Y9: 1-12. Trenches – Assessment Task

Year 9A & Year 9B

Today you are going to

  • mark some work on Trenches that you have completed recently…
  • complete a short assessment project on Trench Warfare…

Follow the instructions step by step:

1.

Mark your answers to the questions on the worksheet “Trenches”, (p.21). The video slides below provide the correct answers.

ANSWERS

2.

HOMEWORK 5 – Pages 12-16

ANSWERS

(You would have noticed that question 2 (above) is “teacher assessed”…)

3.

Now, put all your books away and complete the assessment project that will be handed out to you. You may use this lesson as well as the next lesson to complete this task.

Click on the booklet to access the assessment task:

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Y8: 1-13. Renaissance Architecture

Year 8A & Year 8B

Today we are going to look at features of Renaissance Architecture ….

Follow the instructions step by step:

1.

Do you know what is meant by “features”? If you had to describe the features of the man in the picture above, you will probably say that he:

  • has long brown hair
  • he wears a ponytail
  • he has thick bushy eyebrows
  • he has blue eyes
  • he has a very big nose
  • he has a fair Caucasian skin
  • he has very thick lips

So, “features” describe what the man looks like. When it come to architecture, we can use the words “features” or “characteristics” when we describe what a building from a certain period typically looked like.

2.

Now go to page 15 in your workbook and use the table to write down features of Medieval & Renaissance Architecture. The videos below will help you with this task.

The first video is a short lecture on Renaissance Architecture.

Renaissance Architecture. (2:27 minutes long)

The second video is another short lecture. This one is on the building styles of the Romanesque and Gothic periods. This simply means the Early Middle Ages (Romanesque) and the Late Middle Ages (Gothic).

Medieval Architecture. (2:33 minutes long)

The third video gives written information on characteristics of Renaissance Architecture. There is no presenter in this video. So, you need to read the information.

Renaissance Architecture. (3:23 minutes long)

3.

Let’s see if you were able to correctly write down some of the features of Medieval and Renaissance buildings:

Renaissance Architecture. (2:43 minutes long)

4.

Copy into your book (onto the table on p.15) the features that you have not written down or that you have missed out.

5.

Now, just to make sure you have a good understanding of the features of Renaissance architecture, look at this video clip:

Renaissance Architecture | Encyclopaedia Britannica. (3:57 minutes long)

6.

And now for a bit of reading about the “Major Changes in Architecture.” …

Page 8

7.

Finally, start doing the worksheet on “Changes in Architecture.” (p.18). You need to do questions 1-4 in your exercise book and do task number 5 in your Workbook – i.e. label the picture in your Workbook.

(If you are running out of time, do not worry! We will finish this in another lesson if you are unable to complete it in this lesson.)

“Changes in Architecture, p.18.”

ANSWERS

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Y8: 1-12. Renaissance Art – continued

Year 8A & Year 8B

Today you will continue to investigate Renaissance Art compared to Medieval Art…

Follow the instructions step by step:

1.

Task 4, p.6-7.

HW-TASK 4 – ANSWERS

2.

Now we are going to compare Medieval Art with Renaissance Art in a bit more detail. Look at the features of the Medieval Art and the Renaissance Art below:

Medieval Art

1.

This is a drawing of a foetus made in the Middle Ages.

2.

The Nativity of Christ from the Winchester Bible. This bible was made between 1150 and 1175 for the Winchester Cathedral. It is the largest surviving 12th-century English Bible.

3.

A handwritten Medieval Book of Hours. The book of hours is a Christian devotional book popular in the Middle Ages.

4.

Even paintings that showed Secular (non-religious) subjects often had a religious purpose. This everyday farming scene was painted to decorate a Medieval prayer book.

5.

A monk producing a handwritten book. All books were copied by hand in the Middle Ages.

6.

The Wilton Diptych. This is one of the most highly valued Medieval paintings today. It is a small portable diptych (a painting, especially an altarpiece, on two hinged wooden panels which may be closed like a book). The diptych was painted for King Richard II of England, who is depicted kneeling before the Virgin and Child.

Renaissance Art

1.

A drawing of a foetus, made by Leonardo da Vinci in 1510. It is remarkable and was not improved for more than two centuries.

2.

The Doge Leonardo Loredan by Giovanni Bellini. (A doge was an elected lord or chief of state in several Italian city-states.)

3.

The Massacre of the Innocents by Pieter Breugel the Elder. It shows an event described in the Bible. When Jesus Christ was born, King Herod the Great, king of Judea felt so threatened by the birth of a new king that he ordered the execution of all male children two years old and under in the vicinity of Bethlehem.

4.

The Madonna of the Meadow, painted in Italy by Giovanni Bellini.

5.

The Virgin and Child, painted in Italy by Masaccio.

6.

Georg Gisze by Hans Holbien the Younger. Gisze was a prominent merchant in London.)

3.

Make a comparison by using the table to show how Medieval Art differs from Renaissance Art.

p.14

(Use the table to compare Medieval Art with Renaissance Art. You have to fill in the missing information on the table, using the various sources, above, of Medieval and Renaissance paintings and drawings.)

Here is useful vocabulary to use in your analysis:

ANSWERS

4.

If you are still not sure, watch this informing video on how to recognize Renaissance Art.

How to recognize Italian Renaissance art. (10:09 minutes long)

5.

If you have time left in the lesson (and if you are really into art!), you can also watch this video-lecture…

Artists of the Renaissance. (18:11 minutes long)

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Y7: 1-13. Julius Caesar invades Britain

Year 7A & Year 7B

Today you are going to look at Julius Caesar’s attempts to invade Britain.

Follow the instructions step by step:

1.

So, in the previous lesson we learnt that Julius Caesar heard about the Celts from merchants and he wrote in his diary how skillful the Celts were at using chariots during battles. Here is a reminder of what we read in the previous lesson about the Celts and their chariots:

2.

Now, let’s see what Julius Caesar did next…

Roman Invasion – Julius Caesar. (2:51 minutes long)

3.

Let’s read the same information from your textbook as well:

Read p.9, 2nd Column

4.

Fill in the missing words on the notes on p.15.

5.

Mark the notes on p.15 – the video below gives the correct answers.

Julius Caesar and the Celts. (1:31 minutes long)

6.

Use the rest of today’s lesson to make sure that your History books are up to date! You may then start working on your History homework.

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Y10: 1-17. Essay Writing – Tsarist Rule

Today you are going to look at Essay Writing!

1.

Essay Writing is the main way by which your knowledge and skills will be tested in History. It is therefore very important that you know how to tackle a history essay question. Watch the following video to see how one should approach an essay question:

How to answer an Essay Question. (0:57 minutes long)

2.

Complete the flowchart (provided) in the front of your Essay Writing book by filling in the missing information.

3.

A Paper 1 exam question typically looks like this:

The question has 3 parts.

    It is of vital importance that you analyse and plan essay questions before you start writing the answer…

    4.

    Let’s look at each question individually:

    (a)

    • Part (a)’s answer needs to be a short paragraph long.
    • It will take you about 5 minutes to complete the answer.
    • This is a straight forward “easy” question. You must get full marks it!

    (b)

    • Part (b)’s answer needs to be about 1 page long.
    • It will take you about 15 minutes to complete the answer.
    • This is a “why” question. You must give 2 to 3 clear reasons, and explain each well. (Answer in clear paragraphs.)

    (c)

    • Part (c)’s answer needs to be about one and a half pages long.
    • It will take you about 25 minutes to complete the answer.
    • This question is a “debate”. You must give a “yes-argument” as well as a “no-argument”, and reach a conclusion at the end of your answer.

    5.

    Now, let’s look at each question in more detail:

    Question (a)

    Do you realise that this is the answer, taken from your booklet on Russia?

    Write the answer, in the form of a paragraph.

    6.

    Question (b)

    You need to:

    The form below is useful for planning the essay answer:

    Here is a possible plan for answering the above question:

    7.

    Once you have completed your plan, write the essay answer, starting on a new page in your essay writing book. Remember to answer in clear paragraphs!

    HERE IS A POSSIBLE STRUCTURE FOR THE ANSWER:

    Nicholas II was the last Romanov ruler of Russia. Unfortunately, the Russian people opposed his rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Another reason why the people opposed Nicholas II’s rule was because… (GIVE REASON, EXPLAIN, EXPAND…)

    Finally, the people opposed Nicholas II’s rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Various factors contributed to the people opposing the rule of Nicholas II. The fact that the Russian people did not have a say in how the country was run was probably the most damaging, because the people were powerless against poor decisions made by Nicholas II.

    8.

    Question (c)

    The form below is useful for planning the essay answer:

    TO BE REPLACED / EDITED:

    Here is a possible plan for answering the above question:

    TO BE REPLACED / EDITED:

    9.

    Once you have completed your plan, write the essay answer, starting on a new page in your essay writing book. Remember to answer in clear paragraphs!

    HERE IS A POSSIBLE STRUCTURE FOR THE ANSWER:

    TO BE REPLACED / EDITED:

    To what extent were the people of Russia satisfied when Nicholas II issued the October Manifesto?

    In October 1905, after major disturbances and a general strike in Russia, Nicholas II issued the so called October Manifesto. It promised the people of Russia freedom of speech, and the right to for political parties. More importantly, he promised the people a duma (or national parliament), elected by all adults. Nicholas II also said that he would make no new laws without the Duma’s approval.

    Nicholas II was the last Romanov ruler of Russia. Unfortunately, the Russian people opposed his rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Another reason why the people opposed Nicholas II’s rule was because… (GIVE REASON, EXPLAIN, EXPAND…)

    Finally, the people opposed Nicholas II’s rule because… (GIVE REASON, EXPLAIN, EXPAND…)

    Various factors contributed to the people opposing the rule of Nicholas II. The fact that the Russian people did not have a say in how the country was run was probably the most damaging, because the people were powerless against poor decisions made by Nicholas II.

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    Y7: 1-12. The Celts in 55BC

    Year 7B & Year 7A

    Today you are going to “meet the Celts”, in the year 55BC… However, let’s first look at the terminology test that you wrote previously.

    Follow the instructions step by step:

    1.

    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.

    Next, we will do a bit of marking…

    Mark the task on “The Roman Empire”, p.16.

    ANSWERS

    3.

    Now, let’s look at the Celts in a bit more detail.

    Read p.9, 1st Column

    “A hill fort is a fortified building or structure, built on a hill.”

    Is Source 14 a Primary or a Secondary Source?

    Is Source 15 a Primary or a Secondary Source?

    See Answers:

    Source 14 is a Secondary Source, because it does not come directly from the time being studied but is simply a reconstruction of a Celtic chariot. However, Source 15 is a Primary Source, because it comes from the time being studied (i.e. from Roman times) – it comes from Julius Caesar himself!

    4.

    Take note: this is also a “test page”… (Highlight the words “test page”.)

    5.

    These video clips will give you a bit of an idea what the Celts were like…

    Watch this first video from 12:05 minutes to the end. This part is a “historical wife swap” where Celtic living is compared with Roman living.

    (4:34 minutes long)

    Watch the video below from the beginning, up to 2:25 minutes. This part is a “historical fashion fix” where a Celtic farmer has a make-over to be a Celtic warrior.

    (2:25 minutes long)

    6.

    Complete the crossword puzzles on Britain in 55BC (p.12-14). Below are the clues for the crossword puzzles. (The same clues are also in your workbook.)

    7.

    Finally, mark the crossword puzzles on Britain in 55BC (p.12-14).

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    Y9: 1-11. Trenches – Continued

    Year 9A & Year 9B

    Today you are going to finish off previous tasks…

    Follow the instructions step by step:

    1.

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

    Test Answers

    2.

    Complete the following tasks:

    p.20 – How stalemate developed on Western Front

    p.21 – Trenches Questions

    WW1 Trenches
    ANSWERS

    3.

    Once you have completed these tasks you may start with your History Homework for next Monday.

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    Y10: 1-16. The Dumas

    Today you are going to look at the Dumas that Nicholas II granted the people of Russia!

    1.

    Unfortunately, Nicholas II did not keep his promises…

    Broken Promises. (1:59 minutes long)

    2.

    Now, let’s look at each of the Dumas in particular:

    (3:57 minutes long)

    3.

    Stick the Duma fact-sheets into your book and fill in the relevant information.

    Also copy this, after the fact-sheet on the 2nd Duma:

    4.

    Finally, let’s see what your booklet says about Nicholas II’s “broken promises” and also what it says about the Dumas.

    The information about “Broken Promises”, p.6. as well as the “Data-point”, p.7.

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    Y9: 1-10. Trenches

    Year 9A & Year 9B

    Today you are going to investigate what it was like to fight from trenches…

    Follow the instructions step by step:

    1.

    Trench Warfare in World War 1 – THE GREAT WAR Special. (12:02 minutes long)

    Access Video

    Life in a Trench. (3:15 minutes long)

    Access Video

    Trench Warfare – cross section. (3:57 minutes long)

    Monty Python: Fighting Each Other / the meaning of life. (3:54 minutes long)

    2.

    And now for a bit of a self-study on the trenches…

    See if you can figure out what it must have been like to fight from trenches during World War 1.

    “Trenches, p.21”

    Here are enlarged diagrams – this may be useful to you when answering the questions.

    Click on the help button for additional information that may help you to answer the questions on the Trenches.

    ANSWERS

    3.

    Bet you didn’t know: Trench Warfare. (2:41 minutes long)

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    Y8: 1-11. Renaissance Art

    Year 8A & Year 8B

    Today you are going to examine how art began to change during the Renaissance….

    Follow the instructions step by step:

    1.

    Watch the following two videos to see what you can learn about Renaissance Art.

    Renaissance – Overview – Goodbye-Art Academy. (8:25 minutes long)

    10 Greatest Renaissance Paintings. (2:44 minutes long)

    2.

    Now also watch this video that shows very clearly the differences between Medieval Art and Renaissance Art.

    Renaissance Art. (1:53 minutes long)

    3.

    Leonardo da Vinci was a very talented Renaissance artist. He is a typical Renaissance Man – that is “a person that lived during the Renaissance period who had ‘unquenchable curiosity’ and an ‘inventive imagination’ “. This song sums up Da Vinci’s life very effectively:

    Leonardo da Vinci (“Dear Prudence” as performed by Siouxsie and the Banshees). (3:25 minutes long)

    4.

    Now you should be ready to answer a few more questions on the Renaissance! Here’s what you have to do:

    “The Italian Renaissance, p.16-17″

    ANSWERS

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    Y7: 1-11. Submitting Work… – pre-2023

    Year 7A & Year 7B

    Today you are going to look at electronic submission of work, through schoology.

    Follow the instructions step by step:

    1.

    First, we will do a bit of marking…

    Mark the task on p.16.

    2.

    Sometimes you will be asked to upload tasks to Schoology Assignments. Do you know how to do this?

    Submitting Assignments in Schoology (as Student). (1:18 minutes long)

    3.

    If you are still unsure, also watch this video clip:

    How to Submit an Assignment in Schoology. (5:29 minutes long)

    4.

    It is very important that the photo that you take are of excellent quality!

    5.

    So, to make sure that you do this correctly (and also for assessment purposes!!) you need to send me a photo of “My Timeline”. (This is the timeline of your life so far.) (Please take note: It is important that you ONLY send to me what I ask for.)

    6.

    Use the rest of the lesson to complete the worksheet on Sources, from the previous lesson.

    Remember to send your “assignment” to me in Schoology!! ONLY SEND ME A PHOTO OF WHAT I ASKED FOR!! Also, your work must not be submitted late.. as this may result in half marks or even in zero…!!

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    Y7: 1-10. Primary & Secondary Sources

    Year 7A & Year 7B

    Today you are going to:

    • write a short test on the “Rome’s Rise and Fall” terminology
    • look at the difference between Primary and Secondary sources.

    Follow the instructions step by step:

    1.

    Complete the test!

    (This is a test on Terminology, p.5)

    2.

    Now we are going to look at the different types of historical sources of evidence.

    (4:28 minutes long)

    Here is an example of a political cartoon:

    3.

    Stick the worksheet on “Historical Sources” into your purple book and then copy the notes that explain what Primary and Secondary sources are.

    4.

    Now copy the following examples of Primary Sources in the margin of the page where you have stuck the worksheet on “Historical Sources”.

    Examples of Primary Sources of evidence:

    For Example:

    5.

    Make sure that you know the difference between Primary and Secondary Sources!

    6.

    Use the pictures (provided in class) to stick examples of primary and of secondary sources onto your worksheet on “Historical Sources”.

    7.

    If there is still time, complete the colouring-in of your Title Page for “The Roman’s in Britain”.

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    Y8: 1-10. Renaissance started in Italy – continued

    Year 8A & Year 8B

    Today you are going to continue looking at why the Renaissance started in Italy.

    Follow the instructions step by step:

    1.

    Before we continue with today’s lesson, mark the following task with a pencil (even though I have marked some of the answers for grading): “Renaissance Thinking, p.4”

    ANSWERS

    2.

    pages 6-7

    3.

    And now for a bit of work…

    “Why the Renaissance started in Italy, p.11”

    ANSWERS

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    Y9: 1-9. Schlieffen Plan & Stalemate

    Year 9A & Year 9B

    Today you are going to:

    • write a short test
    • look at the Schlieffen Plan
    • look at how stalemate developed
    • complete a task on stalemate

    Follow the instructions step by step:

    1.

    Complete the test!

    (This is a test on p.9-15, Workbook 1.)

    2.

    Here is a reminder of how the war started, in case you are still not sure…

    How did WW1 begin? (2:27 minutes long)

    3.

    As mentioned in the previous lesson, over the next few lessons we will examine the following in greater detail:

    So, let’s look at the Schlieffen Plan and the development of stalemate on the Western front.

    Schlieffen Plan and Stalemate. (4:59 minutes long)

    4.

    Let’s also see what your Workbook says about why the war lasted so long.

    p.18-19

    5.

    We will have a brief (introductory) look at trenches…Let’s see what it was like to fight from trenches.

    Fast Facts – World War One: Trench Life. (1:44 minutes long)

    6.

    Finally, complete the worksheet on “How Stalemate Developed on the Western Front” (p.20 of your Workbook).

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    Y10: 1-13. Stolypin – continued

    Today you are going to continue with the questions on Stolypin.

    1.

    Use the rest of this lesson to finish the questions on Stolypin (page 10 of your Russian booklet). You need to finish them about 10 minutes before the end of the lesson as we will also mark the questions in class today.

    ALTERNATIVELY:

    Ask your teacher for access to the “Stolypin Quiz”, so that you can complete the questions online.

    2.

    Let’s mark the Stolypin questions now in class.

    Use a pencil and mark the following work:

    (10:08 minutes long)

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    Y10: 1-12. Stolypin

    Today you are going to look at a few more details regarding Prime Minister Stolypin and his role in the tsarist government…

    1.

    For revision purposes, let’s go over this video on “Stolypin’s Rule” again.

    Stolypin. (1:35 minutes long)

    2.

    You also need to know the following about Stolypin – copy the additional notes from this diagram onto p.6 of your booklet on Russia:

    3.

    The additional material on “Stolypin and Reform”, p.8.

    4.

    The article on “Pyotr Stolypin – a summary”, p.9-10.

    5.

    If there is still time in the lesson, do the questions on page 10 of your Russian booklet. (You must answer the questions in full sentences, in your exercise book.)

    We will continue with these questions in the next lesson.

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    Y10: 1-15. Rasputin – continued

    Today you are going to continue with the source question on Rasputin’s involvement in the government of the tsarist regime…

    1.

    Remember the guidance as to how one should approach a source question.

    2.

    Finish the Source Question on Rasputin in your exercise book!

    rasputin-source-q-1Download

    3.

    Stick the picture of Stolypin into your exercise book. Then use all the information that you have on Stolypin to make “face-notes” on Stolypin. (Use the “face-notes” on Rasputin as an example.)

    EXAMPLE:

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