 2 – week 4

Written Task

From what you have studied so far in class, answer the following question.

Why did World War I break out in 1914?

Write ONE PEE paragraph.

- Your opening point could be a particular event or a general theme.

- Make sure your evidence is specific and detailed.

- Explain how this event or theme increased tensions and led to a world war. (Did it link to any other factors?)

Challenge: Generally, what do you think are more important: long-term causes or short-term causes of events? Why?

Autumn Term 2 – week 5

Topic overview

Use one of the websites below to create a proper mind map about the causes of World War I. Remember that a proper mind map uses words, pictures, colours and links. (You can do this on paper or on your iPAD.)

https://www.ducksters.com/history/world_war_i/causes_of_ww1.php (EASY)

https://www.historyonthenet.com/world-war-one-causes-2(DIFFICULT)

Challenge: Which cause of World War I do you think was most important? Why?

Autumn Term 2 – week 6

Meanwhile, Elsewhere…In 1918, women in Britain gained the right to vote. However, women in New Zealand had already had the vote for 25 years.

Use the following website to research Kate Sheppard (a key figure in the Women’s Suffrage Movement in New Zealand).

https://nzhistory.govt.nz/keyword/kate-sheppard

Then, create a fact file about Kate Sheppard with key information about who she was and what she did.

Challenge: Look at this quote from Kate Sheppard and answer the questions that follow.“Do not think your single vote does not matter much. The rain that refreshes the parched ground is made up of single drops.”

What does this mean? Why do you think this persuaded people to follow her ideas? Can you think of a similar analogy to

say the same thing?

Spring Term 1 – week 1

Thematic OverviewPlot the following dictators on the map.

Add the dates that they were in power.

- Adolf Hitler

- Benito Mussolini

- Vladimir Lenin

- Joseph Stalin

- Mao Zedong

- Idi Amin

- Fidel Castro

- Pol Pot

Challenge: What do you notice about the map? (Are there any trends or patterns? Are there any surprises? Can you think

of any reasons for these trends/patterns or surprises?)

Spring Term 1 – week 2

Vocabulary Learning

Create a Quizlet that includes all of the following (with a detail about each one) from our dictators topic.

- Dictator

- Democracy

- Fascism

- Communism

- The Big Three

- The Treaty of Versailles

- The Great Depression

- Hitler

- Mussolini

- The Bolsheviks

- Lenin

- Stalin

- Propaganda

Challenge: Draw a web to show how these key words link. (This can be as simple or as complicated as you like.)

Spring Term 1 – week 3

Looking back at last half term…Out of the four groups/movements below, which do you think still has the

most work to do to achieve equality in civil rights?

- African-American Civil Rights

- Women’s Liberation

- LGBT Rights

- Nelson Mandela and the anti-Apartheid movement

What do you think is the most effective way to put your argument forward?

(Letter to local MP/government? Speech/assembly? Film? Poster?) Choose ONE and create it!

Challenge: Include at least TWO of the following persuasive techniques in your creation.

- Rhetorical question – Repetition – Alliteration – Strong adjectives – Emotion – Specific evidence - Metaphor

Spring Term 1 – week 4

Written Task

Why was Europe a hotbed of dictatorships by 1939?

Write ONE PEE paragraph.

- Your opening point could be a particular event or a general theme.

- Make sure your evidence is specific and detailed.

- Explain how this event or theme made the rise of dictatorships easier or quicker and the dictators themselves stronger and more powerful. (Also, are there any links to any other factors?)

Challenge: Try to use at least TWO of the following words/phrases in your paragraph.

- political – social - economic – long-term cause – short-term cause

Spring Term 1 – week 5

Topic overviewRevise for your next History assessment. Your assessment will be in two parts: a source question

AND an explanation question.

For the source question, work through the source booklet on Edmodo. Think about how useful each source is for understanding the rise of dictatorships in Europe by 1939. (What is the overall message of the source? What can it tell us? What can it not tell us?) Compare two sources and explain which

is more useful for understanding the rise of dictatorships at this time.

For the explanation question, select two reasons for the rise of dictatorships in Europe by 1939 from the cards on Edmodo. Add specific and detailed evidence about what happened to each. Explain how each contributed to the rise of dictatorships at this time. (How many people were affected?

How far-reaching was it? How long-lasting was it?)

Challenge: Try a new revision technique alongside your usual method of working. Options include: making your own

flashcards, drawing out a mind map, writing some practice paragraphs, teaching someone else etc.

Spring Term 1 – week 6

Meanwhile, Elsewhere…In 1933, Hitler was appointed Chancellor of Germany. At the same time, the British Union of Fascists (BUF) was gaining support.

Read the following website and answer the question that follows.

https://thecynicalhistorian.wordpress.com/britishhistory/what-attracted-supporters-to-the-british-union-of-fascists-in-the-1930’s/

Why did the BUF gain support in the 1930s?

Challenge: Draw a venn diagram with the BUF on one side and the Nazis on the other side. Note the similarities and

differences between the two.

Spring Term 2 – week 1

Thematic OverviewChoose ONE of the following key events of World War II, read the website next to it and summarise the event in 100 words.

• The evacuation of Dunkirk (https://www.iwm.org.uk/history/7-photos-from-the-dunkirk-evacuations)

• The Battle of Britain (https://www.iwm.org.uk/history/8-things-you-need-to-know-about-the-battle-of-britain)

• D-Day (https://www.iwm.org.uk/history/the-10-things-you-need-to-know-about-d-day)

• Operation Barbarossa (https://www.iwm.org.uk/history/what-was-operation-barbarossa)

• Pearl Harbor (https://www.iwm.org.uk/history/what-happened-at-pearl-harbor)

Challenge: Complete the same task for another one of the key events above.

“There’s no question that the

entire history of the war is

determined in some sense and

shaped by the German victory in

France in May 1940.”- Adam Tooze

“Once the Germans have been thrown back from

Stalingrad, once they’ve lost that battle, the war

was never the same again.”- Max Hastings

“The Japanese attack on Pearl Harbor

brought the United States into the war

in such a way that it was fully

mobilized and fully antagonized and

eventually it’s going to have a major influence in both theatres of the war.”

- Conrad C. Crane

Spring Term 2 – week 2

Vocabulary Learning

Use each of the following key words/phrases in a sentence related to World War II.

reparations rearmament alliance Appeasement lebensraum

The Abyssinian Crisis The Manchurian Crisis Blitzkrieg RAF Luftwaffe

radar Atomic Bomb Red Army

Challenge: Use any FIVE of these key words/phrases in a paragraph related to World War II. (The paragraph must flow and

make sense as a paragraph with a key point/theme running throughout; do NOT just push your individual sentences from

above together in a random way.)

Spring Term 2 – week 3

Looking back at last half term…How useful is this source to the historian studying the rise of dictators in Europe in the 1930s?

What can you see?

What can you infer from this?

What’s the overall message?

Which cause of dictatorships can it help the historian to learn about?

Challenge: How reliable is this source for understanding the truth about Hitler’s rise to power? (Think about what kind of source it is and where it would have come from, as well as how far it fits with what you know about Hitler and his rise to

power.)

Spring Term 2 – week 4

Written Task“The evacuation of Dunkirk was a very significant turning point in World War II.” How far do you agree?

Write ONE chunky PEE paragraph.

- Your opening point should highlight whether you are going to agree or disagree with the statement.

- Your evidence to support this must be specific and detailed.

- Don’t forget to explain why this means the evacuation of Dunkirk was or wasn’t very significant. (Remember that significant events could be successes or failures! Significance is more about the event’s impact, how much it changed things, how many people were affected, how far-reaching it was and how long-lasting it was.)

Challenge: Now, write the opposing paragraph. (If you agreed above, disagree now; if you disagreed above, agree now.)

Spring Term 2 – week 5

Topic overviewDraw a graph (bar, line etc.) to show the various levels of significance you would give each of the key turning points from World War II. Add a sentence or two to explain each level you give.

Here is the list of key turning points for this topic (you only need to include the ones we have studied so far in class.)

- The evacuation of Dunkirk

- The Battle of Britain

- D-Day

- Operation Barbarossa

- Pearl Harbor

Remember that significant events could be successes or failures! Significance is more about the event’s impact, how much it changed things, how many people were affected, how far-reaching it was and how long-lasting it was.

Challenge: Re-assess the key turning points against each separate criteria for significance.

For example, draw one graph for the impact of each event, one graph for how much each event changed things, and so on.

What do you notice?

Spring Term 2 – week 6

Meanwhile, Elsewhere…After the outbreak of World War II in 1939, Germans were treated differently across Europe. One example would be how some Germans living in Britain were put into ‘internment camps’ on the Isle of Man.

Why do you think the British government decided to do this? (Be specific!)

What might have been the consequences of this?

Do you think it was the right decision at the time? (Why?)

Challenge: Read about one of these ‘internment camps’ on the following website.https://www.manxhistory.com/app/#manx_places/15

EITHER create a spider diagram of the details of this camp OR draw and label a picture of what it would have looked like.

Summer Term 1 – week 1

Thematic Overview

Using the ‘British history in a nutshell’ PowerPoint on Edmodo, draw out a timeline with the events and dates labelled. Use colours and pictures to make it more memorable, if you like.

Stick your completed timeline up on your bedroom wall or door, so that you see it every day.

Each day, cover over one of the events and dates with a postit note, or something similar. Can you remember what’s behind it?Continue until all of the events and dates are covered. Can you remember them all?

If so, you are ready for the first part of your End of Year Exam!

Challenge: Create a separate timeline for our most recent topic – the key turning points of World War II. Repeat the above

technique or use your own technique to help you remember the key dates. (You could share your technique on Edmodo, if

you think other students might find it useful too.)

Summer Term 1 – week 2

Vocabulary Learning

• Go back to page 3 of this homework booklet and repeat the table on the Civil Rights key words.

• Go back to page 15 of this homework booklet and go through the tasks and games on your old Quizlet on the Dictators key words.

• Go back to page 21 of this homework booklet and repeat the sentences on the World War II key words.

Challenge: What other key words do you think might be important to know for your End of Year Exam, covering the Civil

Rights topic, the Dictators topic and the Turning Points of World War II topic? Make a list.

Summer Term 1 – week 3

Looking back at last half term…Choose ONE of the following key events of World War II (one that you haven’t looked at for homework before), read the website next to it and summarise the event in 100 words.

• The evacuation of Dunkirk (https://www.iwm.org.uk/history/7-photos-from-the-dunkirk-evacuations)

• The Battle of Britain (https://www.iwm.org.uk/history/8-things-you-need-to-know-about-the-battle-of-britain)

• D-Day (https://www.iwm.org.uk/history/the-10-things-you-need-to-know-about-d-day)

• Operation Barbarossa (https://www.iwm.org.uk/history/what-was-operation-barbarossa)

• Pearl Harbor (https://www.iwm.org.uk/history/what-happened-at-pearl-harbor)

Challenge: Complete the same task for another one of the key events above.

“There’s no question that the

entire history of the war is

determined in some sense and

shaped by the German victory in

France in May 1940.”- Adam Tooze

“Once the Germans have been thrown back from

Stalingrad, once they’ve lost that battle, the war

was never the same again.”- Max Hastings

“The Japanese attack on Pearl Harbor

brought the United States into the war

in such a way that it was fully

mobilized and fully antagonized and

eventually it’s going to have a major influence in both theatres of the war.”

- Conrad C. Crane

Summer Term 1 – week 4

Written Task

Take a look at the list of practice End of Year Exam questions on Edmodo.

Choose ONE 4 marker to answer.

Choose ONE 8 marker to answer.

Choose ONE 24 marker to answer.

*Don’t choose questions that you are really confident about; choose questions that you are unsure about, and use this time to prepare for those.

*Don’t forget to check the exam advice PowerPoint on Edmodo about how to structure each type of question.

Challenge: Find someone else in Year 9. Read their answers.

What’s good about their work? What could they do better?*Don’t forget to show them your answers, so that they can do the same for you!

Summer Term 1 – week 5

Topic overview

Read through all of the documents on Edmodo about the End of Year Exam in History very carefully. They tell you what you need to do to revise for your End of Year Exam and what the End of Year Exam will look like.

Challenge: Share your top tips for coping with pressure and stress during the exam period on Edmodo.

Summer Term 1 – week 6

Meanwhile, Elsewhere…The Holocaust (the murder of millions of Jews and opponents to the Nazi regime in Germany during World War II) is probably the most well-remembered genocide (mass killing) in history. However, it is not the only one……Read the following website about the genocide in Rwanda in 1994.https://www.bbc.co.uk/news/world-africa-26875506

Make notes about who was involved and what happened.

Challenge: Find and read about another example of genocide in the past online.

(Be careful when searching on the Internet that you use trustworthy and balanced news reports, like those from the BBC.)

Summer Term 2 – week 1

Thematic Overview

Spend 30 minutes reading some of the Holocaust survivor stories online.

There are several websites and articles you can use, including the following.

https://www.hmd.org.uk/resources/?genocide=any&resource_type=9&age=any&gclid=EAIaIQobChMIqaXFo5H44gIVyrztCh1Q9AQcEAAYASAAEgJD4vD_BwE

https://www.theguardian.com/world/2015/jan/26/tales-from-auschwitz-survivor-stories

Be aware that some of the details described can be quite graphic in places.

(You do not need to write anything, unless you want to.)

Challenge: How are the stories similar? How are the stories different? (Make a note of your answers or draw a venn

diagram to show the similarities and differences.)

Summer Term 2 – week 2

Vocabulary Learning

Learn the spellings and definitions for these key words about the Holocaust.

Anti-Semitism – discrimination against Jews.

The ‘Aryan’ race – the Nazis’ idea of the superior race.Ghettos – separate areas that the Nazis forced Jews and other prisoners to live in.

Concentration camps – originally, camps in which Jews and other prisoners worked as slave labour; later, the sites of mass murder.

The ‘Final Solution’ – the Nazi plan to exterminate all Jews within their reach.

Challenge: Add examples and specific details to each key word.

Summer Term 2 – week 3

Looking back at last half term…Match the questions with the answers.

Challenge: Write your own set of quiz questions and answers for the Year 9 End of Year exam.

The best quizzes will be awarded with Above and Beyond Points and may be used by the History Department with the next

group of Year 9s.

Summer Term 2 – week 4

Written Task

What was the Holocaust?

Write ONE PEE paragraph.

- Your opening point should state clearly how we define the Holocaust.

- Make sure to add specific and detailed evidence about what happened.

- Explain the impact of these events and details. (For example, how many people were affected? How far-reaching was it? And, how long-lasting was it?)

Challenge: Include some references to specific survivor stories from your previous homework.

Summer Term 2 – week 5

Topic overviewHow can we commemorate Holocaust Memorial Day at Chesterton?

Make a plan and design (individually or in small groups).

It could be:

• A display for a classroom or corridor

• A whole school event

• An assembly

• An art work or sculpture

• Something different

Be ready to present your plan and design to your class and teacher!

Challenge: Ask your teacher if you can practice your presentation in front of them before you do it in front of the class for

some handy tips and advice.

Summer Term 2 – week 6

Meanwhile, Elsewhere…The Industrial Revolution was a key part of the London 2012 Olympic Games Opening Ceremony. At the same time as the Industrial Revolution, many pioneering Americans were making a dangerous journey across the Great Plains of America.

Use the following website to answer the questions below.

http://www.eyewitnesstohistory.com/plains.htm

1. How would the pioneers have travelled at this time?

2. What was the geography of the Great Plains?

3. Why was the journey difficult?

4. Why did they still want to go?

Challenge: What were the short-term and long-term consequences (good or bad) of this for the Native Americans living on

the Great Plains? Make a list.