Y10: 3-13. Stalin Film III

Today you are going to continue watching the film on Stalin!

-Part A-

In the last scene we saw Nadia visiting her parents after Jakov’s attempted suicide and Stalin calling her there to come home…

It is the 1930’s. Stalin is modernizing the USSR by means of Collectivization & Industrialization.

  • It is 1932.
  • Nadia on her way back to Moscow, by train.
  • She sees the deportation of hundreds of peasants. This was part of the collectivization process.
  • Peasants either deported to: Siberia, infertile land, or other Collectives.
  • Many in the countryside respected Stalin (due to propaganda portraying him as a great leader).
  • Therefore, many peasants thought that Stalin was not aware of their cruel treatment!

It is the Celebration of the 15th anniversary of the Revolution.

  • It is 1932.
  • Beria’s wife dances for Stalin…
  • Nadia returns…
  • People are increasingly trying to please Stalin – especially Beria.
  • Stalin is increasingly cruel, nasty and evil.
  • Nadia is reaching breaking point, as she realises what a vile person Stalin is…

There is a scene between Sergo Ordzhonikidze & his wife Zina (Zinaida). Sergo is advising/warning his wife that, if they wanted to be safe, they had to turn a blind eye to Stalin’s activities…

Stalin is in the graveyard. He is genuinely devastated…

It is about 1934 and historical footage of Industrialization is shown.

Stalin at his Dacha (country house) with his children and Nadia’s parents (who looked after the children)…

Stalin III-A. (16:47 minutes long)

-Part B-

We see Nicholai Bukharin’s wedding (to Anna Larina).

Spot…

  • Kamenev
  • Zinoviev
  • Kirov (He gives a present to Bukharin & his wife.)
  • Nadia’s parents (Olga & Sergei Alliluyev)
  • Ordzhonikidze
  • Bukharin was very popular and thus a threat to Stalin’s position. Stalin is greatly aware of this!
  • Everyone is beginning to be cautious in Stalin’s presence…
  • Kirov was also very popular! Therefore Stalin appointed one of his own supporters (Yagoda’s deputy) to the NKVD in Leningrad (were Kirov was Party leader) to spy on Kirov. Stalin’s excuse for doing this is that there are supposedly people in Leningrad who are conspiring against Kirov.

Yagoda is at home. He receives a call from Stalin…

…of Yagoda’s fear of Stalin!

(Yagoda was appointed as chief of the NKVD, or secret police, in 1934.)

Stalin is at his Dacha (country house) just outside Moscow. (By now Stalin had become a very paranoid man, suspecting everyone of conspiring against him!)

  • Censorship… even all feature films were censored by Stalin!
  • By now Nazi Germany became increasingly stronger. Nazi Germany was an ideological enemy of the Communists and a threat to the USSR.

Spot…

With Stalin are:

  • Yagoda
  • Kaganovich
  • Voroshilov
  • Molotov

Stalin instructs Yagoda to keep an eye on Kirov…

It is still 1934. Some Party members at the 17th Party Congress (held early in 1934) wanted Kirov to be General Secretary… This was a great concern for Stalin!

The film moves into the era of the purges… We see the assassination of Kirov, by Leonid Nikolaev: It is Dec.1934. Kirov is shot under suspicious circumstances, probably on Stalin’s orders!

Kirov’s bodyguard was not with him… He was distracted by the NKVD and did not follow Kirov into the building!

It is Dec.1934. Stalin is going to Leningrad to personally investigate the assassination of Kirov.

Spot…

With Stalin, as he gets off the train, are:

  • Voroshilov
  • Molotov
  • Kaganovich
  • Yagoda

Leonid Nikolaev is interrogated by Stalin (& Yagoda).

  • Nikolaev does not know what to say, because he was told to kill Kirov, by Yagoda (who was instructed by Stalin).
  • Initially Stalin & Yagoda made as if they knew nothing…
  • Stalin then tells Nikolaev to say it was one of Zinoviev’s supporters who approached him to kill Kirov. He is told that if he works with Yagoda & Stalin he will receive privileges (e.g. a new house) and his family (also arrested) will be set free.

Stalin tells the officers to get Nikolaev’s ‘confession’ and to “finish him off”! One of the officers is Yezhov…

Bukharin, his wife Anna Larina, and Svetlana (Stalin’s daughter) are in a park with Bukharin’s pet fox (that was given by Kirov to Bukharin at his wedding). The fox is called ‘Grisha’. (Zinoviev also happens to be called ‘Grisha’ as it was a short version of ‘Grigory’.)

Stalin threatens Zinoviev & Kamenev in his office… The reason why they were called in is because Stalin accused them of working with Trotsky to kill Kirov!

  • First, Stalin tries to get a very simple confession from Zinoviev: that Bukharin named his fox after Zinoviev!
  • Then, Stalin threatens them to confess that they worked with Trotsky to kill Kirov. If they do not confess, Kamenev’s son will be executed. (Stalin says that Kamenev’s son is supposedly plotting to kill him, Stalin! A new law stated that children over the age of 12 years could get the death penalty for certain crimes, just like adults!)

Stalin says if Kamenev and Zinoviev confess to conspiring with Trotsky, then their lives and that of their families would be saved…

Spot…

(in background) 

  • Yagoda
  • Yezhov

Stalin III-B. (19:17 minutes long)

-Stalin III-

(Below are the scenes watched today in one video clip.)

Stalin III. (35:46 minutes long)

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Y8: 4-11. From Slavery to Freedom

Year 8A & Year 8B

(Not for 2020-2021 Class.)

Today you are going to watch part of a film about the underground railroad…

Follow the order in which I give you instructions:

1.

INTRODUCTION:

In the previous lesson you learnt about Harriet Tubman, Frederick Douglas and the Underground Railroad, a network of secret routes and safe houses used by enslaved African-Americans to escape into the free northern States, or even to Canada. Today you are going to watch part of a movie about the Underground Railroad. (I have decided to show you only the second half of the movie, because the second half is very relevant to your study.) The movie is about a slave called Samuel who escapes with his elderly mother, his wife and his son. The Underground Railway helps them to escape from the south to Canada. Unfortunately, the slave owner to whom Samuel and his family belong has hired someone to track them down and bring them back to his plantation… (The movie is set in the mid-1850’s – remember, slavery was abolished in 1865.) Also, every now and then you will see that there are flashback scenes to the mid-1750’s. These flashback scenes shows how Samuel’s great grandfather was brought to the Americas on the slave ship of John Newton… (It shows 100 years earlier, in 1748, when John Newton, the Captain of a slave trader, sails from Africa with a cargo of slaves, bound for America. On board is Samuel’s great grandfather. The voyage changes Newton’s life forever…) Make sure that you pay close attention, as you will be given a quiz to complete in a next lesson.

2.

Watch the following movie!

Slavery & Freedom. (43:46 minutes long)

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Y8: 4-10. Harriet Tubman

Year 8A & Year 8B

Today you are going to look at the remarkable bravery of those who escaped slavery ….

Follow the order in which I give you instructions:

1.

INTRODUCTION:

As a final task on this topic, we are going to look at the story of Harriet Tubman. She was an American abolitionist and anti-slavery activist. Harriet was born into slavery, but she escaped and made about 13 missions to rescue approximately 70 enslaved people! She used a network of anti-slavery activists and safe houses known as the Underground Railroad to take slaves from the southern States (where slavery was allowed) to the northern States (where slavery was not allowed). The Underground Railroad was a network of secret routes and safe houses used by enslaved African-Americans to escape into the free northern States. All this began before the American Civil War (1861-1865). (This was a war that was fought between the northern States and the southern States, because of the enslavement of black people. The northern States were against slavery and began to abolish slavery (already in the 1780’s!), but the southern States wanted slaves to work on the plantations in the south. So, there was a civil war between north and south. In the end the northern States won and slavery was therefore abolished all across America in 1865.)

2.

Watch the following 2 video clips on Harriet Tubman. You need to listen carefully, because you will be tested on this!

1822-1913 – Harriet Tubman. (1:52 minutes long)

Harriet Tubman: A Maryland Story. (24:20 minutes long)

3.

The Harriet Tubman Story. (30:09 minutes long)

4.

If available, go to Schoology and do the timed quiz about the information given today and the video clips that you have just seen. (You have no more than 10 minutes to do this!) (You only get one attempt at this. Also, please note that quiz will expire… So, make sure that you do it in time!)

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Y8: 4-9. Slave Trade – conclusion

Year 8

Today you are going to ….

  • write a revision test on slavery
  • finish off and mark a few final tasks on the slave trade

Follow the order in which I give you instructions:

1.

Complete the test!

(This is a test on Britain & Trade, p.66-67 & p.74)

2.

Now, look at your test result (Homework-5) and also see where you have perhaps lost marks:

Test Answers

3.

Can you remember how to determine if a source is a primary or a secondary source?

4.

“The Abolition of Slave Trade”, p.79.

ANSWERS

5.

Below are some views of descendants of Wilberforce and of slaves…

A legacy of British Slave Ownership. (2:36 minutes long)

6.

You need to be familiar with the vocabulary on Slave Trade…

Make sure you know these words well enough to explain their meanings… (This is on p.80 in your workbook.)

7.

Finally, complete the Mood-O-Metre on Britain & Trade, on p.80.

8.

Watch this “Crash Course” video to revise the Atlantic Slave Trade: (You need to be wide awake and concentrate – the presenter speaks very fast!)

The Atlantic Slave Trade: Crash Course World History. (11:07 min long)

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Y7: 4-13. Conquest of England – conclusion

Year 7

Today we are going to finish off our topic on the Norman Invasion and Conquest…

Follow the order in which I give you instructions:

1.

Complete the test!

(This is Revision Test I on The Norman Conquest, p.67 and p.70)

ANSWERS

2.

Complete the test!

(This is Revision Test II on The Norman Conquest, p.67 and p.70)

ANSWERS

3.

Watch this video to find out what happened to English society after the Norman Conquest? (3:35 minutes long)

4.

Here are a few more videos, specifically about William the Conqueror…

The first video below gives a clear indication of the sort of man that William the Conqueror was: ruthless!

A teacher explains “How William dealt with rebellion in the North”. (7:19 minutes long)

The next video is a biography of William, Duke of Normandy, or William the Conqueror…

William the Conqueror, the man who dared to invade England. (2:14 min long)

5.

And now you need to do a bit of extra reading on “William I”….

6.

Task 7, p.68-69.

7.

Task 7, p.68-69.

HW-TASK 7 – ANSWERS

8.

Make sure that all your books are up to date!

9.

If there is still time, do the following as an Extension Task: Watch the video on William the Conqueror – Duke of Normandy. It starts with events in the early 1050’s. (9:31 minutes long)

William the Conqueror – Duke of Normandy. (9:31 minutes long)

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Y9: 4-10. Nazis & their Victims

Year 9A & Year 9B

Today you are going to look at the atrocities committed by Mengele….

Follow the instructions step by step:

1.

Test

Time!

First we are going to write a short test on “The Holocaust”!

2.

Now, look at your test result (Homework-5) and also see where you have perhaps lost marks:

Test Answers

3.

Can you remember how to determine if a source is a primary or a secondary source?

4.

Carefully go over the following words – you may need to know what they mean as you work through today’s lesson about Nazi officers and their victims. (You do not have to memorise these meanings – it is simply given to you because these words are used in today’s videos.)

5.

Mengele was a German Schutzstaffel (SS) officer and physician (doctor) during World War II. He is mainly remembered for his actions at the Auschwitz concentration camp, where he performed deadly experiments on prisoners and was a member of the team of doctors who selected victims to be killed in the gas chambers.

Watch the following video to find out a bit more about Mengele…

Mengele’s Human Experimentation | Nazi Hunters. (2:51 minutes long)

6.

The video below gives you further insight into the doings of Mengele…

‘No tears left’: Mengele victim returns to Auschwitz. (2:09 minutes long)

7.

Now, watch the short biography of Josef Mengele, also known as “the Angel of Death” (because he was unthinkably cruel!) or “the White Angel” (because he wore a white uniform).

Josef Mengele Biography: The Angel of Death. (20:08 minutes long)

8.

And now for the story of one of Mengele’s victims…! Eva Mozes Kor was experimented on as one of Dr. Josef Mengele’s twins at Auschwitz. It is a fascinating story with a twist: after decades of anguish, Eva decided to forgive the Nazis! She became one of the best-known and most-active Holocaust survivors in the world. Read this brief story about Eva…

“At the age of 10, Eva Mozes Kor became a victim of Josef Mengele, the doctor at the Auschwitz concentration camp notorious for his barbaric experiments on twins. Eva and her twin sister Miriam lost both of their parents and two older sisters in the Holocaust; only Eva and Miriam survived. Eva later married an American and moved to the United States to begin a new life. In 1984, she founded the organization CANDLES together with the help of her sister Miriam. The name is an acronym for “Children of Auschwitz Nazi Deadly Lab Experiments Survivors”. Working with the organization, Eva was able to locate 122 other survivors of Dr. Mengele’s horrific experiments around the world. In 1995, Eva also founded CANDLES Holocaust Museum and Education Center to educate the public about eugenics, the Holocaust, and the power of forgiveness. That same year she publicly forgave the Nazis for what had been done to her – a decision that brought her international attention. Eva circled the globe delivering her message of peace, kindness, healing and self-empowerment for future generations. Her lessons went far beyond her own experience, addressing current global atrocities and two of the biggest problems facing today’s youth: bullying and discrimination.”

9.

What a remarkable woman! Watch the video below where she tells her story…

“I Survived The Holocaust Twin Experiments”. (14:47 minutes long)

Sadly, Eva Mozes Kor died on 4 July 2019 in Krakow. We can remember her example of forgiveness in spite of all that she went through – she knew that to forgive is to help yourself to overcome, by not continuing to carry the burden!

Eva Mozes Kor once said:

“We cannot changed what happened, but we can change how we relate to it.”

10.

Here is more about Eva Mozes and other Mengele victims…

From the 60 Minutes archives: Survivors of Josef Mengele’s twin experiments. (13:44 minutes long)

10.

The video that you have just seen about Eva Mozes was the cut-version of the documentary. This is optional – if you would like to watch the full documentary, here it is below…

Twins: Eva and Miriam Mozes. (42:25 minutes long)

Eva Mozes Kor: The “Mengele Twin” | EVA | Timeline. (56:09 minutes long)

11.

A feature film about a prisoner’s dealings with Mengele is available below, if you are interested…

“Based on a true story, this heart-wrenching film follows the journey of Gisella Perl, a Jewish-Hungarian doctor who manages to survive Auschwitz. Decades later, she’s applying for U.S. citizenship when she becomes accused of colluding with the Nazis. Her judge and jury are three INS investigators who must decide her fate.”

Out of the Ashes. (1:48 minutes long)

This film can also be accesses at the following link: Out Of The Ashes-Full Film-True Story-Dr Gisella Perl-Josef Mengele-Auschwitz-WW2-2003-ENGLISH – YouTube

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Y10: 3-12. Stalin Film II

Today , we will continue with the revision film on Stalin…

-Part A-

In the last scene we saw Nadia telling Stalin that Lenin is dead…

It is Lenin’s funeral…

Note how Stalin makes sure that his henchman does not say that he (Stalin) deliberately gave Trotsky the wrong date for the funeral!

There is a scene in the garden at Stalin’s house: Nadia cuts flowers while talking to Zina about being offered a job by Bukharin.

Nadia is in the house decorating flowers…

  • Stalin had just received a call informing him that Lenin’s testament proposed his removal from the Secretariat, etc.
  • Here, for the first time, we can see Stalin being mean to his wife… (He thought that she knew that Lenin did not write favourably about him in his political testament.)
  • (Increasingly, Stalin’s wicked side now becomes evident in the film…)

Other scenes follow:

  • Lenin’s testament is read in the politburo. They decide not to read it to the Central Committee.
  • Stalin’s son (from his previous marriage), Jakov, comes to Moscow to live with his father. (Nadia did not know about him!)
  • Trotsky is exiled: he is forced onto a train, while Trotsky’s son complains and tries to stop Stalin from exiling his father.

 Stalin is suspicious of Trotsky as he is a potential rival. (All the old politburo members posed a threat to Stalin’s position of power, and he became increasingly suspicious of them…)

Stalin discuss the replacement of Zinoviev (as head of the Leningrad Party branch) with one of his (Stalin’s) supporters. It is decided that Kirov will replace Zinoviev.

       Kirov enters the room, with a gift for Stalin! When everyone leaves, Stalin asks Yagoda (another Stalin supporter) to ‘keep an eye’ on Kirov…

       (Stalin became suspicious of everyone as possible rivals to his position.)

Stalin II-A. (20:51 minutes long)

-Part B-

It is 1928 and Russia experiences a grain problem…

  • Bukharin and Beria speak to Stalin about the suffering of the peasants – their grain are being seized.
  • Bukharin strongly disagrees with this measure!
  • (Beria also seems to be a despicable character…)

Stalin’s son, Jakov, became very upset when Stalin opposes his intentions to marry a Jewish girl.

  • Jakov’s solution to this dilemma? Suicide…!
  • Nadia arrives on the scene and tries to resolve matters

Nadia ‘runs away’ to visit her parents. She is very upset, because she realises more and more how evil Stalin is… She also knows how powerful he is and that no one can escape him!

Stalin II-B. (15:08 minutes long)

-Stalin II-

(Below are the scenes watched today in one video clip.)

Stalin II. (35:23 minutes long)

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Y10: 3-11. Stalin Film I

Today you are going to revise the history of Stalin’s Russia – by means of a feature length film…!

-Part A-

In order to optimally gain from this film, it is important that you understand what is happening right from the beginning of the film. Here is some background information about the events:

Introduction: (The story is told by Stalin’s daughter, looking back at her father’s life.)

Stalin was married twice. (His first wife died at a young age.) They had a son called Jakov. Stalin deserted the boy when his wife died. He then married a woman who was much younger than himself. They had two children. Their first born was a son called Vasili and their second child was a daughter called Svetlana. In this film, Svetlana is telling the story.

  • the film starts with Stalin in 1917, in Siberia (exiled)
  • the tsar set political prisoners free & recruited them to fight in WW1
  • however, Stalin was not “fit” for war and was thus rejected
  • Stalin was known as Koba at the time

We can see Historical footage of February 1917 …

  • Lenin arrives in Russia, just after this revolution (he arrives by train at the Finland station in St.Petersburg)
  • Many of his supporters are there to greet him.
  • Stalin is there, and also Sergei & Olga Alliluyev, and their daughter, Nadia. (Do not mistake Nadia with the person telling the story.)

The October 1917 Revolution takes place…

The next scene is in the house of Sergei and Olga Alliluyev… 

  • the Civil War period is shown
  • Stalin is travelling on a train during the Civil War
  • Nadia is also on the train, as Lenin appointed her as an assistant to Stalin

Stalin meets Voroshilov (another Bolshevik). Then, they interfere with military operations. (They made sure that “unreliable officers” were killed in an “accident” when their barge sank.)

Trotsky was Commissar of War. Stalin was Commissar of Nationalities. Their spheres of influence sometimes overlapped. This led to conflict, especially when Stalin “got rid” of these officers.

Trotsky (in charge of the military) complains to Lenin about Stalin’s interference and the deaths of the officers…

Stalin I-A. (15:12 minutes long)

-Part B-

It is in 1919, in the Kremlin, n Moscow. It is Stalin’s wedding day. (By now, Nadia was Lenin’s personal secretary.)

Spot…

  • Nikolai Bukharin (He congratulates Nadia and picks her up.)
  • Leon Kamenev (He also congratulates Nadia.)
  • Grigorei Zinoviev (He gives her a bottle of champaign to congratulate her.)
  • Stalin & Nadia (dancing in a circle) with Sergo Ordzhonikidze & his wife Zina (Zinaida)
  • Lenin & his wife, Krupskaya

It is in 1922, also in the Kremlin, in Moscow.

The politburo has a meeting. They discuss the Secretariat and decide to appoint a General Secretary (one of themselves) in order to have a link between the Politburo and the Secretariat. (At the time, Nadia was pregnant with their first child.)

Stalin is at home, talking to his friend, Sergo Ordzhonikidze while Sergo’s wife, Zina, helps Nadia (who is in labour with their first child). A messenger comes and tells them that Lenin had a stroke. (Stalin’s father was made boots for a living.)

Stalin visits Lenin, who is recovering at home after the stroke. Lenin is cross with Stalin, because Stalin condoned one of his supporters punching a fellow party member.

Other scenes follow:

  • Stalin, Kamenev and Zinoviev formed a trio to take leadership in the party while Lenin was ill (to prevent Trotsky from taking over).
  • Stalin visits Lenin again at home… (He insults Lenin’s wife, Krupskaya, when she did not want Stalin to see Lenin, because she did not want Lenin to be upset by Stalin.)

Lenin’s death… 21 Jan.1924

Stalin I-B. (20:36 minutes long)

-Stalin I-

(Below are the scenes watched today in one video clip.)

Stalin I. (35:08 minutes long)

Finally…

Here is feedback on the 10-mark question that you answered in Lesson 9:

‘Stalin’s use of propaganda was the main reason he was able to establish a ‘personal dictatorship’.’ How far do you agree with this statement? Explain your answer. (10)

EXAMPLE PLAN:

EXAMPLE ANSWER:

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Year 13 History Homework

Please take note of the following:

1.

You will get homework regularly – it is usually a homework task set (and completed) in the History Homework Book.

2.

Homework is important as it benefits your learning in a number of ways.

3.

You are expected to give your best when doing homework!!

4.

The school’s homework policy encourages students to hand in homework on time. (If not, you will lose marks or even get zero!)

5.

For all homework tasks, always fill in the “due date” as well as the “what’s-the-point-box”!

Good luck with your homework!

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Year 12 History Homework

Please take note of the following:

1.

You will get homework regularly – it is usually a homework task set (and completed) in the History Homework Book.

2.

Homework is important as it benefits your learning in a number of ways.

3.

You are expected to give your best when doing homework!!

4.

The school’s homework policy encourages students to hand in homework on time. (If not, you will lose marks or even get zero!)

5.

For all homework tasks, always fill in the “due date” as well as the “what’s-the-point-box”!

Good luck with your homework!

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Y9: 5-2. Source Analysis

Year 9

Today you are going to look at the “usefulness” and “reliability” of Sources.

Follow the instructions step by step:

1.

Read the information on Usefulness & Reliability of Sources from p.75-78.

-Page 75-

-Page 76-

-Page 77-

-Page 78-

2.

Watch the following video that explains usefulness, reliability and bias in source analysis. Pay careful attention!

Usefulness, Reliability and Bias. (5:04 minutes long)

3.

The video below tells you more about source analysis. (It also mentions some pages that you need to read – you may already have read the pages, so just watch the video.)

Analysing Sources. (4:49 minutes long)

4.

Now, complete the second part of Homework Task 2 (p.74-78) now in class.

5.

6.

Complete Homework Task 3 (p.79-83) now in class.

7.

Task 3 on p.79-83.

HW-TASK 3 ANSWERS

8.

This video, which also gives the answers to homework task 2, may be very useful for quick revision…

Sources Homework Task 2, p.74-78. (2:05 minutes long)

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Y9: 5-1. Types of Sources

Year 9

Today you are going to start our final “topic” in the Year 9 History course. We are going to look at The Use of Sources in History.

Follow the instructions step by step:

1.

First of all, let’s make sure that you know what is meant by “a source”.

What is a ‘source’?

“A source is something that provides information about the historical topic you are studying. They can either be written (e.g. books or websites), or non-written (e.g. photographs or artefacts). No matter what you’re doing in History, you will use sources. This could be simply learning information from a textbook or website, or actually looking at ancient artefacts made in the past. Either way, they provide information about the past and are considered ‘sources of information’.”

2.

Read the information on Historical Sources from p.73-75.

-Page 73-

-Page 74-

-Page 75-

3.

Watch the following video to revise some of the source analysis theory that you need to be familiar with by now.

Primary and Secondary Sources. (3:30 minutes long)

4.

Now watch the following video about dealing with various types of Historical Sources.

Types of Sources. (3:38 minutes long)

5.

Read the information on Various types of Sources from p.79-80.

-Page 79-

-Page 80-

6.

Look at the lesson on Nazi Cartoon analysis to remind yourself how to analyse a cartoon! You can access the lesson here.

7.

Complete Homework Task 1 (p.71-73) now in class.

8.

Task 1 on p.71-73.

9.

Also complete the first part of Homework Task 2 (p.74-75) now in class…

10.

Task 2, part 1, on p.74-75.

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Y9: 3-13. Cartoon Analysis

Year 9A & Year 9B

Today you are going to revise cartoon analysis, step by step…

Follow the instructions step by step:

1.

Carefully examine the cartoon on page 41.

2.

To be able to determine the meaning of this cartoon, complete the tasks on pages 39-41 of your workbook.

SOLUTION:

3.

Below are the same p.39-41 tasks, separated into pages with answers:

PAGE 39:

SOLUTION:

PAGE 40:

SOLUTION:

PAGE 41:

SOLUTION:

3.

To finish off our topic on “Nazi Germany”, you can watch the entire History of Nazi Germany – from beginning to end, as explained in this great animated video: (9:59 min long)

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Y9: 4-9. Surviving the Holocaust – continued

Year 9A & Year 9B

Today you are going to finish the video on Eva Clark….

Follow the instructions step by step:

1.

“Eva Clarke was one of three “miracle babies” who saw the light of day in KZ Mauthausen in Austria. Nine days after her birth, the Second World War ended. As a newborn, Eva’s chances of survival were extremely slim; against all odds, she lived, making her and her mother Anka the only survivors of their extended family.”

Now, watch the rest of documentary…

This cut of the film comes from the original version, available at “https://www.youtube.com/watch?v=zXq71ozOLc4&t=1131s

Eva Clarke – Parts 2 & 3. (38:42 minutes long)

(This is the last 40 minutes of the original video that can be accessed at Against All Odds: Born in Mauthausen with Eva Clarke – YouTube)

2.

(Here is the full version of the story about Eva Clarke…)

Against All Odds: Born in Mauthausen with Eva Clarke. (57:15 minutes long)

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Y9: 4-8. Surviving the Holocaust

Year 9A & Year 9B

Today you are going to:

  • mark some work
  • look at an incredible story of survival

Follow the instructions step by step:

1.

Task 4 on p.65-66.

HW-TASK 4 ANSWERS

2.

“The Holocaust – Questions, p.59”

ANSWERS

3.

And now, we will watch the first 20 minutes of an incredible story… (We will finish watching the rest of the story in the next lesson.)

“What does it mean to be born in a concentration camp, arguably one of the most inhospitable places on earth? Eva Clarke was one of three “miracle babies” who saw the light of day in KZ Mauthausen in Austria. Nine days after her birth, the Second World War ended. As a newborn, Eva’s chances of survival were extremely slim; against all odds, she lived, making her and her mother Anka the only survivors of their extended family. In 1948, they emigrated from Prague to the UK and settled in Cardiff, Wales. Eva regularly addresses audiences, and her remarkable story has been featured in the British and American media. She and her mother are among the protagonists of Wendy Holden’s book ‘Born Survivors: Three Young Mothers and their Extraordinary Story of Courage, Defiance, and Hope’ (Harper, 2015).”

This cut of the film comes from the original version, available at “https://www.youtube.com/watch?v=zXq71ozOLc4&t=1131s

Eva Clarke – Part 1. (19:41 minutes long)

(This is the first 20 minutes of the original video that can be accessed at Against All Odds: Born in Mauthausen with Eva Clarke – YouTube)

4.

Make sure that all your books are up to date!

5.

Watch the following video clip that discusses good “Holocaust Films”.

Top 10 Holocaust Films. (14:31 minutes long)

6.

(Here is the full version of the story about Eva Clarke… – we will watch this in the next lesson.)

Against All Odds: Born in Mauthausen with Eva Clarke. (57:15 minutes long)

Recorded on 05/30/2018. [7/2018] [Show ID: 32849] “https://www.youtube.com/watch?v=zXq71ozOLc4&t=1131s

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Y7: 4-12. The Domesday Book

Year 7A & Year 7B

Today you are going to discover what the Domesday Book was…

Follow the order in which I give you instructions:

1.

Let’s first mark some work:

Task 6, p.65-67.

HW-TASK 6 – ANSWERS

2.

Watch the videos below to learn about the Feudal System & the Domesday Book…

Feudal System & the Domesday Book. (7:21 min long)

Horrible Histories- The Doomsday Book. (2:01 minutes long)

3.

Read the following information about the Domesday Book:

4.

Also read the information below, about the Domesday Book:

5.

Do the following Tasks on the Domesday Book (p.77).

SOLUTION:

ANSWERS

6.

Finally, complete the “mood-o-metre” (on p.60) to show how you feel about the topic on “The Normans” …!

7.

What was the Domesday Book? (2:49 minutes long)

Domesday Book. (2:52 minutes long)

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Y7: 4-11. Norman Conquest

Year 7A & Year 7B

Today we are going to test your knowledge and understanding of the Norman Conquest of England…

Follow the order in which I give you instructions:

1.

“The Conquest of England, p.71”

2.

p.71 – “Conquest of England”

ANSWERS

3.

Watch the video below to revise the Norman Invasion and its consequences.

The Norman Conquest – an animated explained video. (11:16 minutes long)

4.

Here is a revision video about how William I conquered the rest of England and how he controlled and ruled his new kingdom.

Conquest of England – fill-in notes. (2:05 minutes long)

5.

If you are interested, do the following word search ONLINE about the Norman Invasion and Conquest. (Or, ask your teacher for a paper copy.)

You need to look for 10 words that you would have to use if you want to describe changes that took place in England after the Norman Conquest. Click on the word search to be able do it online – you can then “highlight” the words with the cursor as you find them.

Click on the word search to be able do it online – you can then “highlight” the words with the cursor as you find them.

If you struggle…

scroll

down…

to

see

the

words

…

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Y7: 4-10. Feudalism

Year 7A & Year 7B

Today you are going to learn more about how William I ruled by means of the Feudal System.

Follow the order in which I give you instructions:

1.

As introduction, watch the following video on “How William controlled England”, with specific focus on some problems William faced…

How did William control England? (3:30 minutes long)

Some of the problems mentioned are:

  • having to reward the nobles who helped William
  • not knowing how wealthy the new kingdom was
  • having to control the peasants / to keep them in line
  • protecting the Norman soldiers

2.

This video mentions that William rewarded his followers with land: It also makes mention of armies… This is where the Feudal System came in. The video below explains the Feudal System in detail. It will reveal to you what the link between the land and the armies was…

Feudal System. (2:08 minutes long)

3.

The videos below are all on Feudalism.

(Ignore the quiz-questions instruction at the end of the video below.)

The feudal system – an introduction. (2:54 minutes long)

What Was Feudal System? – A Middle Ages feudal system story. (4:24 minutes long)

Feudalism Explained – A final summary of Feudalism… (3:03 minutes long)

4.

Conquest of England notes:

p.73-complete the notes on the 2nd half of the page

SOLUTION:

5.

Complete the diagram and notes on p.75 in your Workbook.

SOLUTION:

6.

The videos below are all on Feudalism. The more we watch, the better – we learn through repetition! (All of these videos have been carefully selected for your learning purposes!)

The Feudal System – What it is and why it was used. (3:17 minutes long)

Feudalism. (2:11 minutes long)

Feudalism in Medieval Europe – a simple explanation. (4:35 minutes long)

7.

Read the following to find out more about…..Feudalism.

8.

This first video is an explanation of how William established his control over England.

Conquest of England – Part 1. (5:36 minutes long)

The second video is an explanation of how the Feudal System worked.

Conquest of England – Part 2. (3:17 minutes long)

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Y7: 4-9. Castles

Year 7

Today you are going to:

  • get test feedback
  • mark some tasks
  • learn how William conquered the rest of England

Follow the order in which I give you instructions:

1.

Look at your test result and see where you have perhaps lost marks:

Look at your test result:

First, look at your test result (Homework-4) and also see where you have perhaps lost marks:

Test Answers

2.

Task 5, p.62-64.

HW-TASK 5 – ANSWERS

3.

Can you remember how to determine if a source is a primary or a secondary source?

4.

Now, let’s see how William, Duke of Normandy defeated the rest of England after he won the Battle of Hastings…

A teacher explains “How William controlled England”. (7:28 minutes long)

5.

So, let’s see how William conquered the rest of England, after the Battle of Hastings…

Conquest of England. (2:30 minutes long)

6.

Conquest of England notes:

p.72-Complete all the notes

p.73-complete the notes on the first half of the page

SOLUTION:

SOLUTION:

SOLUTION:

7.

Watch the videos below – remember, the more we watch, the better, because we learn through repetition. (At the end of this lesson are more videos on castles – they have been carefully selected for your study purposes.)

A Mini Guide to Medieval Castles | Animated History. (1:54 minutes long)

What were Motte and Bailey Castles? (4:55 minutes long)

8.

And now for a little bit of reading from your workbook, about Castles….

9.

WATCH CAREFULLY!! (You may need to play the following video on a slower speed…)

Motte and Baileys explained. (4:45 minutes long)

The following video explains Castles in detail – it is a complete overview of the rise and decline of Castles…

Castles for Kids: What is a Castle? (7:24 minutes long)

10.

If you are interested, do the following word search ONLINE about the Norman Invasion and Conquest:

Click on the word search to be able do do it online – you can then “highlight the words with the cursor as you find them.

(Alternatively, ask your teacher for a paper copy of the word search.)

If you struggle…

scroll

down…

to

see

the

words

…

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Y8: 4-8. Abolition of Slavery

Year 8

Today you are going to investigate the abolition of slavery in more detail….

Follow the order in which I give you instructions:

1.

“The Slave Trade – continued”, p.73

ANSWERS

2.

Why did Britain become involved with the slave trade in the first place?

Why were the British involved in the Slave Trade? (1:48 minutes long)

Or, watch on YouTube by clicking on this YouTube button:

3.

Fortunately it came to an end… eventually! Watch the following videos on:

  • the abolition of slavery
  • the role that William Wilberforce played
This image has an empty alt attribute; its file name is watch-video.png

William Wilberforce & the End of the African Slave Trade. (3:30 min long)

4.

What about abolition in America? The video below explains briefly how slavery came to an end in America.

American Civil War. (2:22 minutes long)

Here is a short summary of the relevant information in the above video clip:

The American Civil War was fought from 1861-1865. The Union States (of the North) were fighting against the Confederate States (of the South).

The Northern states were opposed to slavery whereas the Southern states wanted to continue making use of slave labour as there were labour-intensive plantations in the south. (The Northerners were also known as the Yankees, and the Southerners were known as the Rebels.)

In 1862 President Lincoln issued the Emancipation Proclamation. It was an executive order that declared “that all persons held as slaves” within the rebellious states “are, and henceforward shall be free” (from Jan 1863). The Southerners ignored this order, but in 1865 the Confederate Army surrendered and slavery became illegal!

5.

-1-

Read all the sources and their attributions carefully, p.77-79.

(These sources give information about the abolition of Slavery.)

-2-

Stick the correct source explanation (provided) in the relevant source box to clarify the meaning of each source.

-3-

Underline evidence in each of the sources that will back-up the statements in the source boxes.

6.

Mark the task on sources, p.77-79.

7.

Now, let’s test your knowledge and understanding on the abolition of slave trade…

“The Abolition of Slave Trade, p.79”

Please take note:

You are required to answer six questions:

You may choose to complete EITHER the odd numbers: 1,3,5,7,9 and 11,

OR: the even numbers: 2,4,6,8,10 and 12.

Read the questions carefully before you decide which ones to do.

ANSWERS

8.

Abolition of British Slavery. (3:31 minutes long)

William Wilberforce -The Abolition of Slavery. (3:15 min long)

Britain’s Global Crusade Against Slavery. (3:09 minutes long)

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Y8: 4-7. Anti-Slavery Campaigns

Year 8

Today you are going to meet some of those who campaigned for an end to slavery…

Follow the order in which I give you instructions:

1.

“The Slave Trade”, p.73

ANSWERS

2.

Various people and organisations campaigned for an end to slavery. Two examples of people who campaigned for an end to slavery are Olaudah Equiano and John Newton.

Watch the following videos to learn more about Olaudah Equiano…

Olaudah Equiano. (0:50 minutes long)

‘The Interesting Narrative of the Life of Olaudah Equiano’. (3:42 minutes long)

Below is a production for young kids, but this video is included in our lesson as it is a very clever song! We can admire the creativity of this production made for young kids!

Olaudah Equiano | Black History Month for Kids. (3:20 minutes long)

3.

Watch the following videos to learn more about John Newton…

John Newton and the story behind the song “Amazing Grace”. (3:16 min long)

Amazing Grace: John Newton’s. (6:50 min long)

4.

And now for a few tasks about Slavery & the abolition of Slavery from your Workbook…

See if you can fill in brief information on the spider diagram on “what was it like to be a slave” (at the top of p.75).

SOLUTION

Mark your work

with a pencil.

5.

Fill in the names of the two people (in the middle of p.75).

This image has an empty alt attribute; its file name is 6-equiano-p-75.png

SOLUTION

Mark your work

with a pencil.

6.

Write a short paragraph to say who John Newton was (at the bottom of p.75).

SOLUTION

Mark your work

with a pencil.

7.

Next, you need to do a bit of reading, to see how slavery came to an end…. So, read p.76. In particular, look for ways in which abolitionists campaigned for an end to slavery.

“The Abolition of the Slave Trade”, p.76

8.

To conclude, use the box on p.76 of your Workbook to make a list of “ways in which abolitionists campaigned”. (In other words, what methods did they use to campaign against slavery?)

SOLUTION

Mark your work

with a pencil.

9.

Olaudah Equiano in 60 seconds. (1:22 minutes long)

Olaudah Equiano, The African – PodCast. (5:27 minutes long)

John Newton, The Former Slave Trader. (1:38 minutes long)

Once Blind – THE LIFE OF JOHN NEWTON. (2:33 minutes long)

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Y9: 4-7. Escaping or Surviving…

Year 9A & Year 9B

Today you are going to look at resistance to Nazi persecution…

Follow the instructions step by step:

1.

Task 3 on p.61.

HW-TASK 3 ANSWERS

2.

Let’s first do a bit of extra reading….

p.66

  • “The Death Camps”
  • “Was the Final Solution planned from the start?”

3.

Did the Jews resist the Nazis? Let’s find out….

4.

Watch this rather sad story about a teenage girl who escaped the Nazis…

‘They’re taking us to our death’. (3:49 minutes long)

5.

Watch this video – it is an interesting survival story!

How My Grandma Survived The Holocaust. (6:14 minutes long)

6.

Look at the Glossary (on p.70-71, in your Workbook). Read the words and explanations and highlight words that relate to the Holocaust topic in one colour and words that relate to the Nazi Germany topic in a different colour.

Page 70

Page 71

SOLUTIONS:

Mark your work

with a pencil.

Mark the following task, with a pencil:

7.

Finally, finish the questions on the Holocaust (p.59) that you started in the previous lesson.

ANSWERS

8.

Below are a number of extension videos… These have been carefully selected to benefit your study…

The videos below are useful to revise “the Treatment of Jews during WW2” and also “the Final Solution”…

Treatment of Jews during WW2. (2:38 min long)

The Final Solution. (2:27 min long)

Watch the following animated escape story…

Escaping The Nazi Death Camp – animated escape. (10:56 minutes long)

Watch this video as an overview of the Final Solution…

The “Final Solution” – Jewish Life on the Brink of Death. (16:04 minutes long)

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Y7: 4-8. Bayeux Tapestry

Year 7A & Year 7B

Today you are going to:

  • mark some tasks
  • learn about the Bayeux Tapestry

Follow the order in which I give you instructions:

1.

“Claims to the Throne”, p.66

ANSWERS

2.

Have you finished the questions from the previous lesson on “Fight for the Throne” ? (p.69)

Please take note:

You may choose to complete EITHER questions 1 to 7,

OR: questions 8 to 14.

Read the questions carefully before you decide which ones to do.

ANSWERS

3.

“Fight for the Throne”, p.69

ANSWERS

4.

Now, listen to this song… You will never forget the date 1066! (You also need to look carefully at the words…)

William the Conqueror. (3:56 minutes long)

5.

Your workbook tells you on page 64 what the Bayeux Tapestry is…

A Tapestry is a “heavy handwoven reversible textile used for hangings, curtains, and upholstery and characterized by complicated pictorial designs”.

And here is an example of modern-day children’s tapestries:

6.

The video clips below tell you more about the Bayeux Tapestry…

What is the Bayeux Tapestry? | Norman Conquest | 1066. (1:37 minutes long)

Bayeux Tapestry… England’s first comic strip. (2:48 minutes long)

The Bayeux Tapestry – Seven Ages of Britain – BBC One. (4:56 minutes long)

Animation without speaking…!

The Animated Bayeux Tapestry. (4:24 minutes long)

7.

Stick the worksheet (provided) with the picture of the Bayeux tapestry into your purple book. Then try to determine what it shows you about the Norman Invasion. Then write your explanation in the box at the bottom of the page.

8.

If you get stuck, here is a little help: Choose a possible answer from the options given below. Then copy the correct description into the box on the Bayeux Tapestry worksheet.

9.

10.

Below are some useful links if you are interested in finding out more about the individual scenes in the Bayeux Tapestry…

Anglo-Saxon Archaeology – Bayeux Tapestry Scene 47 (archeurope.info)

Edward and Harold at Westminster, followed by Harold heading for Bosham | Reading Museum

11.

Make sure that your books are all up to date! (Has Task on “Importance of the Church” been completed?)

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The Normans: HW-6

Homework Task 6 (p.65-67) is due:

(See Schoology.)

First cut out all the cards.

Then order them according to the order in which the events took place.

Once you are sure that you have placed the cards in the correct order, stick them into your book.

Do not forget to highlight the three most important causes for William’s victory!

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Y7: 4-7. Taking all of England

Year 7A & Year 7B

Today you are going to:

  • write a test
  • examine how William took the rest of England

Follow the order in which I give you instructions:

1.

Test

Time!

First we are going to write a short test on “Claims to the Throne”!

2.

In preparation for the next lesson…

“The Conquest of England”, p.70

3.

This is what marshy fens look like:

4.

William ordered castles to be built all over England.

Label the diagram of the Castle on p.76 in your Workbook.

SCROLL

DOWN,

BUT ONLY

IF ….

YOU

STRUGGLE

WITH

THE

DIAGRAM

!!!

5.

This image has an empty alt attribute; its file name is 6-castle-p-70.jpg

6.

Make sure that your books are all up to date! (Has the task on the “Importance of the Church” been completed?)

7.

“William I”, p.71

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Y9: 4-6. The Final Solution

Year 9

Today you are going to look at, what the Nazis called, the “Final Solution to the Jewish Problem”…

Follow the instructions step by step:

1.

To refresh your memory, read the flow-chart (below) about Nazi treatment of Jews that culminated in what the Nazi’s called “the Final Solution to the Jewish Problem”.

(The “The Final Solution” flow chart is also on p.61 in your workbook.)

2.

Now, read this important information, about the treatment of Jews during WW2…

“Mass Murder in the Soviet Union” (p.58)

& “The Final Solution” (p.58)

3.

In the video below is a summary of the information about “Treatment of Jews during WW2”.

Treatment of Jews during WW2. (1:29 minutes long)

4.

Fill in the missing words on the notes on p.60:

5.

Mark the fill-in task on p.60:

6.

In the video below is a summary of the information about “The Final Solution”.

The Final Solution. (2:13 minutes long)

7.

Fill in the missing words on the notes on p.68:

8.

Mark the fill-in task on p.68:

9.

Read the following information about “the Final Solution” from your Workbook:

10.

Let’s test your knowledge and understanding of some of the issues involved in the Holocaust…

“The Holocaust – Questions” (p.59)

ANSWERS

11.

Watch the following video which is an overview of “the Final Solution”: (You need to concentrate!)

The Development of the “Final Solution”. (11:45 minutes long)

12.

Watch this complete biography of Adolf Eichmann – as head of the Gestapo, Eichmann is seen as a Nazi leader that played a major role in the Final Solution.

The Architect of the Holocaust. (19:17 minutes long)

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Y8: 4-6. Life as a Slave

Year 8

Today we are going to focus specifically on what is was like to be a slave… We will also look at attempts to resist slavery…

Follow the order in which I give you instructions:

1.

Task 3 on p.50-51.

HW-TASK 3 – ANSWERS

2.

“The Growth of British Trade” (p.72)

ANSWERS

3.

We have already looked at the middle passage – now, we will look at the rest of the ordeal: Auction and Plantation Life…

You are going to spend the first part of the lesson watching important video material. These videos will help you to do the second part of the lesson – so pay attention and concentrate as you watch the videos!

Slave Auction…

Roots: A History Revealed – The Slave Auction. (3:03 minutes long)

America’s Journey through Slavery: Life of an Enslaved Person. (3:04 minutes long)

Plantation Life…

Life of a Plantation Slave. (2:01 minutes long)

Plantation Life. (6:09 minutes long)

Life on an Southern Plantation. (3:17 minutes long)

4.

Some slaves rebelled and suffered the consequences. However, some were lucky enough to become free…

Forms of Rebellion…

Roots: A History Revealed: Forms of Rebellion. (3:01 minutes long)

The Maroons…

Runaway Slaves Built This Fort to Defend their Freedom. (2:40 minutes long)

5.

Do all the Questions on “The Slave Trade – continued”.

(These questions are at BOTTOM of p.73.) You can get the answers from the videos that you have just watched, or from your textbook. If you really get stuck, a little research on Google should help!

“The Slave Trade – continued, p.73”

ANSWERS

6.

(This video clip is a perfect dramatization of a slave auction, but it is slightly blurred…)

The Slave Auctions. (4:21 minutes long)

Roots: Families in Slavery. (2:36 minutes long)

Roots: The System of American Slavery. (2:58 minutes long)

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