Homework Task 4 (p.8) is due:
(See Schoology.)
A Timeline is a visual organizer that helps us to arrange information in a way that is “easy to see”. Make sure that you keep the information on the timeline very brief.
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Today you are going to look at the opposition to the rule of Nicholas II in Russia!
1.
First look at this answer to the source question on the Coronation of Nicholas II. It is an example of how one should answer the question in paragraph form:
2.
Now, let’s look at Opposition to tsarists rule in Russia.
Opposition to Tsarist Regime. (2:38 minutes long)
3.
The “Theory of Communism”, p.1
Alternatively, watch the video (below) that explains the Theory of Communism:
Theory of Communism explained. (2:03 minutes long)
4.
In case you are still unsure, here it is again…
The Theory of Communism – (text only). (1:50 minutes long)
5.
Here is a little more about Karl Marx…
Was Karl Marx right? | The Economist. (3:22 minutes long)
6.
The information about the Opposition to Tsarist Rule, p.4
7.
Make study notes (in your homework book) on Opposition to Tsarist Rule (p.4).
Do you know how to do this?
Here are examples of brief study notes:
(Take note: the leader of the Mensheviks was Martov, and NOT Martel, as mentioned in the notes above.)
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Year 9A & Year 9B
Today you are going to learn how the various countries became involved in WW1.
Follow the instructions step by step:
1.
First watch the following video to revise how the first eight countries became involved in the war.
Beginning of WW1. (1:17 minutes long)
2.
Can you use this diagram to explain how the first eight countries became involved in WW1?
3.
p.14-15
(These pages explains how the war escalated even further to became a world war.)
4.
Now watch the next video that summarizes how the various countries became involved in WW1.
Joining WW1. (3:50 minutes long)
5.
We can also explain how the various countries became involved in WW1 by means of this map… Keep this in mind for the next lesson!
6.
“How countries became involved in WW1…”
Make sure that you use a double page!
In preparation for the next lesson, also stick the map (provided) into your exercise book, using the double page.
7.
If there is still time, watch this video to see how we can explain, with the help of a map, how various countries became involved in WW1.
Countries joining WW1 Map. (2:55 minutes long)
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This is a “collage” homework!
Homework Task 1 (p.6-8) is due:
Monday 4 October 2021
This is your first official collage Homework Task. (Although, you had a taste of what is expected when you made the collage on “The story so far” for the documentary about “Russia’s Lost Princesses”….) Here is an example of what is expected of you: (You may not copy this example!)
And here is a further explanation of what is expected of you:
So, make sure to use different colours, images, drawings, graphs, symbols, abbreviations, examples, explanations and annotations!!
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Homework Task 4 (p.12) is due:
(See Schoology)
This is a Test!!
Make sure that you know the work so well that you can answer long questions and short questions!
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Homework Task 4 (p.6-7) is due:
(See Schoology)
Make sure that you answer in great detail!
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Year 7A & Year 7B
Today you are going to mark some tasks completed previously and also learn a bit more about the Roman Empire.
Follow the instructions step by step:
1.
Task 2 on p.6-7.
2.
Father Time – Task 1.
Father Time – Task 3.
3.
Now, let’s revise the legend of how Rome was formed.
The Story of Romulus & Remus. (6:55 minutes long)
4.
There are a few more things that you need to know about the Roman Empire…
5.
“The Expansion of the Roman Empire” (p.7)
6.
“The Expansion of the Roman Empire” (p.7)
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Year 7A & Year 7B
Today you are going to learn about the Roman Army ….
So, here is what you have to do today:
Follow the instructions step by step:
1.
Let’s see how the Roman Army was structured…
The Roman Army. (3:00 minutes long)
2.
3.
The information about the “Roman Army” (in the video and in the text above) can be shortened by making notes on the information. Notes are very useful for study purposes. Here is an example of study notes on the the Roman Army. (Stick the notes into your book and use them as an example of what study notes should look like.)
4.
Let’s see what we can learn from these videos about the Roman Army:
A day in the life of a Roman soldier – Robert Garland. (4:59 minutes long)
The video below gives a lot of detail, that you do not have to remember…!!
Roman Army Structure | Vindolanda Museum. (3:07 minutes long)
5.
“Structure of the Roman Army“
6.
Also copy the following definitions:
Definitions
LEGIONARY: a full-time professional soldier (who was a Roman citizen)
AUXILIARY: a specialist soldier (who was not a Roman citizen, but came from the conquered lands of the Roman empire)
7.
And… for a bit of fun, let’s watch the Horrible Histories video clip too!
Horrible Histories (Surviving in the Roman Army). (1:06 minutes long)
8.
Here is another example of how the Roman Army was structured:
9.
Stick the drawing of a Roman legionary into your book. Then label the drawing and also colour it in.
The answers are below… (Only look at the answers after you have labeled the drawing!)
Answers:
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Year 8A & Year 8B
Today you are going to continue with our topic on the Renaissance.
Follow the instructions step by step:
1.
REMEMBER: The Renaissance was a period in History when people began to show a keen interest in the great ideas of the Roman and Greek civilizations. This led to great new developments.
2.
Let’s see where the Renaissance fits into past ages:
3.
Complete the timeline on page 3…
4.
Let’s revise the important role that the church played during Medieval times:
The Role Church during the Middle Ages. (3:04 minutes long)
5.
Again revise the Church hierarchy if you are not yet familiar with it:
6.
Go to page 4 and complete the missing information on these notes about the Renaissance:
7.
8.
The Renaissance Explained in 8 Minutes. (7:77 minutes long)
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You need to complete Task 2:
Task 2 is due:
Thursday 23 September 2021
This is only extra reading. However, read the article carefully and make sure that you understand it. (If necessary google parts that you struggle to understand.)
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Today we will finish the documentary on Russia’s Lost Princesses and highlight important events that were shown in the documentary.
1.
First, let’s consider how Nicholas II ruled Russia….
The Tsarist Regime. (2:32 minutes long)
2.
The information about “The tsarist regime“, p.4.
3.
In the last “episode” we saw how the Romanov’s were overthrown in the February Revolution of 1917. Let’s watch the last 20 minutes of the documentary…
Tsarist Russia – Part VI. (18:42 minutes long.)
4.
Now, write a short film review (of 70-100 words), in your Exercise Book. Say how much you liked the documentary, how much you have learnt, what you think of the production, and if you would recommend it to future Year 10 students. (Use this heading: Film review for ‘Russia’s Lost Princesses’.)
5.
Let’s look at a “Timeline of Events” that is important to your study, as these events were shared in the documentary. (Or simply scroll down to 6, to see the timeline.)
Russia’s Lost Princesses flowchart. (5:16 minutes long)
6.
Now, copy the annotations onto your flowchart too!
7.
Finally, make study notes (in your Homework Book) on The Tsarist Regime (p.4).
Do you know how to do this?
Here are examples of brief study notes:
(Copy the notes below so that you have another good example of how to make study notes.)
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Today we are going to continue with the documentary, plus we will look at Russia in the early 1900’s and also at Russian Society in the early 1900’s.
1.
Today you will receive a booklet with notes on the Year 10 Russian History topic. From this booklet, we will begin by looking at what the Russian Empire was like at the beginning of the 1900’s.
Russia in Early 1900. (2:15 minutes long)
2.
Let’s also look at Russian Society in the early 1900’s.
Early 1900 – Russian Society. (2:25 minutes long)
3.
The diagram on “The Russian Empire and its resources“, and also the information on “Russian Society”, p.3.
4.
In the last “episode” of “Russia’s Lost Princesses” we saw Russia’s involvement in WW1 and how it caused a bit of an escape for the princesses from their very reclusive lives. Let’s watch the next 20 minutes…
Tsarist Russia – Part V. (19:38 minutes long.)
5.
Make study notes (in your homework book) on Russia in the early 1900’s (p.3). So, you need to make notes on:
Do you know how to do this?
Here are examples of brief study notes:
And…
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Year 7A & Year 7B
Today we are going to start with our topic on “The Roman Invasion of Britain”. We are going to look how the Romans settled in Britain and how they influenced life in Britain.
Follow the instructions step by step:
1.
Let’s first start by learning a bit more about the Roman Empire…
The article “The Fall of Rome” tells you a bit about how the Roman Empire expanded and also briefly explains how it eventually came to an end.
p.4-5
2.
Now see if you understand the terminology used in the article by completing the “Understanding Terminology” matching-task, on p.5.
3.
Matching-task on “Understanding Terminology” (p.5).
4.
Also complete the first box on the “Skills acquired in History” table:
5.
In the video below you will learn the legend of how Rome was formed:
The Legend of Rome. (2:06 minutes long)
6.
Now let’s see how the Roman Empire expanded.
7.
Read the article below on “How Rome was Governed”:
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Year 8A & Year 8B
Today we are going to:
Follow the instructions step by step:
1.
(Depending on your progress, you may be asked to do the following in this lesson…)
First we are going to write a short test on “History Terminology”!
Alternatively
(Depending on your progress, you may be asked to do this task in the lesson…)
Test your knowledge of History Terminology by completing the Tarsia Puzzle. (The puzzle pieces will be handed out to you.)
SOLUTION
2.
Look at the following attitude changes during the Renaissance period…
Discuss in pairs how people’s attitudes began to change during the Renaissance. (Each picture gives a clue as to what attitudes might have been like in Medieval times and how it have changed during the Renaissance.)
3.
Would you be able to use each of the pictures to explain how people’s attitudes began to change during the Renaissance? Give it a go!
4.
Now, copy the explanations into your book.
The worksheet is on page 5. Copy the notes into the empty boxes to explain Renaissance thinking according to the pictures.
Fill in the missing words on the notes on p.5.
5.
And now for some serious work… You are going to answer a few questions about the source that we used above!
“The Renaissance way of thinking, p.4.”
TAKE NOTE OF THE MARKS!!
(For example: for 4 marks, you need to write at least 4 sentences explaining your answer!)
Additional Advice:
Lets consider, for example, question 2…
For 4 marks you need to give a detailed answer!
Also, when answering source questions you always need to give evidence from the source!
When you have to answer a source question:
1. READ the question very carefully!
2. EXAMINE the source very carefully!
This is how you need to WRITE your answer to the source question:
6.
Let’s recap! See if you can recall what needs to be done when answering a source question! Complete the crossword:
SOLUTION
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Year 8A & Year 8B
Today you are going to start our first topic of the Year 8 History course:
The Renaissance.
Follow the instructions step by step:
1.
First, mark your Self-study Project on “History Terminology” with a pencil.
(Click here to access answers.)
2.
So, what was the Renaissance?
The Renaissance was a period in History when people began to show a keen interest in the great ideas of the Roman and Greek civilizations. This led to great new developments.
The Renaissance: an introduction. (2:37 minutes long)
3.
Open your book on page 2 and copy the definition for the Renaissance.
4.
See how perspectives and knowledge have changed, from Medieval times to Renaissance times:
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Homework Task 3 (p6) is due:
(See Schoology)
This is a Test!!
Go over the information a number of times and then ask someone to test you!
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Homework Task 3 (p10-11) is due:
(See Schoology)
For this homework task you will definitely have to do a bit of research. In question 2, make sure that you understand your own explanations!
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Year 9A & Year 9B
Today you are going to learn how some countries became involved in WW1. You will also answer some questions, to test your knowledge….
Follow the instructions step by step:
1.
HOMEWORK 2 – Pages 6-9
2.
Let’s do a little bit of revision. The assassination of Franz Ferdinand triggered the start of WW1. Here is an interesting dramatization of the failed attempts made by the assassins… (If you do not have earphones in class, you need to watch this later at home.)
What Caused the First World War? (1:51 minutes long)
3.
And now for a bit of reading: Pages 9-10 (in your Workbook) give you information that you need to be familiar with by now. Pages 11-12 explain how the first countries became involved in WW1.
p.9-12
4.
Finally, you are going to answer some questions… (Remember to answer in full sentences.) For now, only answer questions 1-9. (So, you do not have to do Q10, yet.)
“The First World War, p.13”
5.
If there is still time, complete Q.10, p.13.
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Year 7A & Year 7B
Today you are going to complete the Father Time tasks….
But first, we are going to look at some of the major periods in our History.
Follow the instructions step by step:
1.
We talked about “Father Time” (the article that we read in a previous lesson). It mentions “periods” and “ages” …..
This video shows the major periods in our History.
Father Time – Part 5. (1:22 minutes long)
2.
Copy the various periods in our History onto the timeline on p.2 of your History Workbook.
3.
1.
READ: “Father Time”
2.
Complete ALL three tasks
4.
Now, continue with the “Father Time” tasks!
Complete the table to show how time is measured. (There are some clues in the “Father Time” article!) Here is an example of what you have to do:
Make a timeline of your life so far…. (You may need to ask your parents to remind you about important events that took place in your life.) Remember that dates go on the left side of the line and events go on the right side of the line. Write in full sentences. Start at the top and write the events in chronological order.
Chronological order…….Chronological order refers to the arrangement of events following one after the another in the order that they took place.
You need to write in which century each of the events happened. Also write a heading! Remember to answer in full sentences!
For example:
Complete the tasks in class.
If not – it must be completed at home for the next lesson!
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Homework Task 3 (p.6) is due:
(See Schoology.)
For the timeline, remember to ask your parents about significant events that happened in your life so far.
It may also be a good idea to look again at the “Father Time” explainer videos that we watched in class.
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Today we are going to start with Part II of “Russia’s Lost Princesses”!
In the last “episode” we were introduced to Rasputin. We also saw the Tercentenary of Romanov Rule. Let’s watch the next 20 minutes…
1.
Tsarist Russia – Part IV. (20:07 minutes long.)
2.
Now, use the rest of the lesson to complete the question on the coronation of Tsar Nicholas II.
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You need to complete Tasks 4 and 5:
Tasks 4 and 5 are due:
Monday 27 September 2021
Remember to give evidence (in the form of quotes) when you answer the question on Nicholas II’s coronation!
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Today we are going to continue watching the documentary and also finish the question on Nicholas’ coronation.
1.
In the last “episode” of the documentary we learnt more about the family life and children of Nicholas and Alexandra. Here is a little recap of the content:
2.
You need to print and stick photos onto the “Family I” and “Family II” worksheets and stick them into your books. Alternatively, can you tell who is who, using the photos below?
SOLUTION
3.
Let’s watch the next 20 minutes…
Tsarist Russia – Part III, 21:50 minutes long.
4.
In the previous lesson we looked at source questions on the Coronation of Nicholas II. Use the rest of the lesson to complete the question on Nicholas’ coronation.
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Year 8A & Year 8B
Today you are going to:
Look at some classroom rules.
Remind yourself of the importance of studying History.
Follow the instructions step by step:
1.
This is “the best way” to work in the History class:
2.
This video will remind you of some general rules to be followed in the classroom…
Classroom Rules. (4:26 minutes long)
3.
So, what exactly is History?
Society = a group of people living at a certain time, interacting with each other and sharing the same environment – in simple terms: “the people living on this earth”…
4.
Why do we study History?
Why History? (2:28 minutes long)
Why Do We Study History? (4:05 minutes long)
“We can learn how people in the past worked for the benefit of people in the future.”
History is a story. We are part of the story. We need to know out story…
WHY do we study History?
5.
Let’s look at the benefits of studying History:
“Sleep tight” means “sleep well”. This expression has an interesting history: During Shakespeare’s time, mattresses rested on bed frames with a mat-surface made with ropes. In order to make the bed firmer, one had to pull the ropes to tighten the mattress. If the ropes were not tight, the mattress would sag in the middle and one would not sleep very comfortably…
Here is another example:
“Let your hair down” means “to relax or be at ease”. This expressions also has a historical origin: Parisian nobles appeared in public with an elaborate hairdo. Some of the more intricate styles required hours of work. So, of course it was a relaxing ritual for the aristocrats to come home at the end of a long day and let their hair down.
For example, there are Europeans living in Southern Africa because of colonization. In the 1600’s the Dutch traded with India by sailing around Africa to the east. The set up a halfway post at the tip of Africa to get fresh supplies for their sailors. These Dutch settlers are my ancestors! (That is also why I speak a language that is very similar to Dutch, called Afrikaans.) Today, some people in South Africa speak Afrikaans and some speak English. That is because the Dutch and the English were fighting in a war in the 1800’s and the English then took over the Dutch colony in Southern Africa.
Here are a few examples:
Animated History of Coca-cola. (5:31 minutes long)
The History of Football. (2:00 minutes long)
And also analyse skills and synthesize skills…
6.
Let’s look at the skills of analyse and synthesize in a bit more detail:
The Legend of the Teddy Bear. (1:57 minutes long)
7.
To analyse the information given in the above video, you need to separate it in the different parts of information given. For example:
Synthesize is the opposite… To synthesize the information given in the slides above, you need to put all the different bits of information together to form a single text (or in our example, a single video with all the information).
8.
Carefully read the information in the table below to see which skills you will acquire by doing History as one of your school subjects.
9.
How do you study History? (4:44 minutes long)
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Year 9A & Year 9B
Today we are simply going to look at the events that triggered WW1.
Follow the instructions step by step:
1.
So, what caused WW1? To refresh your memory, here is a very brief overview…
What Caused the First World War? (1:51 minutes long)
2.
The Summer of 1914 seemed to be just a normal summer…
The Ladies Final at Wimbledon, 1914
Enjoying the beach…
Swimming fashion…
Sailing…
But then something happened that triggered war on a massive scale…
The arrest of Gravillo Princip, after the assassination of Archduke Franz Ferdinand:
3.
Let’s see what happened:
A Shot that Changed the World – The Assassination of Franz Ferdinand I PRELUDE TO WW1. (8:12 minutes long)
4.
This article gives a short overview of what happened that summer.
5.
The video below shows the exact location where the tragedy happened.
How the Assassination of Archduke Franz Ferdinand Unfolded. (4:12 minutes long)
6.
Let’s do a bit more extra reading on the events that triggered WW1…
7.
And if there is still time, here is a short documentary on the Australians’ involvement in WW1…
The Assassin. (20:58 minutes long)
Gavrilo Princip Fired The Deadliest Shot In History.
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Year 9A & Year 9B
(to be completed over the course of two lessons)
Today we are going to start with our first Year 9 History topic: World War One.
Follow the instructions step by step:
-PART 1-
1.
Now that you know what History is, let’s start with your first topic in the Year 9 History course: “World War One”…
Here is a very brief introduction to World War 1:
Let’s look at what Europe was like before the outbreak of World War 1:
2.
Copy the following notes into your book!
-PART 2-
1.
Let’s see how well you know the countries in Europe…
…on a 1914-map of Europe!!
Stick the map into your book and then label the various places on the map.
2.
Mark the map:
3.
If there is still time…
p.9-10
4.
If there is still time…complete the following tasks on causes of WW1:
Read the following…
Task 1:
Task 2:
Task 3
Task 4
Simplified version…
ANSWERS
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Today we are going to continue with the Russian History by examining the Coronation tragedy… (We will interrupt the documentary briefly and continue watching it in the next lesson.)
1.
Previously you heard that there was a stampede at the coronation celebrations of Nicholas II.
2.
Do the following task about the Coronation of Nicholas II:
(You should have a handout of the worksheet stuck into your book.)
3.
Here are examples of the information that is relevant to this task. (This is how you should have analysed the source.)
4.
It is always a good idea to record your findings in the form of a table, with a column for inferences or statements and a column with evidence (in the form of quotes) to back up your statements. So, draw a table (with 2 columns) in your book and write down some statements and quotes to answer the question “What can you tell about Nicholas, Alexandra, and their subjects?”.
5.
Watch the following slides to see if you have taken more or less the relevant information from the source.
6.
7.
Now, write at least two paragraphs to answer the question “What can you tell from this extract about Nicholas and Alexandra and about their subjects?”
8.
Here is a bit of advice (in the form of an example) on answering source questions. Each statement made needs some evidence…
Evidence Examples. (1:27 minutes long)
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Year 9A & Year 9B
Today we are going to:
1. Remind ourselves about the best way to work in the History class
2. Look at the benefits of studying History.
Follow the instructions step by step:
1.
This is “the best way” to work in the History class:
2.
So, what exactly is History again…?
A bit of revision:
3.
What do we study History again…?
Why is it important to study history? (2:45 minutes long)
Why Study History? (2:10 minutes long)
Why study history? (2:20 minutes long)
4.
The above video gives… “Four Reasons why studying History benefits one’s future”.
Can you explain each of these statements?
5.
“We can learn how people in the past worked for the benefit of people in the future.”
History is a story. We are part of the story. We need to know out story…
We study History because…
Let’s look at the benefits of studying History:
For example:
“Bite the bullet” means “to accept something difficult or unpleasant”. This expression has an interesting history: “In the olden days, when doctors were short on anesthesia or time during a battle, they would ask the patient to bite down on a bullet to distract from the pain.”
Here is another example:
“Turn a blind eye” means ” to ignore situations, facts, or reality”. It, apparently has its origin in the following incident: “The British Naval hero, Admiral Horatio Nelson, had one blind eye. Once when the British forces signaled for him to stop attacking a fleet of Danish ships, he held up a telescope to his blind eye and said, “I do not see the signal.” He attacked, nevertheless, and was victorious.”
And here is another example:
“Go the whole nine yards” means “to try your best at something”. This expression also has an unexpected history: “During World War II, the fighter pilots were equipped with nine yards of ammunition. When they ran out, it meant that they had tried their best at fighting off the target with the entirety of their ammunition.”
For example, there are Europeans living in Southern Africa because of colonization. In the 1600’s the Dutch traded with India by sailing around Africa to the east. The set up a halfway post at the tip of Africa to get fresh supplies for their sailors. These Dutch settlers are my ancestors! (That is also why I speak a language that is very similar to Dutch, called Afrikaans.) Today, some people in South Africa speak Afrikaans and some speak English. That is because the Dutch and the English were fighting in a war in the 1800’s and the English then took over the Dutch colony in Southern Africa.
Here are two examples:
Nutella’s surprising origin story. (1:40 minutes long)
The History of Peanut Butter. (2:17 minutes long)
So, are you still unsure why we study History?
Why Study History? (3:32 minutes long)
6.
Carefully read the information in the table below to remind yourself of the skills that you acquire by doing History as one of your school subjects.
7.
And just in case you STILL do not know why we study History…
WHY DO WE LEARN HISTORY? | The Song. (2:59 minutes long)
8.
In the next lesson we will start with your first topic in the Year 9 History course: “World War One”… In preparation for this, you need to know what the following mean:
Alliance = “the act of allying or state of being allied; a formal agreement or treaty between two or more nations to cooperate for specific purposes; a merging of efforts or interests by persons, families, states, or organizations….”
9.
To clarify even further…
Alliance Definition. (1:36 minutes long)
What is “Alliance”? (3:03 minutes long)
10.
Finally, a few lies told in History – just for interest’s sake…
10 Biggest Lies Ever Told In History. (11:46 minutes long)
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You need to complete Task 3:
Task 3 is due:
Monday 20 September 2021
Make use of different colours, images (printed or hand-drawn) and even symbols.
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You need to complete Task 1:
Task 1 is due:
Monday 13 September 2021
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Year 7A & Year 7B
Today you are going to learn:
Follow the instructions step by step:
1.
Before we talk about the article that we read in the previous lesson, “Father Time”, I want you to tell me a little bit more about yourself, by completing the “My Profile” questionnaire.
2.
The “Father Time” article explains a bit about the use of time and timelines. Read it now if you have not done so in the previous lesson.
3.
Watch the following three videos to clarify some of the concepts in the article:
The first video explains how we show events on timelines.
Father Time – Part 1. (0:57 minutes long)
The second video explains how time is counted from the year zero.
Father Time – Part 2. (1:54 minutes long)
The third video explains what decades and centuries are. It also explains how to determine in which century a specific year falls.
Father Time – Part 3. (2:15 minutes long)
Important: When mentioning a date (or a century) one also has to say if it is AD or BC.
4.
And now for a short test! Let’s see if you can say in which century a specific year falls… (Follow the instructions in the video.)
Father Time – Part 4. (2:56 minutes long)
5.
And now you are going to start with the “Father Time” Tasks. You will get the rest of this lesson as well as the next lesson to work on the tasks.
So, let’s begin with Task 1.
Complete the table to show how time is measured. (There are some clues in the “Father Time” article!) Here is an example of what you have to do:
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Year 7A & Year 7B
Today you are going to investigate the study of History in a bit more detail.
Follow the instructions step by step:
1.
A bit of revision:
2.
WHY do we study History?
3.
Let’s look at the benefits of studying History:
For example, based on her experiences and observations in Crimea, Florence Nightingale trained nurses to work in clean sanitized conditions in hospitals. Today, our hospitals are clean and organised because many years ago Florence Nightingale created sanitary conditions so that patients could receive the best care.
Here is another example:
“Saved by the bell” means “rescued from an unwanted situation”. This expression has an interesting history: Many years ago people were sometimes mistakenly buried alive! Medicine was not so advanced and doctors sometimes thought that people were dead when they were simply in a coma. People who feared being buried alive were buried in special coffins that were connected to a bell above ground. Guards listened for any bells in case they had to dig up a living person and save them “by the bell.”
For example, there are Europeans living in Southern Africa because of colonization. In the 1600’s the Dutch traded with India by sailing around Africa to the east. The set up a halfway post at the tip of Africa to get fresh supplies for their sailors. These Dutch settlers are my ancestors! (That is also why I speak a language that is very similar to Dutch, called Afrikaans.) Today, some people in South Africa speak Afrikaans and some speak English. That is because the Dutch and the English were fighting in a war in the 1800’s and the English then took over the Dutch colony in Southern Africa.
Here are two examples:
Theodore Roosevelt Inspires the Teddy Bear. (1:51 minutes long)
The Dentist Who Created Cotton Candy. (1:31 minutes long)
Carefully read the information in the table below to see which skills you will acquire by doing History as one of your school subjects.
As we progress through the Year 7 History course we will fill in the table (stuck into your History book), as you acquire new skills.
4.
Now that you know what History is and why we study History, we need to consider “time”… In the study of History we often mention dates. So, let’s read the article called “Father Time”. (It is stuck into your exercise book.) In the next lesson we will discuss this article in more detail.
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Homework Task 2 (p.5) is due:
(See Schoology)
Make sure that you have completed this project to the best of your ability!. If you are unsure of some concepts / terminology google them to find clarity!
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Homework Task 2 (p.6-9) is due:
(See Schoology)
If you get stuck…
The following may also be useful…
Alliance Definition. (1:36 minutes long)
What is “Alliance”? (3:03 minutes long)
To clarify even further…
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Homework Task 2 (p.6-7) is due:
(See Schoology.)
Make sure that you write clear definitions that you yourself understand! Also, write in full sentences!!
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Year 8A & Year 8B
Today you are going to continue with the self-study project on terminology often used in History… Most of the concepts and vocabulary were taught in Year 7. So, it is really a revision task, to determine what you know and which areas you still need to work on.
So, here is what you have to do:
Follow the instruction in the booklet step by step:
Complete all the tasks in the Terminology Booklet. You will get this lesson to work on this task. (IMPORTANT: What you do not complete today in class must be completed at home for the next lesson!!)
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Let’s continue with the story of the Russian princesses…
1.
Can you recall the section that we watched in the last lesson: what impressions were given of Nicholas II & Alexandra?
2.
The Story so far…
3.
Use the images below to make your own collage on “the story so far”.
4.
Now, let’s continue watching the story on…
In the last “episode we were introduced to Nicholas and Alexandra and we saw the Coronation of Nicholas. Let’s watch the next part…
Tsarist Russia – Part II, 14:36 minutes long.
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Today we are going to start with the Russian History!
(Follow the instructions step by step!!)
1.
Before we start with our first topic, we need to talk about homework…
What about homework?
You will get homework on a regular basis. The aim is to help you revise what has been covered in class. There will be an ongoing task: make notes on the information covered in class, in your homework book. In addition, you may be given additional tasks from time to time. These may, for example include essay writing or other activities.
You will also write short tests on a regular basis. Make sure that you study very well for these mini tests!!
2.
THE HISTORY OF HOMEWORK
Who Invented Homework? | COLOSSAL QUESTIONS. (2:00 minutes long)
Year 10 Homework. (1:28 minutes long)
3.
Here is a reminder “Why we do homework” …
4.
What do you know about Russia and its History?
5.
This is the content of the topic on Russia:
6.
As an introduction to the Russian History we are going to watch a documentary on:
Today, we will watch the first 20 minutes.
Tsarist Russia – Part I. (22:15 minutes long.)
8.
Remember to…
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Year 8A & Year 8B
Today you are going to start doing a self-study project on terminology often used in History… Most of the concepts and vocabulary were taught in Year 7. So, it is really a revision task, to determine what you know and which areas you still need to work on.
So, here is what you have to do:
Follow the instruction in the booklet step by step:
Complete all the tasks in the Terminology Booklet. You will get this lesson as well as the next lesson to work on this task.
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Best study methods