Homework Journal Year 9 —Half Term 4

Name: _____________________________________

Family Group: _________________

2

Half Term 4 Homework Journal

Welcome to your new Homework Journal. Inside you will find all of your

homework for the next half term. For each subject there will be the

knowledge organisers for all the information you will need to know, along

with a set of tasks your teachers will set you for homework.

You will be expected to complete your homework tasks by the time your

teacher asks, and to the best of your ability. Make sure you keep your

Homework Journal neat, organised and safe—if you lose your journal you

will be expected to buy a new one and copy up all of the homework again!

If you want to do any extra revision at home, you can also use the

knowledge organisers to revise all of the key knowledge for your subjects.

Contents:

Art—page 3

English—page 10

Geography—page 18

History—page 23

Maths—page 29

MFL—page 32

PE—page 34

RE—page 49

Science—page 53

Tech—page 54

3

Art

Kn

ow

led

ge

Org

an

ise

r

Y9:

Mo

vem

ent

Wh

at E

xcel

len

t Lo

oks

Lik

e:

Ob

serv

atio

nal

dra

win

g (A

03

)Ex

plo

rati

on

of

mat

eria

ls

(AO

2)

Ligh

t sk

etch

Acc

ura

te,

flu

ent

Dev

elo

pm

ent

of

idea

s (A

O2

) P

rese

nt

a re

spo

nse

in

form

ed b

y co

nte

xtu

al

sou

rces

, eg

Bo

ccio

ni,

Edga

sD

egas

, Sco

tt

Eato

n

Pre

sen

t a

per

son

al r

esp

on

se (

AO

4)

dem

on

stra

tin

gU

nd

erst

and

ing

of

DO

TD im

ager

y/ C

om

po

siti

on

(A

O1

)C

on

tro

l of

mat

eria

ls (

AO

2)

Un

der

stan

din

g o

f co

lou

r th

eory

(A

O1

)

4

GCSE assessment objectives

AO1: Develop ideas through investigations, demonstrating critical understanding of sources

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials,

AO3: Record ideas, observations, and insights relevant to intentions as work progresses.

AO4: Present a personal and meaningful response that realises intentions and demonstrates under-

5

Pupils will be expected to complete unfinished work at

home on a weekly basis.

Number Task Completed

1 Draw an example of work by Umberto Boccioni.

Add colour and/ or tone.

2 Draw an example of work by Edgas Degas. Add

colour and/ or tone.

3 Draw a figure in motion i.e. a sportsperson/

dancer etc. Add colour/ tone. Try looking at the

photography of Scott Eaton for ideas.

Extension

Design a title page for all of your home-

work “Movement”.

Present all of your homework neatly under

your title “Movement”

Add notes describing each of the pictures

you have drawn. What is it of? What do

you think it is about?

Use the “Content Form Process Mood”

writing frame available from your teacher

to help you.

6

Extension task—title page

7

Task 1

8

Task 2

9

Task 3

10

P

lot

Su

mm

ary

The

Te

mp

est

(I.i)

Alo

nso

, th

e K

ing

of N

ap

les,

is o

n a

sh

ip w

ith

his

so

n

Ferd

ina

nd

an

d h

is c

om

pa

nio

ns

Se

ba

stia

n, A

nto

nio

, Ste

ph

an

o a

nd

Trin

cu

lo. T

he

y a

re s

tru

ck b

y a

te

rrifyin

g,

ho

wlin

g s

torm

. Th

ey a

ba

nd

on

sh

ip a

nd

sw

im t

o a

ne

arb

y

isla

nd

bu

t a

re w

ash

ed

ash

ore

in d

iffe

ren

t p

lac

es.

Th

e is

lan

d

see

ms

to b

e a

ba

nd

on

ed

.

Aft

er th

e S

torm

(I.

ii)Fr

om

a n

ea

rby is

lan

d, M

ira

nd

a w

atc

he

s th

e h

ug

e t

em

pe

st.

Sh

e li

ve

s w

ith

he

r fa

the

r P

rosp

ero

an

d h

as

little

me

mo

ry o

f h

er

life

be

fore

th

e is

lan

d. P

rosp

ero

te

lls h

is d

au

gh

ter o

f th

eir

pa

st: h

e w

as

the

Du

ke

of

Mila

n t

we

lve

ye

ars

ag

o, b

ut

he

w

as

so in

vo

lve

d w

ith

his

bo

oks

an

d s

ec

ret

stu

die

s th

at

he

did

n

ot

rea

lise

his

bro

the

r A

nto

nio

wa

s st

ea

ling

po

we

r fr

om

him

. O

ne

nig

ht,

An

ton

io o

rde

red

so

ldie

rs to

ta

ke

Pro

spe

ro a

nd

M

ira

nd

a a

nd

pu

t th

em

on

a b

oa

t to

th

eir d

ea

th. B

ut

the

y

we

re w

ash

ed

ash

ore

th

is is

lan

d s

afe

ly a

nd

ha

ve

liv

ed

th

ere

e

ve

r si

nc

e. P

rosp

ero

ha

s b

ee

n r

ule

r o

f th

e is

lan

d. P

rosp

ero

h

as

cre

ate

d t

he

sto

rm t

o b

rin

g h

is b

roth

er to

th

e is

lan

d.

Arie

l a

nd

Ca

liba

n (

I.ii.

co

nt.

/II.

i)P

rosp

ero

is a

po

we

rfu

l ma

gic

ian

wh

o c

on

tro

ls th

e s

pirit A

rie

l w

ho

co

mp

lete

s ta

sks

for h

im. P

rosp

ero

ha

s a

gre

ed

to

re

lea

se A

rie

l a

fte

r th

is la

st m

issi

on

. Ca

liba

n is

a d

efo

rme

d

sav

ag

e s

lav

e w

ho

is a

lso

un

de

r P

rosp

ero

’s c

on

tro

l. H

e is

th

e

son

of

an

old

witc

h, Syc

ora

x, a

nd

is a

na

tiv

e o

f th

e is

lan

d.

Pro

spe

ro ta

ug

ht

Ca

liba

n h

ow

to

sp

ea

k b

ut

Ca

liba

n re

sen

ts

the

co

ntr

ol P

rosp

ero

ha

s o

ve

r h

im.

Kin

d A

lon

so(I

I.i)

K

ing

Alo

nso

an

d h

is y

ou

ng

er b

roth

er Se

ba

stia

n, a

s w

ell

as

An

ton

io (

the

usu

rpin

g D

uke

of

Mila

n),

wa

nd

er a

rou

nd

th

e

isla

nd

. K

ing

Alo

nso

we

ep

s a

s h

e b

elie

ve

s h

is s

on

Fe

rdin

an

d is

d

ea

d. Se

ba

stia

n a

nd

An

ton

io p

lot

to k

ill A

lon

so s

o t

ha

t Se

ba

stia

n c

an

be

kin

g. Th

ey a

re s

top

pe

d b

y A

rie

l’s

ma

gic

al

inte

rve

ntio

n.

Ca

liba

n,Ste

ph

an

o a

nd

Trin

cu

lo (

II.ii, III

.ii)

The

mo

nst

er C

alib

an

is f

ou

nd

by S

tep

ha

no

an

d T

rin

cu

lo.

The

y g

ive

him

alc

oh

ol t

o d

rin

k a

nd

he

ge

ts d

run

k. C

alib

an

o

ffe

rs t

o s

erv

e S

tep

ha

no

be

ca

use

he

be

liev

es

he

is a

go

d

be

ca

use

of th

e h

ea

ve

nly

drin

k! C

alib

an

exp

lain

s to

th

em

h

ow

Pro

spe

ro h

as

tre

ate

d h

im a

nd

th

at

he

will

be

th

eir

gu

ide

on

th

e is

lan

d if

th

ey o

ve

rth

row

him

. Th

e t

hre

e d

run

ks

go

to

fin

d a

nd

kill

Pro

spe

ro.

Ch

ara

cte

rs

Alo

nso

–K

ing

of N

ap

les

Se

ba

stia

n –

Alo

nso

’s b

roth

er

Ferd

ina

nd

–A

lon

so’s

so

n

An

ton

io–

Pro

spe

ro’s

bro

the

r.

An

ton

io s

tole

Pro

spe

ro’s

title

as

Du

ke

of

Mila

n.

Go

nza

lo–

the

old

co

un

sello

r to

th

e

Kin

g o

f N

ap

les

Trin

cu

lo –

a je

ste

r

Ste

ph

an

o –

a d

run

ke

n b

utle

r

Pro

spe

ro–

the

rig

htf

ul D

uke

of

Mila

n

Mira

nd

a –

Pro

spe

ro’s

da

ug

hte

r

Arie

l –a

n a

iry s

pirit; a

sla

ve

of

Pro

spe

ro’s

wh

o e

arn

s h

is fre

ed

om

Ca

liba

n –

a s

av

ag

e a

nd

de

form

ed

sl

av

e o

f P

rosp

ero

’s; a

na

tiv

e o

f th

e

isla

nd

Ke

yw

ord

s w

ord

s

co

lon

ialis

m –

wh

en

on

e c

ou

ntr

y

est

ab

lish

es

itse

lf in

an

oth

er c

ou

ntr

y.

Wh

en

so

me

on

e c

olo

nis

es

a n

ew

c

ou

ntr

y, t

he

y a

re c

alle

d a

co

lon

ise

r.

The

orig

ina

l in

ha

bita

nts

of

the

lan

d

are

ca

lled

na

tiv

es.

usu

rp –

tota

ke

co

ntr

ol o

f so

me

on

e

els

e’s

po

we

r w

he

n y

ou

do

no

t h

av

e

the

rig

ht

to. So

me

on

e w

ho

usu

rps

is

ca

lled

a u

surp

er.

tem

pe

st –

a v

iole

nt st

orm

.

tre

aso

n –

a c

rim

e t

ha

t h

arm

s yo

ur

co

un

try o

r g

ov

ern

me

nt.

So

me

on

e

wh

o c

om

mits

tre

aso

n is

a t

raito

r.

ca

llou

s–

wh

en

so

me

on

e is

cru

el

an

d d

oe

s n

ot

ca

re a

bo

ut o

the

r p

eo

ple

.

pa

tho

s –

a s

itu

atio

n th

at

ma

ke

s u

s fe

el s

ym

pa

thy o

r so

rro

w.

du

aln

atu

re –

ha

vin

g tw

o s

ide

s.

nu

rtu

re –

to e

nc

ou

rag

e o

r su

pp

ort

th

e d

ev

elo

pm

en

t o

f so

me

on

e o

r so

me

thin

g.

Tra

gic

om

ed

y –

a p

lay

tha

t h

as

som

e

fea

ture

s o

f a

tra

ge

dy a

nd

so

me

fe

atu

res

of a

co

me

dy.

Ba

ck

gro

un

d In

form

atio

n

Sh

ake

spe

are

wa

s b

orn

in t

he

Eliz

ab

eth

an

era

, n

am

ed

aft

er

Eliz

ab

eth

I. A

fte

r sh

e d

ied

, Ja

me

s I b

ec

am

e k

ing

. Th

is p

erio

d

of

his

tory

is c

alle

d t

he

Ja

co

be

an

era

, b

ec

au

se J

ac

ob

is t

he

La

tin

fo

r Ja

me

s. S

ha

ke

spe

are

liv

ed

an

d w

ork

ed

in b

oth

era

s.

Ita

lian

city s

tate

s -

A c

ity-s

tate

is a

n a

rea

th

at

is r

ule

d b

y a

m

ajo

r c

ity. D

urin

gth

e E

liza

be

tha

n a

nd

Ja

co

be

an

era

, It

aly

w

asn

't o

ne

un

ifie

d c

ou

ntr

y, b

ut

a n

um

be

r o

f sm

all

ind

ep

en

de

nt c

ity

-sta

tes.

Se

a e

xplo

ratio

n w

as

bo

om

ing

in t

he

Eliz

ab

eth

an

era

as

pe

op

le ‘

dis

co

ve

red

’ n

ew

pa

rts

of

the

wo

rld

. Q

ue

en

Eliz

ab

eth

I w

as

ob

sess

ed

with

th

eir d

isc

ov

erie

s a

nd

wa

s h

ap

py t

o p

ay

for th

eir t

rav

els

. Le

d b

y h

er e

xam

ple

, th

e r

est

of

the

co

un

try

we

re a

lso

fa

scin

ate

d b

y t

he

ir s

torie

s a

nd

go

od

s.

‘Th

e T

em

pe

st’

Kn

ow

led

ge

Org

an

ise

r

Ferd

ina

nd

an

d M

ira

nd

a (

I.ii,

III

.i)

Ferd

ina

nd

ha

s su

rviv

ed

th

e s

torm

. H

e is

sa

fely

on

th

e is

lan

d

an

d is

fo

un

d b

y M

ira

nd

a. Th

ey fa

ll in

sta

ntly in

lov

e. P

rosp

ero

w

an

ts t

o t

est

th

at

the

lo

ve

is r

ea

l. Fe

rdin

an

d h

as

to e

nd

ure

h

ard

lab

ou

r to

pro

ve

his

inte

ntio

ns

are

ho

no

ura

ble

. Mira

nd

a

pitie

s Fe

rdin

an

d a

nd

wa

nts

to

ma

rry h

im. P

rosp

ero

ble

sse

s th

eir m

arr

iag

e.

The

En

d (

IV.i, V

.i)

A m

arr

iag

e fo

r Fe

rdin

an

d a

nd

Mira

nd

a is

arr

an

ge

d a

nd

c

ele

bra

ted

with

a m

asq

ue

att

en

de

d b

y s

pirits.

It

is

inte

rru

pte

d w

he

n P

rosp

ero

re

ca

lls t

he

th

rea

t fr

om

Trin

cu

lo,

Ste

ph

an

o a

nd

Ca

liba

n. P

rosp

ero

an

d A

rie

l se

nd

sp

irit d

og

s to

sc

are

th

em

aw

ay. K

ing

Alo

nso

, Se

ba

stia

n a

nd

An

ton

io

me

et

Pro

spe

ro. H

e e

xpla

ins

wh

at

ha

s b

ee

n h

ap

pe

nin

g o

n

the

isla

nd

. H

e s

ho

ws

the

m F

erd

ina

nd

an

d M

ira

nd

a w

ho

are

n

ow

ma

rrie

d. K

ing

Alo

nso

is f

ille

d w

ith

re

gre

t a

nd

ask

s fo

r fo

rgiv

en

ess

fro

m P

rosp

ero

wh

ich

he

gra

nts

.

Ep

ilog

ue

Pro

spe

rod

ec

lare

s th

at

he

will

be

giv

ing

up

his

ma

gic

. A

rie

l is

rele

ase

d fro

m h

is s

erv

ice

. Th

e p

art

y t

rav

el b

ac

k t

o M

ilan

. W

e

do

no

t kn

ow

wh

at

ha

s h

ap

pe

ne

d t

o C

alib

an

.

English Knowledge Organiser

11

Task 1: Research Task

How was magic and witchcraft viewed in the time Shakespeare was writing

the tempest?

Challenge: how could this link to the play?

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12

Task 2: Etymology—Treason

Trea

son

13

Task 2: Etymology—Callous

Ca

llou

s

14

Task 2: Analytical Paragraph

‘Caliban is the main villain of the story’

How far do you agree with this statement?

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15

Task 3: Research task

Research what we mean by the ‘Nature vs Nurture’ debate.

Challenge: how could this link to the play?

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16

Task 5: Reflection

Go through all of the characters in the play. What do you think will happen

to each character at the end of the play and why?

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Prospero

Miranda

Ariel

Caliban

Alonso

Ferdinand

Antonio

Sebastian

Gonzalo

Trinculo and Stephano

17

Task 6: Preparing for next half term

Research the writer George Orwell. Create a mind map or a poster of what

you have learned.

18

Geography Knowledge Organiser Climate

Chang

e in

the A

rctic

The ‘Hoc

key S

tick

’ Gra

phT

his

gra

ph s

how

s us

how

the t

em

pera

ture

has

in

creas

ed s

ince

the 1

90

0s

as h

as t

he a

mou

nt o

f ca

rbon

dio

xid

e in

the a

tmos

phere

.

Kn

ow

led

ge

Or

ga

nis

er

Ge

og

ra

ph

y o

f th

e A

rc

tic

Will th

e A

rcti

c eve

r be t

he

sam

e a

gain

?

Key

Term

sW

here

is

the A

rctic?

Ice

Age

Arc

tic

The G

reenh

ouse

Eff

ect

Impa

ct o

n Animals

Perm

afr

ost

Perm

afro

st i

s an

y gro

und

that

rem

ains

com

ple

tely

fr

ozen

for

at leas

t tw

o ye

ars.

In

the N

orth

ern

Hem

isphere

, perm

afro

st c

overs

25

% o

f la

nd. A

s th

e

clim

ate w

arm

s, t

he p

erm

afro

st is

melt

ing

whic

h is

hav

ing a

hug

e im

pac

t up

on t

he

env

iron

ment

. C

oast

al e

rosi

on i

s b

eco

min

g

mor

e c

omm

on, eco

syst

em

s w

ill b

e a

ffect

ed

and m

an m

ade inf

rast

ruct

ure, su

ch a

s b

ridges,

pi

pes

and r

oads,

will b

e a

ffect

ed. T

o ad

d t

o th

is, perm

afro

st h

as v

ast

rese

rves

of c

arb

on

dio

xid

e a

nd m

eth

ane, w

hic

h a

re r

ele

ased a

s th

e ice

melt

s.

These

gas

es

will enh

ance

the

gre

enh

ouse

eff

ect

can

cau

se f

urth

er

heat

ing

of t

he p

lane

t.

The G

reenh

ouse

Eff

ect

is

vita

l fo

r life

on

Ear

th.

The d

iagr

am b

elo

w b

reak

s dow

n th

e

key

ideas

:1.

The s

un’s

rad

iati

on is

2

.T

his

heat

s up

the lan

d a

nd a

tmos

phere

of

the E

arth

.3

.T

he r

adia

tion

is t

hen

refl

ect

ed b

y E

arth

.4

.S

ome o

f th

is r

efl

ect

ed r

adia

tion

pas

ses

thro

ugh t

he a

tmos

phere

and

bac

k int

o sp

ace

5.

Gre

enh

ouse

gas

es,

suc

h a

s ca

rbon

dio

xid

e

and m

eth

ane t

rap h

eat

wit

hin

the

atm

osphere

incr

eas

ing

the e

arth

’s

tem

pera

ture

. T

he a

mou

nt o

f gr

eenh

ouse

ga

ses

in t

he a

tmos

phere

has

inc

reas

ed d

ue

to h

uman

s bur

ning

fos

sil fu

els

. T

his

is

enh

anci

ng t

he g

reenh

ouse

eff

ect

and

heat

ing

the w

orld

fur

ther.

1

3

2

4

5

Peop

le

Clim

ate c

han

ge in

the A

rcti

c w

ill

hav

e h

uge im

pac

ts u

pon

ani

mal

s in

th

e A

rcti

c. T

he i

nterr

ela

tion

ship

b

etw

een

anim

als

in t

he f

ood w

eb

hav

ing h

uge c

onse

quenc

es.

Po

lar

Bear

s ar

e o

ne A

rcti

c an

imal

that

w

ill b

e im

pac

ted. T

he s

ea

ice

that

Pol

ar B

ear

s us

e f

or h

unti

ng

Is

melt

ing. T

his

mean

s th

at

bear

s hav

e t

o fi

nd f

ood o

n la

nd

rath

er

than

the a

bun

dan

t fo

od

sour

ces

in t

he s

ea.

T

his

has

lead

to

man

y Po

lar

bear

s st

arvi

ng

acro

ss t

he A

rcti

c.

Dur

ing t

he Q

uate

rnar

y peri

od,

the m

ost

rece

nt g

eol

ogic

al p

eri

od w

hic

h s

tart

ed 2

.56

m

illion

year

s ag

o, t

he E

arth

has

had

a

fluc

tuat

ing c

lim

ate w

hic

h f

lipped f

rom

Ice

A

ges

and int

erg

laci

als,

whic

h is

a peri

od o

f w

arm

er

tem

pera

ture

s.

We a

re s

till in

an

Ice

Age t

oday

as

there

is

still ic

e p

rese

nt

on E

arth

. I

ce A

ges

are

caus

ed b

y ch

ange

s to

the E

arth

’s o

rbit

aro

und t

he s

un c

ausi

ng

chan

ges

in t

he a

mou

nt o

f ra

dia

tion

whic

h

reac

h t

he e

arth

mak

ing t

he t

em

pera

ture

w

arm

er

or c

older.

The A

rcti

c C

ircl

e is

loc

ated

66

°no

rth o

f th

e

Equ

ator

. T

here

ar

e 8

cou

ntri

es

whic

h c

an b

e

foun

d h

ere

: C

anad

a, U

SA

, R

ussi

a, I

cela

nd,

Gre

enl

and,

Nor

way

, Sw

eden

and F

inla

nd.

4

million

peop

le

live

in

this

re

gion

.

The W

oolly M

ammot

hT

he W

oolly

Mam

mot

h is

the ico

nic

Ice

A

ge a

nim

al.

These

ani

mal

s w

ere

ar

ound

3m

tal

l an

d w

ere

cov

ere

d in

thic

k h

air

to k

eep

them

war

m a

s th

e

tem

pera

ture

plu

mm

ete

d.

These

an

imal

s die

d o

ut a

s th

eir

hab

itat

re

duc

ed a

s th

e ice

age

end

ed a

nd

were

hun

ted b

y hum

ans

for

their

fur

, tu

sks

and m

eat

.

Arc

tic

TheArc

tic

is a

pol

ar

regi

onlo

cate

d a

t th

e

nort

hern

mos

t par

t of

Ear

th.

Ice

Age

A lon

g peri

od o

f co

ld

tem

pera

ture

s w

hic

h

caus

e ice

to

deve

lop

at t

he p

oles.

Climate

Chang

eA

chan

ge in

glob

al o

r re

gion

al c

lim

ate

pat

tern

s ca

used b

y th

e inc

reas

ed leve

ls

of a

tmos

pheri

c ca

rbon

dio

xid

e

pro

duc

ed b

y th

e u

se

of f

ossi

l fu

els

.

Geop

olitics

pol

itic

s, e

speci

ally

in

tern

atio

nal

rela

tion

s, a

s in

flue

nced b

y ge

ogra

phic

al f

acto

rs

Natu

ral

Reso

urce

sm

ateri

als

or

subst

ance

s oc

curr

ing

in n

atur

e w

hic

h c

an

be e

xplo

ited f

or

eco

nom

ic g

ain

Inu

it

indig

eno

us p

eop

le

of n

orth

ern

Can

ada

and p

arts

of

Gre

enl

and a

nd

Ala

ska

Clim

ate c

han

ge is

hav

ing a

hug

e

impac

t up

on t

he liv

es

of t

he 4

m

illion

peop

le w

ho

live

in

the

Arc

tic.

T

hese

peop

le r

ely

on

the

ice a

nd t

he e

nvir

onm

ent

to

sust

ain

their

liv

es,

thou

gh a

s th

e

ice m

elt

s ch

ange t

hey

mus

t ad

apt.

D

og s

leds

can

no lon

ger

be u

sed f

or h

unti

ng.

19

Geography Knowledge Organiser

How

is

the

Arc

tic

chan

gin

g?

Perm

afro

st

Will

the A

rcti

c eve

r be t

he s

ame a

gain

?

Clim

ate C

han

ge

Politi

cal

Yes

No

Natu

ral Reso

urce

sIt

is t

hou

ght

that

vas

t qu

anti

ties

of

natu

ral gas

and

oil m

ay lie

in

the A

rcti

c-

perh

aps

as m

uch a

s 5

0 t

rillio

n cu

bic

m

etr

es

of n

atur

al g

as a

nd 9

0 b

illion

bar

rels

of

oil.

There

are

may

als

o be

larg

e, un

dis

cove

red s

ourc

es

of g

old, zin

c,

nick

el an

d iro

n.

An

inte

rnat

iona

l ag

reem

ent

gra

nts

coun

trie

s th

e r

ight

to

the r

eso

urce

s fo

und w

ithin

20

0 m

iles

from

their

shor

es.

Tou

rism

in

the A

rctic

The A

rcti

c is

ful

l of

wildlife

, pri

stin

e l

andsc

apes

and

cult

ure, an

d h

as s

een

larg

e g

row

th in

tour

ism

ove

r th

e p

ast

15 y

ear

s. T

he A

rcti

c is

an

incr

eas

ingly

pop

ular

dest

inat

ion

for

Bri

tish

tra

vellers

bot

h a

s pas

seng

ers

on

crui

se s

hip

s an

d o

nshor

e enj

oyin

g ad

vent

ure t

ouri

sm a

ctiv

itie

s. T

he U

K

pro

mot

es

safe

and

sus

tain

able

tou

rism

in

the f

ragile A

rcti

c env

iron

ment

and

is

awar

e t

hat

the iso

lati

on o

f so

me p

arts

of

the A

rcti

c co

mb

ined w

ith t

he h

arsh

env

iron

ment

pos

es

uniq

ue c

hal

leng

es

to s

afe t

ouri

sm.

Who

cont

rols t

he A

rctic?

There

are

8 c

ount

ries

that

cla

im p

arts

of

the A

rcti

c (C

anad

a, R

ussi

a, U

SA

, N

orw

ay, G

reenl

and, Ice

land

, F

inla

nd

and S

weden)

, and

they

form

the A

rcti

c C

ounc

il. F

or m

any

year

s th

ese

cou

ntri

es

hav

e h

ad c

ompe

ting

cla

ims

in t

he

regi

on, an

d r

ece

ntly

the t

ens

ion

has

been

grow

ing.

E

ach

coun

try

wan

ts t

o se

cure

its

ow

n ac

cess

to

ship

ping

lan

es

and

reso

urce

s, a

nd s

o th

e q

uest

ions

of

who

owns

what

has

beco

me m

ore im

port

ant.

Som

e c

ount

ries

argu

e a

bou

t how

far

their

terr

itor

y exte

nds.

D

ispu

tes

of w

here

cou

ntri

es

end

and

new

one

s begi

n w

hic

h im

pact

s w

hat

belo

ngs

to w

ho.

R

ussi

a has

mad

e

the a

rcti

c on

e o

f it

’s p

rior

itie

s: in

20

07

it

sent

tw

o su

bm

arin

es

to t

he s

eab

ed o

f th

e A

rcti

c oc

ean

to

plan

t ru

st

proo

f ti

tani

um f

lags

to

stak

e t

heir

cla

im o

n th

e A

rcti

c.

Clim

ate c

han

ge m

ean

s th

at o

ne o

f he w

orld

’s la

st g

reat

un

spoi

led r

egi

ons

is u

nder

theat

. It

isn’

t on

ly t

he g

eog

raph

y of

the a

rea

that

will be t

rans

form

ed, b

ut a

lso

the

rela

tion

ship

s betw

een

the d

iffe

rent

cou

ntri

es,

as

eac

h o

ne

trie

s to

pro

tect

it’

s ow

n in

tere

sts.

B

ut w

hat

is

hap

peni

ng in

the A

rcti

c is

a g

lobal

iss

ue: th

e c

han

ges

here

cou

ld h

ave

impo

rtan

t co

nsequ

enc

es

for

the w

hol

e p

lane

t. T

is

in t

he

inte

rest

s of

the A

rcti

c co

untr

ies

to w

ork t

ogeth

er

and n

ot

to let

the r

ace f

or r

eso

urce

s dest

roy

this

onc

e p

rist

ine

wildern

ess

.

20

G

eo

gr

ap

hy

of

th

e A

rc

tic

-H

om

ew

or

k #

1

Usi

ng t

his

map

, desc

ribe t

he

loca

tion

of

the A

rcti

c?…

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…

1

3

2

4

5

Usi

ng t

he d

iagr

am, expl

ain

what

the g

reenh

ouse

eff

ect

is.

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

……

…..

21

Ge

og

ra

ph

y o

f th

e A

rc

tic

-H

om

ew

or

k #

2

Defi

ne t

hese

keyw

ords…

Clim

ate

Chan

ge

Gre

enh

ouse

E

ffect

Perm

afro

st

13

2

4

5

Wh

at im

pac

t is

C

limat

e C

han

ge

hav

ing

on

th

e A

rcti

c?

Use

the k

now

ledge

org

anis

er

to h

elp

you

com

plete

this

m

ind m

ap o

f im

pact

s of

clim

ate c

han

ge.

22

Ge

og

ra

ph

y o

f th

e A

rc

tic

-H

om

ew

or

k #

3

Defi

ne t

hese

keyw

ords…

Arc

tic

Geop

olit

ics

Nat

ural

R

eso

urce

s

Wh

o

con

tro

ls t

he

Arc

tic?

Use

the k

now

ledge

org

anis

er,

and

what

we h

ave lear

nt in

clas

s to

help

you

com

plete

this

min

d m

ap t

hin

kin

g ab

out

‘Who

cont

rols

the A

rcti

c?’

23

History Knowledge Organiser K

no

wle

dg

e O

rg

an

ise

rY

ear

9W

omen

Thro

ugh T

ime

U

nit

#2

Key T

erm

sPatr

iarc

hy

A s

yste

m o

f so

ciety

or

gov

ern

ment

in

whic

h m

en

hol

d t

he p

ower

and w

omen

are lar

gely

excl

uded f

rom

it.

Dom

usT

he t

ype o

f hou

se o

ccup

ied

by

the u

pper

clas

ses

and

som

e w

eal

thy

freedm

en

in

Rom

an s

ocie

ty.

Feud

al Syst

em

A w

ay o

f st

ruct

urin

g s

ocie

ty

arou

nd r

ela

tion

ship

s deri

ved

from

the h

oldin

g o

f la

nd.

Peasa

ntla

bou

rer

or f

arm

er

wit

h

lim

ited l

and u

nder

feud

alis

m

wor

kin

g f

or t

heir

lor

d.

Nob

lewom

an

A w

oman

of

hig

h

soci

al

rank

ing a

fter

the R

oyal

s.

Here

sy

A b

elief

or o

pin

ion

that

doe

s no

t co

nfor

m t

o est

ablish

ed

beliefs

and

cus

tom

s (e

speci

ally

Chri

stia

n)

doc

trin

e.

Duc

king S

tool

Chai

rs f

orm

erl

y us

ed f

or

pun

ishm

ent

of

dis

orderl

y w

omen,

par

ticu

larl

y w

omen

accu

sed o

f w

itch

craf

t.

Sup

ers

tition

Belief

or p

ract

ice t

hat

is

cons

idere

d i

rrat

iona

l or

su

pern

atur

al:

ofte

n ar

ises

from

igno

ranc

e,

a m

isun

ders

tand

ing o

f sc

ienc

e

or c

ausa

lity

.

Malleus

M

alifica

rum

Boo

k w

ritt

en

by

chur

chm

en

to h

elp

oth

ers

ident

ify

wit

ches.

Medieva

l Soc

iety

& t

he R

ole o

f W

omen

There

was

a v

ery

dis

tinc

tive

soc

ial

clas

s sy

stem

dur

ing t

he M

iddle

Ages

(the f

eud

al

syst

em

).

Mos

t M

edie

val

peop

le w

ere

peas

ants

, ov

er

90

%,

but

the d

ivid

e b

etw

een

peas

ants

and

nob

ilit

y w

as v

ery

cle

ar-c

ut.

Peas

ants

were

at

the b

otto

m o

f th

e s

ocia

l sc

ale. T

hey

wor

ked f

or t

heir

lor

ds

on t

he

man

or.

Wom

en

star

ted a

s ear

ly a

s 3

am in

the s

umm

er.

They

were

eng

aged i

n sp

inni

ng

and p

repar

atio

n of

fib

res

for

spin

ning

and

w

eav

ing.

They

were

hir

ed t

o do

vari

ous

types

of a

gri

cult

ural

lab

our,

inc

ludin

g

pla

ntin

g p

eas

and

bean

s, w

eedin

g,

reap

ing,

bin

din

g,

that

chin

g,

hay

mak

ing,

hay

sta

ckin

g.

Marr

iage-

Nob

lew

omen

had

lit

tle c

hoi

ce o

ver

their

m

arri

age c

hoi

ces

and w

ere

oft

en

betr

othed

from

an

ear

ly a

ge t

o co

ntin

ue d

ynas

tic

mar

riag

es.

W

omen

were

oft

en

mar

ried

youn

g p

arti

cula

rly

nob

lew

omen,

as

their

ro

le w

as t

o ca

rry

childre

n fr

om a

n ear

ly

age a

nd o

verl

ook t

he d

omest

ic m

atte

rs.

Mar

ried l

ife f

ollo

wed a

pat

riar

chal

sys

tem

w

here

by

wom

en

were

pra

ctic

ally

und

er

the

dom

inan

ce o

f her

hus

ban

d w

ith p

eas

ant

wom

en

bein

g f

urth

er

tied d

own

by

stru

ctur

es

of t

he f

eud

al s

yste

m. Pe

asan

t w

omen

hav

ing c

hildre

n ou

t of

wedlo

ck

wou

ld h

ave t

o pay

com

pens

atio

n to

their

lo

rds,

whic

h h

elp

ed f

inan

ce t

heir

lor

ds.

Pe

asan

t w

omen

requ

ired p

erm

issi

on f

rom

th

eir

Lor

ds

pri

or t

o m

arry

ing o

r w

ould

fac

e

pun

ishm

ent

. F

urth

erm

ore,

serf

wom

en

pai

d

a fe

e c

alle

d a

merc

het

as t

he r

atio

nale

was

th

at t

he L

ord h

ad l

ost

a w

orker.

Religion

T

he C

hur

ch w

as o

ne o

f th

e m

ost

infl

uent

ial

inst

itut

ions

in

all

of M

edie

val

Eng

land

and

pla

yed a

lar

ge r

ole i

n educ

ation

and

re

ligion.

The C

hur

ch's

pow

er

was

so

gre

at

that

they

coul

d o

rder

and c

ontr

ol k

nights

an

d s

end

s th

em

to

bat

tle w

hene

ver

they

wis

hed t

o. T

he C

hur

ch a

lso

gav

e w

omen

an

alte

rnat

ive r

oute

to

wor

k a

nd m

arri

age.

As

Eur

ope's

Chri

stia

nizat

ion

beca

me n

ear

ly

com

ple

te,

it w

as m

ore c

omm

on f

or w

omen

to a

chie

ve p

ower

by

foun

din

g m

onas

teri

es,

ch

urch

es,

and

con

vent

s. H

ere

they

coul

d

beco

me a

nun

or

an A

bb

ess

.

Rom

e w

as v

ery

muc

h a

mal

e d

omin

ated s

ocie

ty;

so m

uch s

o th

at in

the R

oman

Repub

lic

a m

an c

ould

legal

ly k

ill

his

wif

e o

r dau

ghte

r if

they

quest

ione

d h

is a

uthor

ity.

Wom

en

were

no

t al

low

ed t

o b

e s

ena

tors

, gov

ern

ors,

law

yers

, ju

dges

or a

ny o

f th

e o

ther

offi

cial

pos

itio

ns i

nvol

ved i

n ru

nnin

g t

he R

oman

Em

pir

e . W

omen

were

als

o no

t al

low

ed t

o vo

te i

n ele

ctio

ns.

The s

tola

was

a s

ign

of a

Rom

an w

omen’

s vi

rtue

and

well-b

ear

ing.

Wom

en

of

less

er

soci

al s

tatu

s w

ould

hav

e s

imply

wor

n th

e t

oga

or t

unic

a w

hile t

he h

igher

up in

the

soci

al a

rena

you

were

the s

tola

wou

ld h

ave e

choe

d t

his

soc

ial

valu

e. R

oman

hai

rsty

les

ident

ifie

d t

he s

ocia

l st

andin

g o

f th

e p

ers

on.

The u

se o

f ac

cess

orie

s, s

uch a

s gol

den

hai

rnets

, w

ould

cert

ainl

y se

nd a

sta

tem

ent

of

affl

uenc

e i

n st

yle.

Wom

en

seen

as

resp

ect

able

wor

e a

(pal

la)

alon

gsi

de t

heir

sto

laan

d h

ad t

ies

in t

heir

hai

r (v

itta

e).

Wom

en

wor

e t

ogas

as

well,

but

aft

er

the 2

nd c

ent

ury

BC

, th

e t

oga

was

wor

n excl

usiv

ely

by

men,

an

d w

omen

were

expect

ed t

o w

ear

the s

tola

. A

t th

at p

oint

, it

was

con

sidere

d d

isgra

cefu

l fo

r a

wom

an t

o w

ear

a t

oga;

wear

ing t

he m

ale g

arm

ent

was

ass

ocia

ted w

ith p

rost

itut

ion

and a

dul

tery

. If

a re

spect

able

wom

an w

as f

ound

gui

lty

of a

dul

tery

, on

e o

f th

e

pun

ishm

ent

s w

as t

o w

ear

the t

oga.

Rom

an s

ocie

ty b

elieve

d t

hat

a v

irtu

ous

wom

an h

eld

qu

alit

ies

such

as

cari

ng a

nd s

elf

less

-pla

cing

her

dom

est

ic d

utie

s b

efo

re h

er

own

needs.

T

he g

ood w

ife r

an a

n exce

llent

hou

sehol

d,

the "

dom

us."

The h

ouse

hol

dw

as e

xtr

em

ely

im

por

tant

in

Rom

an i

deol

ogy.

The u

pper

clas

ses

saw

their

wom

enf

olk i

n ve

ry m

uch t

he

sam

e w

ay t

he less

er

clas

ses

saw

their

s. T

heir

pri

mar

y pur

pos

e o

f up

per

clas

s w

omen

was

co

nsid

ere

d t

o b

e t

he p

roduc

er

of c

hildre

n.Low

er

clas

s R

oman

wom

en

did

hav

e a

mor

e

visi

ble

pub

lic

life

beca

use t

hey

had

to

wor

k f

or a

liv

ing.

Typ

ical

job

s un

dert

aken

by

such

w

omen

were

in

agri

cult

ure,

mar

kets

, cr

afts

, as

mid

wiv

es

and a

s w

et

nurs

es.

Wit

chcr

aft

was

not

mad

e a

cap

ital

off

enc

e in

Bri

tain

unt

il 1

56

3 a

lthou

gh it

was

deem

ed h

ere

sy a

nd w

as d

eno

unce

d a

s su

ch

by

Pope I

nnoc

ent

VIII. F

rom

14

84

unt

il a

roun

d 1

75

0 s

ome 2

00

,00

0 w

itch

es

were

tor

ture

d, bur

nt o

r han

ged i

n W

est

ern

E

urop

e.

Sexist

Views

and

Misog

yny

-T

here

were

als

o boo

ks

wri

tten

by

chur

chm

en

to h

elp

oth

ers

ident

ify

wit

ches;

the m

ost

fam

ous

of t

hese

is

pro

bab

ly t

he M

alle

us M

alefi

caru

m, or

, “T

he H

amm

er

of t

he W

itch

es”

. T

his

was

wri

tten

by

a w

itch

-hun

ter

Hein

rich

Kra

mer

in 1

48

7,. K

ram

er’

s pop

ular

boo

k is

extr

em

ely

mis

ogyn

ist

to m

odern

eye

s F

or t

he f

irst

tim

e,

wit

ches

are ident

ifie

d a

s pri

mar

ily

fem

ale; fu

rtherm

ore, al

l w

omen

are p

rone

to

indul

ging

in

wit

chcr

aft

beca

use “

all

wit

chcr

aft

com

es

from

car

nal

lust

, w

hic

h is

in w

oman

ins

atia

ble

.”In

medie

val ar

t, t

he r

esp

onsi

bilit

y of

wom

en

for

this

'o

rigi

nal

sin'

, is

oft

en

em

phas

ised b

y gi

ving

a f

em

ale h

ead

to

the s

erp

ent

who

tem

pts

Eve

to

dis

obey

God

. T

he s

tory

un

derl

ined t

he b

elief

that

wom

en

were

inf

eri

or t

o m

en,

and

that

they

were

mor

ally

weak

er

and lik

ely

to

tem

pt

men

into

si

n.The R

ole o

f Religion

and

Here

sy-

Sci

ent

ific

reas

onin

g w

as d

isco

urag

ed a

nd b

elief

in m

agic

, su

pers

titi

on a

nd w

itch

-cra

ft

beca

me c

omm

on.

Any

att

em

pt

to q

uest

ion

the t

eac

hin

gs o

f th

e C

hur

ch b

roug

ht

seve

re p

unis

hm

ent

. T

he C

hur

ch,

eve

r desi

rous

of

pow

er

and t

he e

xpan

sion

of

its

hol

din

gs,

used t

he e

xcu

se o

f era

dic

atin

g w

itch

es

to f

urth

er

its

goal

s. M

any

vict

ims

of t

he I

nqui

siti

on w

ere

weal

thy

land

owne

rs -

-co

nveni

ent

ly f

or t

he c

hur

ch, w

hos

e r

ights

exte

nded t

o th

e p

ower

of

conf

isca

ting

the p

ropert

ies

of c

onvi

cted w

itch

es

and h

ere

tics

. S

o tr

ansp

arent

were

their

eff

orts

in

accu

sing

and

killing

w

eal

thy

indiv

idua

ls f

or t

he p

urpos

e o

f ob

tain

ing

their

hol

din

gs t

hat

the I

nqui

sito

r E

ymeri

c, i

n th

e 1

4th

cent

ury

com

pla

ins

of t

he s

carc

ity

of w

eal

thy

here

tics

and

expre

sses

the f

ate o

f th

e c

hur

ch w

ithou

t th

is r

ead

y so

urce

of

inco

me.

Sup

ers

tition

-S

ocie

ty

was

hig

hly

sup

ers

titi

ous

there

fore

any

behav

iour

or

phys

ical

feat

ures

out

of t

he ‘n

orm

’ cou

ld b

e

seen

as s

upers

titi

ous

acti

vity

as

well a

s illn

ess

es

and p

lagu

es.

Wit

ches

were

to

bla

me f

or a

ny m

isfo

rtun

es

such

as

anim

als

dyi

ng,

a bad

har

vest

, hou

ses

bein

g bur

nt d

own.

The P

end

le W

itch

es

is a

n exam

ple

that

hig

hligh

ts t

his

. M

ost

peop

le

accu

sed o

f bein

g w

itch

es

tend

ed t

o be o

ld, poo

r an

d s

ingl

e w

omen.

Any

who

were

unf

ortu

nate

eno

ugh t

o be ‘c

rone

-lik

e,

sunk

en

cheeked a

nd h

avin

g a

hai

ry lip

were

ass

umed t

o pos

sess

the ‘E

vil E

ye’ !

If

they

also

had

a c

at t

his

was

tak

en

a pro

of, as

wit

ches

alw

ays

had

a ‘f

amilia

r’,

the c

at b

ein

g th

e m

ost

com

mon

. A

t a

wit

ch t

rial

a d

uckin

g st

ool w

as u

sed t

o te

st

if a

wom

an w

as a

wit

ch a

s w

ell a

s th

e s

wim

min

g te

st-

if s

he f

loat

ed s

he w

as a

wit

ch, if

she d

row

ned s

he w

as c

lear

ed o

f her

char

ge a

nd h

er

soul

went

to

heav

en.

Rom

an W

omen

24

History Knowledge Organiser K

no

wle

dg

e O

rg

an

ise

rY

ear

9W

omen

Thro

ugh T

ime

U

nit

#2

The low

er

wor

king c

lass

liv

ed i

n co

ntra

st t

o th

e lav

ish

life

styl

e.

Their

foo

d w

as t

aste

less

and

con

sist

ed o

f an

ythin

g t

hat

they

coul

d a

ffor

d,

their

clo

thes

were

vas

tly

dif

fere

nt f

rom

the lux

urio

us o

utfi

ts o

f th

e u

pper

clas

s w

omen

–co

nsis

ting

of

rag a

nd c

heap

clo

th,

and t

heir

hom

es

wou

ld b

e c

old,

dam

p a

nd d

ark.

These

wom

en

were

usu

ally

si

ngle

, an

d r

elied o

nly

upon

them

selv

es

for

suppor

t, o

ften

wor

kin

g a

mon

g m

en

of t

he s

ame c

lass

in

wor

khou

ses.

Lif

e

in t

he w

orkhou

ses

was

ard

uous

and

dan

gero

us,

but

as

long

as

the w

omen

were

pro

noun

ced a

s “a

ble

bod

ied”

they

had

to

wor

k,

not

only

beca

use o

f th

e legal

requ

irem

ent

to

do

so,

but

to

scra

pe t

ogeth

er

any

mon

ey

they

coul

d..

In

Lon

don

, ov

erc

row

din

g w

as e

ndem

ic i

n th

e s

lum

s in

hab

ited b

y th

e w

orkin

g c

lass

es.

The w

orst

are

as h

ad

exam

ple

s su

ch a

s 9

0 p

eop

le c

ram

med i

nto

a 10

-roo

m h

ouse

, or

12

peop

le l

ivin

g i

n a

sing

le r

oom

. R

ent

s w

ere

exor

bit

ant;

8

5 p

erc

ent

of

wor

kin

g-c

lass

hou

sehol

ds

in L

ondon

spent

at

leas

t on

e-f

ifth

of

their

inc

ome o

n re

nt, w

ith 5

0%

pay

ing

one-q

uart

er

to o

ne-h

alf

of t

heir

inc

ome o

n re

nt. C

oal-

dus

t fr

om s

tove

s (a

nd f

acto

ries)

was

the b

ane o

f th

e V

icto

rian

w

oman

's h

ouse

keepin

g e

xis

tenc

e.

Car

ried b

y w

ind a

nd f

og,

it c

oate

d w

indow

s, c

loth

ing,

furn

itur

e a

nd r

ugs.

Was

hin

g

clot

hin

g a

nd l

inens

wou

ld u

sual

ly b

e d

one o

ne d

ay a

week,

scru

bb

ed b

y han

d i

n a

larg

e z

inc

or c

opper

tub

. C

urta

ins

were

tak

en

dow

n an

d w

ashed e

very

for

tnig

ht;

they

were

of

ten

so b

lack

ene

d b

y co

al s

mok

e t

hat

they

had

to

be

soak

ed i

n sa

lted w

ater

befo

re b

ein

g w

ashed.

Scr

ubb

ing

the f

ront

woo

den

doo

rste

p o

f th

e h

ome e

very

mor

ning

was

al

so a

n im

por

tant

chor

e t

o m

aint

ain

resp

ect

abilit

y.

The I

ndus

tria

l R

evo

luti

on b

egan

in

Gre

at B

rita

in a

roun

d 1

76

0..

Wom

en

of t

he w

orkin

g c

lass

es

wou

ld u

sual

ly b

e e

xpect

ed t

o go

out

to w

ork,

ofte

n in

the m

ills

or

min

es.

As

wit

h t

he c

hildre

n an

d m

en

the h

ours

were

lon

g a

nd c

ondit

ions

were

har

d.

A c

omm

on

job

for

wom

en

in a

coa

l m

ine w

as t

o hau

l ca

rts

of c

oal

up m

ine s

haf

ts.

The w

oman

wou

ld h

ave t

he

cart

ful

l of

coa

l at

tach

ed t

o her

wai

st b

y a

stra

p a

nd s

he w

ould

be e

xpect

ed t

o hau

l it

thro

ugh

the n

arro

w s

pac

e. W

omen

were

not

val

ued t

he s

ame a

s m

en

in t

he w

orkpla

ce,

and w

ere

oft

en

pai

d m

uch l

ess

than

men.

For

exam

ple

, w

hile m

ale B

riti

sh ind

ustr

ial

wor

kers

were

oft

en

pai

d

abou

t 10

shilling

s per

week,

wom

en

were

pai

d h

alf

that

.

Thos

e w

ho

were

for

tuna

te m

ay h

ave b

eco

me m

aids

for

weal

thie

r fa

milie

s, o

thers

may

hav

e

wor

ked a

s gov

ern

ess

es

for

rich

childre

n. T

he l

ess

for

tuna

te m

ay h

ave b

een

forc

ed t

o w

ork i

n sh

ockin

g c

ondit

ions

dur

ing t

he d

ay a

nd t

hen

hav

e t

o re

turn

hom

e t

o co

nduc

t th

e h

ouse

hol

ds

dom

est

ic n

eeds

(Was

hin

g,

Coo

kin

g a

nd l

ookin

g a

fter

childre

n etc

.) W

omen

also

fac

ed t

he a

dded

bur

den

of s

ocie

ties

dem

and f

or c

hildre

n. T

he i

ndus

tria

l ag

e l

ed t

o a

rapid

inc

reas

e i

n b

irth

rat

es

whic

h c

lear

ly h

as a

n im

pac

t up

on t

he p

hys

ical

str

eng

th o

f th

e m

others

. It

was

not

unc

omm

on f

or

fam

ilie

s to

hav

e m

ore t

han

10

childre

n as

a r

esu

lt o

f th

is d

em

and:

and t

he w

oman

wou

ld o

ften

hav

e t

o w

ork r

ight

up t

o an

d s

trai

ght

afte

r th

e d

ay o

f th

e c

hild's

bir

th f

or f

inan

cial

reas

ons,

le

avin

g t

he c

are o

f th

e n

ew

bor

n ch

ild t

o ol

der

rela

tive

s. W

omen

were

for

ced t

o w

ork 1

2 t

o 14

hou

rs a

day

, no

t on

ly s

epar

atin

g t

hem

fro

m t

heir

hom

es,

but

als

o pay

ing t

hem

low

wag

es.

They

were

for

ced t

o w

ork i

n fi

lthy

fact

orie

s fu

ll o

f dis

eas

es

and w

ithou

t an

y pro

tect

ive c

loth

ing.

Man

y w

omen

and c

hildre

n got

inj

ured a

nd s

ick d

ue t

o th

e h

arsh

con

dit

ion

incl

udin

g t

oxic

fum

es.

T

he p

ers

iste

nt d

eat

h o

f yo

ung c

hildre

n un

der

the a

ge o

f se

ven

was

con

sidere

d a

pro

duc

t of

the

soci

al i

lls

caus

ed b

y w

omen

ent

eri

ng t

he lab

our

forc

e.

Beca

use o

f th

e lar

ge i

nflu

x o

f la

bou

rers

fr

om o

utsi

de o

f ur

ban

are

as,

man

y m

others

did

not

hav

e r

eliab

le a

nd a

ccess

ible

fam

ily

wit

h

whom

to

leav

e t

heir

childre

n w

hile t

hey

were

at

wor

k.

As

a re

sult

, th

e e

ighte

ent

h c

ent

ury

saw

an

incr

eas

e i

n in

fant

deat

h r

ates.

Com

ment

ator

s cl

aim

ed t

hat

the f

acto

ry w

oman

was

self

ish a

nd

pre

ferr

ed t

o b

e e

mplo

yed t

han

to

repro

duc

e a

nd c

reat

e a

fam

ily.

Doc

tors

poi

nted o

ut t

hat

w

omen

cons

idere

d c

hildre

n as

a s

ymb

ol o

f th

eir

fem

inin

ity

and t

heir

bio

logic

al m

atern

al r

ole,

and

man

y w

ere

not

read

y fo

r eit

her.

Wit

h t

his

bein

g s

aid,

abor

tion

rat

es

were

als

o in

creas

ing v

ery

qu

ickly

. In

the 1

88

0s

the M

edic

al O

ffic

er

of H

eal

th c

oncl

uded t

hat

wom

en

wan

ted t

o av

oid t

he

bur

den

of h

avin

g c

hildre

n, s

o m

uch s

o th

at t

hey

were

als

o b

lam

ed w

ith t

he inc

reas

e i

n th

e leve

l of

inf

anti

cide.

Chang

es

in S

ociety

The I

ndus

tria

l R

evo

luti

on p

aved t

he w

ay f

or l

ater

pol

itic

al c

han

ge.

Fac

tory

wor

k a

llow

ed t

he

bre

akdow

n of

segre

gat

ion

betw

een

men

and w

omen

as b

oth t

ook p

art

in s

imilar

job

s (a

lthou

gh

wit

h l

ower

wag

es)

. T

he M

ines

Act

of

184

2 p

rohib

ited t

he e

mplo

yment

of

wom

en

and o

f ch

ildre

n un

der

10 y

ear

s of

ag

e, in

und

erg

roun

d m

ines.

The F

acto

ry A

ct o

f 18

47

, al

so k

now

n as

the T

en

Hou

rs A

ct w

as a

U

nite

d K

ingdom

Act

of

Parl

iam

ent

whic

h r

est

rict

ed t

he w

orkin

g h

ours

of

wom

en

and y

oung

pers

ons

(13

-18

) in

texti

le m

ills

to

10 h

ours

per

day

. T

he i

ndus

tria

l ag

e m

ean

t th

at e

duc

atio

n in

creas

ingly

off

ere

d m

en

the o

ppor

tuni

ty t

o b

ett

er

them

selv

es,

and

where

educ

atio

nal

oppor

tuni

ties

were

mad

e a

vailab

le t

o m

en,

they

were

qui

ckly

al

so s

ought

by

wom

en.

For

ins

tanc

e,

in 1

82

3,

the M

ech

anic

s’ I

nsti

tute

in

Lon

don

was

opene

d t

o pro

vide e

duc

atio

nal

lect

ures

for

wor

kin

g m

en

that

they

coul

d a

ttend

out

side o

f th

eir

wor

kin

g

hou

rs;

by

183

0,

these

had

been

opene

d t

o w

omen

as w

ell.

Wom

en

dur

ing

the I

ndus

trial Revo

lution

Victo

rian

Wom

en

Wom

en

of t

he upper

class

es

enj

oyed a

lif

e o

f tr

avel, f

ine

clot

hes

and s

taff

to

do

chor

es

for

them

. T

heir

allot

ted g

oal

in l

ife w

as t

o m

arry

, hav

e c

hildre

n an

d r

aise

them

in

an

appro

pri

ate a

nd r

esp

ect

ful

man

ner.

The r

ole o

f devo

ted w

ife

and m

other

was

hig

hly

ideal

ized i

n V

icto

rian

Bri

tain

. T

he

perf

ect

rol

e m

odel

for

the d

omest

icit

y expect

ed o

f up

per,

an

d e

speci

ally

mid

dle

cla

ss w

omen,

was

that

of

Vic

tori

a hers

elf

, w

ho

dot

ed u

pon

her

hus

ban

d a

nd c

hildre

n, a

nd a

fter

Alb

ert

’s d

eat

h r

em

aine

d l

oyal

, m

odest

and

dem

ure.

Dan

cing

an

d g

rand

soc

ial

par

ties

were

com

mon

pla

ce i

n th

e liv

es

of

weal

thy

Vic

tori

an w

omen.

How

eve

r, t

he lad

ies

had

to

rem

em

ber

to a

dhere

to

cert

ain

unsp

oken

rule

s of

eti

quett

e,

lest

they

com

e a

cros

s as

vul

gar

and

gai

n an

uns

avou

ry

reput

atio

n am

ong t

he o

ther

mem

bers

of

the e

lite

. T

he r

ules

rang

ed f

rom

what

kin

d o

f je

wellery

to

wear

, to

where

and

w

ith w

hom

they

were

allow

ed t

o w

alk.

The i

deal

Vic

tori

an

wom

an w

as p

ure, ch

aste

, re

fine

d,

and m

odest

. T

his

ideal

was

su

ppor

ted b

y eti

quett

e a

nd m

anne

rs.

Key T

erm

sInd

ustr

ial

Revo

lution

T

he r

apid

deve

lopm

ent

of

indus

try

that

oc

curr

ed i

n B

rita

in i

n th

e lat

e 1

8th

cent

ury.

Hur

rier

Als

o ca

lled a

dra

wer.

T

he h

isto

ric

loca

l te

rm f

or t

he p

ers

on

who

bro

ught

em

pty

co

al t

ubs

up t

o th

e

coal

Spinning

Jenn

y

A s

pin

ning

mac

hin

e

wit

h m

ulti

ple

spin

ning

fr

ames.

‘Ang

el in t

he H

ouse

’ Po

em

/Idea

abou

t th

e

role

of

a w

oman

as

an

obedie

nt w

ife w

ho

behav

es

like a

n ‘a

ngel’

and s

erv

es

her

hus

ban

d.

Fallen

Wom

en

Term

use

d t

o desc

rib

e w

omen

who

had

fal

len

from

‘the

gra

ce o

f G

od’ or

‘los

t th

eir

inn

ocenc

e.’

Chatt

el

Ite

m o

f pro

pert

y an

d

pers

onal

pos

sess

ion.

W

omen

were

seen

as

chat

tel.

1882 M

arr

ied

Wom

en’s

Act

A

ct o

f Pa

rlia

ment

th

at a

llow

ed m

arri

ed

wom

en

to o

wn

and

cont

rol

pro

pert

y in

th

eir

ow

n ri

ght.

Suf

fragett

e

mem

ber

of m

ilit

ant

wom

en'

s or

gan

isat

ions

. Suf

fragist

believe

d in

peac

efu

l ca

mpai

gni

ng m

eth

ods

such

as

mar

chin

g a

nd

pro

test

ing.

25

History Knowledge Organiser K

no

wle

dg

e O

rg

an

ise

rYear

9 H

isto

ry W

omen

Thro

ugh T

ime U

nit

#2

The P

osition

of W

omen

in V

icto

rian Soc

iety

Unt

il l

ate i

n th

e 2

0th

Cent

ury

a m

arri

ed w

oman

cou

ld o

wn

no p

ropert

y.E

nglish

law

defi

ned t

he r

ole o

f th

e w

ife a

s a

'fem

e c

overt

', e

mphas

izin

g h

er

sub

ordin

atio

n to

her

hus

ban

d,

and p

utti

ng h

er

under

the '

pro

tect

ion

and i

nflu

enc

e o

f her

hus

ban

d,

her

bar

on,

or l

ord'.

Upon

mar

riag

e,

the h

usb

and

and w

ife b

eca

me o

ne p

ers

on u

nder

the law

, as

the p

ropert

y of

the w

ife w

as s

urre

ndere

d t

o her

hus

ban

d,

and h

er

legal

ident

ity

ceas

ed t

o exis

t.In

188

2 t

he M

arri

ed W

oman

's P

ropert

y A

ct g

ave w

omen

rights

to

own

her

own

pro

pert

y.Pr

evi

ousl

y her

pro

pert

y, f

requ

ent

ly i

nheri

ted f

rom

her

fam

ily,

belo

nged t

o her

hus

ban

d o

n m

arri

age.

She b

eca

me t

he chatt

el

of t

he m

an.

Dur

ing t

his

era

if

a w

ife s

epar

ated f

rom

her

hus

ban

d s

he h

ad n

o ri

ghts

of

acce

ss t

o se

e h

er

childre

n.A

div

orce

d w

oman

had

no

chan

ce o

f ac

cepta

nce i

n so

ciety

agai

n.

Vic

tori

an m

en

kept

mis

tress

es,

but

they

still

expect

ed t

heir

wiv

es

or m

istr

ess

es

to b

e f

aith

ful

what

eve

r th

eir

ow

n m

isdem

ean

our

s.If

a w

omen

took

a l

over

it w

as n

ot

mad

e p

ublic.

If

it d

id b

eco

me p

ublic

kno

wle

dge s

he w

ould

be c

ut b

y so

ciety

.B

ut m

en

coul

d a

mb

le a

long

to

one o

f th

eir

gent

lem

an's

clu

bs

and a

lway

s fi

nd a

war

m

welc

ome.

Near

ly a

ll V

icto

rian

phys

icia

ns c

onsi

dere

d w

omen

mor

e f

ragile a

nd s

ens

itiv

e t

han

men.

They

believe

d w

omen

were

mor

e s

usc

epti

ble

to

nerv

ous

bre

akdow

n.

The c

lass

ic ‘fe

mal

e i

llne

ss’ w

as h

yste

ria.

Bedla

m-

Wom

en

coul

d f

ind t

hem

selv

es

lab

elled i

nsan

e a

nd l

ocked u

p in

mad

hou

ses

for

a ra

nge o

f co

ndit

ions

–fr

om p

ostn

atal

depre

ssio

n to

alc

ohol

ism

or

seni

le

dem

ent

ia,

and e

ven

for

soci

al t

rans

gre

ssio

ns s

uch a

s in

fidelity

(‘m

oral

ins

anit

y’).

A w

oman

who

reb

elled a

gai

nst

Vic

tori

an d

omest

icit

y ri

sked b

ein

g d

ecl

ared i

nsan

e a

nd c

omm

itte

d t

o an

asy

lum

. T

his

was

usu

ally

at

her

hus

ban

d’s

or

fath

er’

s re

quest

, an

d s

he g

ene

rally

had

no

right

to c

onte

st o

r ap

peal

.

Att

itud

es

towar

ds

Wom

en

& S

exua

lity

Wom

en’s Suf

frage

Nation

al Union

of

Wom

en'

s Suf

frage S

ocieties

(NUW

SS):

In

189

7,

The N

ation

al Union

of

Wom

en'

s Suf

frage S

ocieties

(NU

WS

S)

was

fo

rmed.

They

were

led b

y M

illice

nt G

arre

tt F

awce

tt (

184

7-1

92

9).

Gar

rett

pub

lish

ed w

idely

on

wom

en'

s is

sues

and w

as a

fre

quent

pub

lic

speak

er

on w

omen'

s ri

ghts

. The S

uffr

agists

believe

d i

n ac

hie

ving

chan

ge t

hro

ugh p

arliam

ent

ary

mean

s an

d u

sed l

obb

ying

tech

niqu

es

to

pers

uade M

em

bers

of

Parl

iam

ent

sym

pat

heti

c t

Betw

een

187

0 a

nd 1

88

4 d

eb

ates

on w

omen'

s su

ffra

ge t

ook p

lace

alm

ost

eve

ry y

ear

in

Parl

iam

ent

. T

he U

nite

d P

roce

ssio

n of

Wom

en,

or

Mud

Mar

ch a

s it

beca

me k

now

n, w

as a

peac

efu

l dem

onst

rati

on i

n Lon

don

on

9 F

eb

ruar

y 19

07

or

gan

ised b

y th

e N

UW

SS

, in

whic

h m

ore t

han

thre

e t

hou

sand

wom

en

mar

ched f

rom

Hyd

e P

ark C

orne

r to

the S

tran

d i

n su

ppor

t of

wom

en'

s su

ffra

ge. W

omen

from

all c

lass

es

par

tici

pat

ed i

n w

hat

was

the lar

gest

pub

lic

dem

onst

rati

on s

uppor

ting

wom

en'

s su

ffra

ge s

een

up t

o th

at

dat

e. o

their

cau

se t

o ra

ise t

he iss

ue o

f w

omen'

s su

ffra

ge.

(WSPU) -

Wom

en'

s Soc

ial and

Political Union

-(“Deeds

not

Wor

ds’’):

This

uni

on w

as f

ound

ed b

y E

mm

eline

Pan

khur

st i

n 19

03

. M

em

bers

hip

of

the W

SPU

was

lim

ited t

o w

omen

only

. E

mm

eline

’s d

aughte

rs,

Chri

stab

el, S

ylvi

a an

d A

dela

, w

ere

com

mit

ted m

em

bers

. W

SPU

mem

bers

were

dete

rmin

ed t

o ob

tain

the r

ight

to v

ote f

or w

omen

by

any

mean

s an

d c

ampai

gne

d t

irele

ssly

and

som

eti

mes

viol

ent

ly t

o ac

hie

ve t

his

aim

.T

hey

felt

that

the im

pac

t of

peac

efu

l ta

ctic

s us

ed b

y th

e s

uffr

agis

ts (

NU

WS

S)

seem

ed t

o hav

e b

een

exhau

sted a

nd a

dif

fere

nt,

mor

e r

adic

al

appro

ach w

as n

eeded.

The l

ack o

f G

overn

ment

act

ion

led t

he W

SPU

to

undert

ake m

ore v

iole

nt a

cts,

inc

ludin

g a

ttac

ks

on p

ropert

y an

d l

aw-

bre

akin

g,

whic

h r

esu

lted i

n im

pri

sonm

ent

and

hun

ger

stri

kes.

In

190

5,

two

mem

bers

of

the S

uffr

agett

es,

Chri

stab

el

Pank

hur

st a

nd A

nnie

K

enn

y, i

nterr

upte

d a

meeti

ng i

n M

anch

est

er

to a

sk t

wo

pol

itic

ians

, W

inst

on C

hur

chill

and S

ire E

dw

ard G

rey,

if

they

believe

d w

omen

shou

ld

hav

e t

he r

ight

to v

ote. T

he t

wo

wom

en

then

got

out

a b

anne

r th

at s

aid ‘V

otes

for

Wom

en’

and

shou

ted a

t th

e t

wo

pol

itic

ians

to

answ

er

their

qu

est

ions

. Pa

nkhur

st a

nd K

enn

ey

were

thro

wn

out

of t

he m

eeti

ng a

nd a

rrest

ed f

or c

ausi

ng a

n ob

stru

ctio

n an

d a

ssau

ltin

g a

pol

ice o

ffic

er.

Mos

t pro

stit

utes

were

con

sidere

d

“fal

len

wom

en”

beca

use it

was

b

elieve

d t

hat

wom

en

of t

he s

ocie

ty

wou

ld n

eve

r op

t to

beco

me a

pro

stit

ute. H

oweve

r, t

he p

rofe

ssio

n w

as l

egal

and

in

som

e s

ect

ions

, it

w

as e

ven

enc

oura

ged.

It

was

believe

d t

hat

men

needed a

n ou

tlet

for

their

sexua

l desi

res

whic

h t

hey

had

to

keep s

uppre

ssed

in t

heir

dai

ly l

ife.

On

the o

ther

han

d,

it g

ave a

way

to

ear

n fo

r w

omen

who

wou

ld n

eve

r hav

e e

arne

d

otherw

ise.T

here

were

mor

e

bro

thels

in

Lon

don

than

sch

ools

.In

188

7,

a m

edic

al j

ourn

al e

stim

ated

that

there

were

aro

und 8

0,0

00

pro

stit

utes

in L

ondon

whic

h i

s 3

%

of t

he t

otal

pop

ulat

ion

of

2,3

60

,00

0.

Man

y S

uffr

agett

es

who

went

to

pri

son

refu

sed t

o eat

there

fore

when

a S

uffr

agett

e w

as s

ent

to

pri

son,

it

was

ass

umed t

hat

she w

ould

go

on a

hun

ger

stri

ke a

s th

is

gai

ned m

axim

um p

ublici

ty.

The g

overn

ment

was

sca

red t

hat

the w

omen

mig

ht

die

in

pri

son,

so

they

star

ted t

o fo

rce f

eed t

hem

. T

his

bro

ught

a lo

t of

negat

ive m

edia

at

tent

ion

and t

he g

overn

ment

then

intr

oduc

ed t

he ‘T

em

por

ary

Dis

char

ge f

or H

eal

th A

ct,’

whic

h w

as a

new

law

that

allow

ed w

omen

tob

e s

et

free f

rom

pri

son

if t

hey

refu

sed t

o eat

. T

he l

aw a

lso

gav

e p

olic

e t

he p

ower

to a

rrest

and

im

pri

son

wom

en

agai

n at

a lat

er

dat

e. It

beca

me k

now

n as

the

‘Cat

and

Mou

se A

ct’ b

eca

use t

he

gov

ern

ment

cou

ld a

rrest

and

im

pri

son

Suf

frag

ett

es

as o

ften

as t

hey

wan

ted u

nder

the n

ew

law

. T

he C

at a

nd M

ouse

Act

allow

ed S

uff

ragett

es

to g

o on

a h

unger

stri

ke a

nd

let

them

get

weak

er

and w

eak

er.

When

the S

uffr

agett

es

were

very

weak

they

were

then

rele

ased f

rom

pri

son.

Thos

e w

ho

were

rele

ased w

ere

so

weak

that

they

coul

d

take n

o par

t in

any

vio

lenc

e.

When

they

had

regai

ned t

heir

str

eng

th t

hey

were

re-a

rrest

ed a

nd t

he w

hol

e p

roce

ss s

tart

ed a

gai

n. H

unger

stri

kers

were

for

ce f

ed b

y pri

son

doc

tors

usi

ng s

teel

mou

th c

lam

ps

and t

ubes.

This

was

a p

ainf

ul a

nd b

ruta

l pro

cess

. F

orce

feedin

g s

hoc

ked t

he p

ublic

and g

aine

d a

lot

of s

ympat

hy

for

the S

uffr

agett

es

an

d t

heir

cau

se.

26

You

r hom

ewor

k is

to re

vise

and

learn

key

inf

orm

atio

n fr

om t

he

less

ons

that

we

hav

e had

so

far

this

ter

m. T

his

in

clud

es k

ey

term

s an

d s

mal

l pi

eces

of su

bje

ct k

nowledge

. Y

ou h

ave on

e w

eek

to c

ompl

ete

this

lea

rnin

g.

Ind

ustr

ial

Revo

luti

on

Duc

kin

gS

tool

Hur

rier

Spin

ning

Jenn

y

Patr

iarc

hy

Sup

ers

titi

on

Feud

al

Here

sy

Tes

t Y

ours

elf!

!! W

rite

the

def

init

ions

for

the

key

term

s b

elow

.List

one d

iffe

renc

e a

nd o

ne s

imilarity

betw

een

Peasa

nt W

omen

& W

omen

in t

he I

ndus

trial Age

One

diffe

renc

e:

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

One

sim

ilarity

:

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

__

Why

were

w

omen

lab

elled

as w

itch

es

in

the lat

e

Medie

val

peri

od?

Hom

ew

ork #

2 –

His

tory

–Y

ear

9

Nam

e:

Fam

ily

grou

p:

The I

ndus

trial Revo

lution

: Chang

es

in S

ociety

-List

two

1)

2)

27

Y

our

hom

ewor

k is

to re

vise

and

learn

key

inf

orm

atio

n fr

om t

he

less

ons

that

we

hav

e had

so

far

this

ter

m. T

his

in

clud

es k

ey

term

s an

d s

mal

l pi

eces

of su

bje

ct k

nowledge

. Y

ou h

ave on

e w

eek

to c

ompl

ete

this

lea

rnin

g.

‘Ang

el in

the H

ouse

’

Chat

tel

Hur

rier

Spin

ning

Jenn

y

Patr

iarc

hy

Ind

ustr

ial

Revo

luti

on

Fal

len

Wom

en

188

2M

arri

ed

Wom

en’

s A

ct

Tes

t Y

ours

elf!

!! W

rite

the

def

init

ions

for

the

key

term

s b

elow

.

Hom

ew

ork #

3 –

His

tory

–Y

ear

9

Nam

e:

Fam

ily

grou

p:

Fro

m t

his

sou

rce I

ca

n in

fer…

Fro

m t

his

sou

rce I

ca

n in

fer…

Upp

er

Class

Victo

rian

Wom

en’s

Lives

Low

er

Wor

king

Class

Victo

rian

Wom

en’s

Lives

28

Y

our

hom

ewor

k is

to re

vise

and

learn

key

inf

orm

atio

n fr

om t

he

less

ons

that

we

hav

e had

so

far

this

ter

m. T

his

in

clud

es k

ey

term

s an

d s

mal

l pi

eces

of su

bje

ct k

nowledge

. Y

ou h

ave on

e w

eek

to c

ompl

ete

this

lea

rnin

g.

WS

PU

Suf

frag

ett

e

NU

WS

S

Suf

frag

ist

Fal

len

Wom

en

‘Ang

el in

the

Hou

se’

188

2M

arri

ed

Wom

en’

s A

ct

Cat

& M

ouse

Act

19

13

Tes

t Y

ours

elf!

!! W

rite

the

def

init

ions

for

the

key

term

s b

elow

.

Hom

ew

ork #

4 –

His

tory

–Y

ear

9

Nam

e:

Fam

ily

grou

p:

Fro

m t

his

sou

rce I

can

in

fer…

De

sc

rib

e 2

fe

atu

re

s o

f th

e w

om

en

’s s

uff

ra

ge

mo

ve

me

nt.

One

feat

ure o

f th

e w

omen’

s su

ffra

ge m

ovem

ent

was

…

This

gro

up b

elieve

d/u

sed…

.

A s

eco

nd f

eat

ure o

f th

e w

omen’

s su

ffra

ge m

ovem

ent

w

as …

…

This

gro

up b

elieve

d/u

sed…

.

29

Maths Knowledge Organiser—Spring 1 U

nit

8 -

con

stru

ctio

ns

No

.Q

ue

stio

nA

nsw

er

Exam

ple

8.1

Wh

at d

oes

eq

uid

ista

nt

mea

n?

At

equ

al d

ista

nce

s

8.2

Wh

atd

oes

p

erp

en

dic

ula

r m

ean

?

At

righ

t an

gles

to

8.3

Wh

at d

oes

b

isec

tor m

ean

?C

uts

in h

alf

8.4

Wh

atis

an

an

gle

bis

ecto

r?C

uts

the

an

gle

in h

alf

Un

it 9

–si

mila

rity

an

d c

on

gru

en

ce

No

.Q

ue

stio

nA

nsw

er

Exam

ple

9.1

Wh

at is

en

larg

em

ent?

Ch

ange

sth

e s

ize

of

the

sh

ape

by

a sc

ale

fact

or

fro

m a

cen

tre

po

int

9.2

Wh

at is

th

e s

cale

fa

cto

r?W

hat

all

the

sid

es

are

mu

ltip

lied

by

to g

et

the

en

larg

em

ent

9.3

Wh

at a

re s

imila

r sh

ape

s?Id

en

tica

l in

sh

ape

,an

gles

ar

eth

e s

ame

bu

t d

iffe

ren

t in

siz

e , t

he

rat

io b

etw

een

si

de

sis

th

e s

ame

9.4

Wh

atar

e co

ngr

ue

nt

shap

es?

Ide

nti

cal i

n s

hap

e a

nd

siz

e

9.5

Wh

at a

re t

he

fo

ur

con

gru

en

cy r

ule

s?SS

S

SA

S A

SA

RH

S

9.6

SSS

Sid

e,s

ide

, sid

e (a

ll si

de

s ar

e eq

ual

)

9.7

SAS

Sid

e,A

ngl

e ,S

ide

9.8

ASA

An

gle,

Sid

e, A

ngl

e

9.9

RH

S R

igh

t an

gle

, Hyp

ote

nu

se,

Sid

e

Un

it 1

1 -

po

lygo

ns

No

.Q

ue

stio

nA

nsw

er

Exam

ple

11

.1P

oly

gon

An

y 2

D s

hap

e fo

rmed

w

ith

str

aigh

t lin

es

11

.2R

egu

lar

po

lygo

nA

2D

sh

ape

form

ed w

ith

eq

ual

str

aigh

t lin

es

and

eq

ual

inte

rio

r an

gles

11

.3In

teri

or

angl

esTh

e a

ngl

es in

sid

ea

po

lygo

n

11

.4Su

m o

f in

teri

or

angl

es

(nu

mb

er

of

sid

es

–2

) x

18

0

11

.5Ex

teri

or

angl

es

The

an

gles

ou

tsid

ea

po

lygo

n

11

.6Ex

teri

or

angl

es…

Su

mto

36

0

11

.7In

teri

or a

nd

ex

teri

or

angl

es…

Sum

to 1

80

Un

it 1

0–

tria

ngl

es

and

qu

adri

late

rals

No

.Q

ue

stio

nA

nsw

er

Exam

ple

10

.1W

hat

are

the

pro

pert

ies

of

an

equila

tera

l

tria

ngle

?

All

angl

es a

re t

he

sam

esi

ze

and

all

sid

es

are

the

sam

ele

ngt

h.

10

.2W

hat

are

the

pro

pert

ies o

f a

scale

ne

tria

ngle

?

All

angl

es a

re d

iffe

ren

t siz

es

and

all

sid

es

are

dif

fere

nt

len

gth

s.

10

.3W

hat

are

the

pro

pert

ies o

f a

right-

ang

led

tria

ngle

?

Co

nta

ins

on

e an

gle

of

90

10

.4W

hat

are

the

pro

pert

ies o

f a

isoscele

s

tria

ngle

?

Has

2 s

ide

s o

f eq

ual

len

gth

an

d

2 a

ngl

es o

f eq

ual

siz

e

10

.5W

hat

are

the

pro

pert

ies o

f a

square

?

1.

All

of

its

sid

es

are

the

sa

me

len

gth

.2

.A

ll o

f it

s an

gles

are

eq

ual

(9

0 )

3.

It h

as 2

pai

rs o

f p

aral

lel

sid

es

10

.6W

hat

are

the

pro

pert

ies o

f a

rrecta

ngle

?

1.

Op

po

site

sid

es

are

the

sa

me

len

gth

2.

All

of

its

angl

es a

re e

qu

al

(90 )

3.

It h

as 2

pai

rs o

f p

aral

lel

sid

es

10

.7W

hat

are

the

pro

pert

ies o

f a

rhom

bus?

1.

All

sid

es

are

the

sam

e le

ngt

h2

.N

on

e o

f its

an

gles

are

90

3.

It h

as 2

pai

rs o

f p

aral

lel

sid

es

10

.8W

hat

are

the

pro

pert

ies o

f a

para

llelo

gra

m?

1.

Op

po

site

sid

es

are

the

sa

me

len

gth

2.

No

ne

of i

ts a

ngl

es a

re 9

0

3.

It h

as 2

pai

rs o

f p

aral

lel

sid

es

10

.9W

hat

are

the

pro

pert

ies o

f a

kite?

1.

Ad

jace

nt

sid

es

are

the

sa

me

len

gth

2.

1 p

air

of o

pp

osi

te a

ngl

es

are

equ

al3

.It

has

0 p

airs

of

par

alle

l lin

es

10

.10

What

are

the

pro

pert

ies o

f a

ttra

peziu

m?

1.

It h

as 1

pai

rs o

f p

aral

lel

line

s2

.In

th

e s

pe

cial

cas

e o

f an

is

osc

eles

trap

ezi

um

it h

as

1 p

air

of o

pp

osi

te s

ide

s o

f eq

ual

len

gth

Spri

ng

1

30

Un

it 1

2 -

eq

uat

ion

s

No

.Q

ue

stio

nA

nsw

er

Exam

ple

12

.1W

hat

do

es s

olv

e m

ean

?Fi

nd

th

e u

nkn

ow

nSo

lve

to f

ind

12

.2W

hat

is t

he

un

kno

wn

?Th

e le

tter

in a

n e

qu

atio

n

12

.3W

hat

do

es e

xpan

d m

ean

?M

ult

iply

ou

t th

e b

rack

et in

th

e ex

pre

ssio

n

12

.4W

hat

do

es r

earr

ange

mea

n?

Mak

ean

oth

er le

tter

th

e su

bje

ct o

f th

e eq

uat

ion

Mak

e

the

sub

ject

12

.5W

hat

is t

he

sub

ject

?Th

e le

tter

of t

he

equ

atio

n

wh

ich

is o

n it

s o

wn

on

on

e si

de

12

.6W

hat

is a

lin

ear

equ

atio

n?

An

eq

uat

ion

wh

ich

form

s a

stra

igh

t lin

e o

n a

gra

ph

12

.7W

hat

is a

qu

adra

tic

equ

atio

n?

An

eq

uat

ion

con

tain

ing

a p

ow

er w

hic

h fo

rms

a cu

rved

lin

e o

n a

gra

ph

12

.8>

Gre

ater

th

an

12

.9<

Less

th

an

12

.10

is

gre

ater

th

an 2

12

.11

is

gre

ater

th

an o

r eq

ual

to

2

12

.12

is

less

th

an 2

12

.13

is

less

th

an o

r eq

ual

to

2

12

.14

is

grea

ter

than

2 a

nd

sm

alle

r th

an 4

12

.15

is

gre

ater

th

an o

r eq

ual

to

2 a

nd

sm

alle

r th

an o

r eq

ual

to

4

Un

it 1

3 –

sim

ult

ane

ou

s e

qu

atio

ns

No

.Q

ue

stio

nA

nsw

er

Exam

ple

13

.1W

hat

are

sim

ult

aneo

us

equ

atio

ns?

A p

air

of

equ

atio

ns

that

h

ave

the

sam

e so

luti

on

s fo

r th

e u

nkn

ow

n

Un

it 1

4 –

qu

adra

tic

grap

hs

No

.Q

ue

stio

nA

nsw

er

Exam

ple

14

.1W

hat

is t

he

y in

terc

ept?

Wh

ere

the

grap

h c

ross

es

the

y ax

is

14

.2W

hat

is t

he

max

imu

mp

oin

t?Th

e p

oin

to

f th

e gr

aph

w

her

e th

e gr

adie

nt

= 0

an

d

chan

ges

fro

m p

osi

tive

to

n

egat

ive

14

.3W

hat

is t

he

min

imu

m p

oin

t?Th

e p

oin

to

f th

e gr

aph

w

her

e th

e gr

adie

nt

= 0

an

d

chan

ges

fro

m n

egat

ive

to

po

siti

ve

14

.4W

hat

are

the

roo

ts?

Wh

ere

the

grap

h c

ross

es

the

x ax

is (

the

solu

tio

ns)

Spri

ng

2Maths Knowledge Organiser—

Spring 2

31

Week Hegarty

Clip

Number

Hegarty Clip Title

1 680 Congruence

2 823 Triangles

3 824 Quadrilaterals

4 560 Interior angles in quadrilaterals

5 561 Interior angles in polygons

6 563 Exterior angles in polygons

32

Vocabulary Learning Homework

Research has shown that regular vocabulary learning is very beneficial to a child’s acquisition of language.

Therefore, each week, vocabulary learning is set in MFL. Students are asked to learn 10 words per week

on average (this is at the teachers’ discretion). A proven method for learning vocabulary is “Look, cover,

write, check”.

Students will receive at the start of each half term a vocabulary sheet. There are pictures to help with re-

tention of vocabulary. They are expected to look after this sheet and keep it for the duration of the half-

term. Instructions will be sent for which words the students are to learn via “Classcharts”. For this half-

term, your child is studying “Food and drink” and the vocabulary that is set reflects this.

You can help your child to learn this vocabulary by quizzing them, even a few minutes a day can make a

huge difference. You can also help them by downloading apps such as “Duolinguo” and

“Linguascope” (username: leesbrook, password Leesbrook1)

“Quizlet” is also a useful website where students can quiz themselves. They will need to create an ac-

count, and further details are to be provided next half-term.

Watching TV programmes in the target language and changing your phone settings are also easy ways of

improving your language skills.

If your child does not achieve 7/10 in the weekly vocabulary test, they will sit a detention.

MFL Knowledge Organiser

33

If you feel it is useful, use this grid to help you revise.

LOOK COVER WRITE CHECK

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2

3

4

5

6

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8

9

10

34

Knowledge Required

Rules:

Mixture of Football, Basketball & Ice

Hockey

Played in two teams of 7

1 GK and 6 outfield players

No more than 3 seconds or 3 steps

Cannot go onto the goal area

Defenders do = penalty throw

Attackers do = no goal 60 minutes per game – (2 x 30

minutes) Score by throwing the ball into the net

Side line ball to the opposite team if the ball goes out of play

1 point scored for goal You can block an opponent but cannot

grab them

Game start with a Centre Line

7 metre line (Penalty)

Double dribble – just like basketball Passive play is forbidden (no attempt

to score)

1 foul = Yellow card

2 fouls = 2 minute time out

3 fouls = 2 minute time out

4 fouls = Red card

PE Knowledge Organiser

35

PE Knowledge Organiser

Catching Catching of the ball is an essential technical element in handball. Accurate catching is very important and ensures a fast, smooth and skilful game. Coaching points = W shape, eyes on the ball, feet shoulder width apart

Chest pass

PASS OVER A SHORT DISTANCE WITH NO DEFENDERS INBETWEEN

W Shape = Grip

Step into the pass = Power Extend your arms = Accuracy

Shoulder pass PASS MADE OVER A LONGER DISTANCE WITH POWER AND NO DEFENDERS IN DI-

RECT

Fingers spread as wide as possible = Grip

Step into the pass = Power

Extend your arms = Accuracy

Throw the ball = Distance

Components of fitness and how they are needed?

COF

Definition

How are they used?

Agility The ability to change direction quickly

You need this to dodge and opponent or the GK to dive to save the shot

Balance The ability to maintain equilibrium The ability to hold a fixed position

You need this to not fall over when people are trying to tackle you or when landing

Co-ordination

The ability to use two or more body parts

You need this to throw and catch the ball

Power Strength x speed

You need this when jumping or any explosive actions such as shooting

Reaction Time

The time taken to respond to a stimulus

A GK needs this to react to the ball when somebody has shot at his goal

Re-acting to a referees whistle

Aerobic Endurance

The ability for the cardiorespiratory system (heart/lungs) to supply the muscles with oxy-gen and nutrients to take part in sustained physical activity.

You need this to keep running for the 60 minutes without becoming fatigue.

Speed The ability to move the whole or parts of the body quickly

You need this to run fast past defenders

36

Components of Fitness:

You are going to spend 5 minutes memorising as much information on the following

pages ready for a look, cover, write and check on the next page. It is crucial that you do

not just copy this! The PE department will constantly be asking you throughout the term

on these.

37

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48

INDEPENDENT RESEARCH TASK – IPADS ARE AVAILABLE AT HOMEWORK CLUB IF REQUIRED

49

RE Knowledge Organiser Is

su

es o

f H

um

an

Rig

hts

Key T

erm

s

Cens

orsh

ip:

Lim

itin

g a

ccess

to

som

eth

ing b

eca

use i

t m

ight

caus

e

offe

nse o

r pan

ic.

Discr

imination

: T

reat

ing s

omeon

e

dif

fere

ntly

beca

use o

f th

eir

ap

pear

ance

, ra

ce,

gend

er,

etc

.Extr

emism

: B

elievi

ng i

n an

d s

uppor

ting

id

eas

that

are

very

far

from

what

mos

t peop

le c

onsi

der

corr

ect

or

reas

onab

le.

Hum

an

Rights

: W

hat

we a

re e

ntit

led t

o to

keep u

s sa

fe,

free a

nd e

qual

.Pers

onal Con

vict

ion:

Som

eth

ing a

pers

on s

tron

gly

feels

or

believe

in.

Pre

judice:

Jud

gin

g s

omeon

e b

efo

re

kno

win

g t

hem

.Relative

Pov

ert

y:

Feeling

that

you

are

poo

r in

com

par

ison

to

others

in

soci

ety

.Abso

lute

Pov

ert

y:

Not

hav

ing a

ccess

to

the b

asic

s ne

eded f

or s

urvi

val.

Soc

ial Jus

tice

: Pr

omot

ing a

fai

r so

ciety

b

y ch

alle

ngin

g i

njus

tice

and v

alui

ng d

ivers

ity.

Christ

ianity

Islam

Dig

nity

of

Hum

an L

ife

Christ

ianity

Islam

Christ

ianity

Islam

Rac

ial Pr

eju

dic

e &

Dis

c

Christ

ianity

Islam

Preju

dic

e &

Dis

crim

inat

ion

Sources of Authority

Sources of Authority

Sources of Authority

Sources of Authority

Chri

stia

nity

in

blu

eIsl

am in

green

Aga

pe in

Act

ion

Amne

sty I

ntern

ation

al

Why

they

figh

t fo

r H

uman

R

ights

:

How

they

figh

t fo

r H

uman

R

ights

:

Chr

isti

ans

bel

ieve

tha

t ea

ch p

erso

n is

sac

red

and

w

orth

y of

res

pect

and

dig

nity

. B

ecau

se o

f th

is,

Chr

isti

ans

feel

tha

t ea

ch p

erso

n sh

ould

be

trea

ted

wit

h un

cond

itio

nal l

ove.

Jesu

sta

ught

tha

t sh

owin

g co

ncern

for

othe

rs i

s a

bas

ic d

uty.

T

his

is r

einf

orce

d in

the

Par

able

of

the

Goo

d

Sam

arit

an.

Hel

ping

oth

ers

is a

rel

igio

us dut

y –

failin

g to

do

this

is

failin

g God

.E

very

one

is m

ade

‘imag

o d

ei’ –

in t

he i

mag

e of

God

. E

very

one

shou

ld h

ave

dig

nity

, equ

alr

ight

s an

d

trea

tmen

t.

“do

unto

oth

ers

as

you

wou

ld h

ave t

hem

do

unto

yo

u”.

Isla

m t

each

es t

hat Allah

crea

ted

all h

uman

s an

d

are

part

of

‘Allah

’s f

amily’

, and

tha

t th

ey s

houl

d

be

trea

ted

wit

h d

igni

ty a

nd t

ake re

spon

sibility

for

each

oth

er.

The

Ummah

are

expe

cted

to

care

for

eac

h ot

her

‘like

a sh

ephe

rd i

s re

spon

sible

for

his

fl

ock’. M

uhammad

said

tha

t ev

ery

acti

on t

o he

lp

othe

rs w

as s

adaq

ah–

a kin

dne

ss t

hat

plea

ses

Allah

. T

hese

act

ions

will b

e re

war

ded

in

para

dis

e.

Muh

amm

ad a

lso

said

tha

t yo

u ar

e no

t a

true

M

uslim

unt

il y

ou a

re k

ind

to

your

neighbou

r.

Mus

lim

s al

so b

elie

ve t

hat

“he

who

eat

s w

hils

t hi

s bro

ther

goe

s hu

ngry

is

not

a tr

ue M

uslim

”.

Aga

pe i

s se

lfle

ss lo

ve a

nd c

ompa

ssio

n to

war

ds

anot

her

hum

an b

ein

g. A

gape

is

show

n th

roug

h t

he w

ork o

f in

div

idua

ls li

ke

Mot

her

Tere

sa, th

e S

alva

tion

Arm

y an

d

Str

eet

Past

ors.

Mot

her

Tere

sa:

care

d s

elf

less

ly f

or t

he

unw

ante

d a

nd u

nlov

ed

ill i

n C

alcu

tta

–op

eni

ng h

ospi

ces

and

orp

han

ages.

Str

eet

Past

ors:

vol

unte

ers

fro

m c

hur

ches

who

go int

o ci

ty c

ent

res

on F

rid

ay a

nd

Sat

urd

ay n

ights

–ca

ring

for

the

vuln

era

ble

, dru

nk, lo

st, a

nd h

omele

ss.

The I

slam

ic e

quiv

alent

of

agap

e in

acti

on is

called

Um

mah

in A

ctio

n.

Um

mah

in A

ctio

n is

dem

onst

rate

d

thro

ugh t

he g

ivin

g of

zak

ahan

d

sad

aqah

, as

well a

s th

roug

h c

har

itie

s su

ch a

s Isl

amic

Relief.

Christ

ian/

Mus

lim F

orum

is B

ased in

Lond

on.

It

bri

ngs

toge

ther

Chr

isti

ans

and M

uslim

s fr

om

aro

und t

he c

oun

try

to

bui

ld g

ood r

ela

tions

hips

. It

has

four

Chr

isti

an m

inis

ters

who

are

sele

cted f

rom

dif

fere

nt C

hris

tian

Chu

rche

san

d f

our

Mus

lim P

resi

dent

s w

ho r

epr

ese

nt t

he d

iffe

rent

tra

dit

ions

. Thr

oug

h in

terf

aith

dia

logu

e a

nd a

ctiv

itie

s, t

he F

oru

m

seeks

to e

duc

ate a

nd c

ampa

ign

for

a gr

eat

er

unders

tand

ing

betw

een

relig

ions

.

All p

eopl

e ar

e eq

ual, a

ltho

ugh

not

the

sam

e.

All p

eopl

e ar

e im

port

ant

in t

heir

ow

n ri

ght

as

they

are

cre

ated

by

Allah

.

We

can

lear

n fr

om M

uham

mad

’s (

pbuh

) ex

ampl

e,

ie:

show

ing

resp

ect

for

wom

en.

The

um

mah

(the

com

mun

ity

of M

uslim

bel

ieve

rs)

cros

ses

all c

ultu

ral, r

acia

l and

gen

der

bou

ndar

ies.

T

his

prov

es t

hat

ever

yone

is

equa

l an

d t

hat

dis

crim

inat

ion

is u

nacc

epta

ble

.

The

act

of

pray

er d

emon

stra

tes

equa

lity

–E

VE

RY

ON

E p

rays

in

exac

tly

the

sam

e w

ay,

show

ing

that

bef

ore

God

eve

ryon

e is

equ

al.

“An

Ara

b is

not

bett

er

than

a N

on-

Ara

b,

a w

hit

e p

ers

on is

not

bett

er

than

a b

lack

pers

on”.

P &

D a

re u

nacc

epta

ble

bec

ause

the

y go

aga

inst

key

Chr

isti

an t

each

ings

suc

h as

‘lov

e th

y ne

ighb

our’

.T

he T

en C

omm

and

men

ts g

ive

guid

ance

on

livi

ng in

ha

rmon

y w

ith

othe

rs.

Chr

isti

ans

follow

Jes

us’ e

xam

ple,

i.e

.: lo

okin

g af

ter

outc

asts

and

ten

din

g to

the

lep

er. T

his

prov

ed

that

all p

eopl

e ar

e eq

ual an

d w

orth

y of

kin

dne

ss.

The

par

able

of

the

Goo

d S

amar

itan

tea

ches

C

hris

tian

s to

tre

at all

peop

le w

ith

love

and

kin

dne

ss.

All p

eopl

e ar

e eq

ually

valu

able

and

can

hav

e a

rela

tion

ship

wit

h G

od “

for

God

doe

s no

t sh

ow

favo

urit

ism

”.

At

Cre

atio

n, A

llah

mad

e m

an f

rom

7 d

iffe

rent

co

lour

ed h

and

fuls

of

clay

. T

his

show

s A

llah

d

esig

ned

hum

an b

eing

s to

hav

e d

iffe

rent

rac

es.

Dis

crim

inat

ion

is t

here

fore

aga

inst

Allah

.In

his

fin

al s

erm

on M

uham

mad

sai

d “A

n A

rab is

no

t bet

ter

than

a N

on-A

rab, a

whi

te p

erso

n is

no

t bet

ter

than

a b

lack

per

son”

.T

he U

mm

ahcr

osse

s al

l rac

ial b

ound

arie

s –

anyo

ne a

nd e

very

one

can

be

a M

uslim

, so

all a

re

equa

l.

Dis

crim

inat

ion

is a

gain

st C

hris

tian

tea

chin

gs s

uch

as

‘love

thy

nei

ghbou

r’.

God

cre

ated

all h

uman

bei

ngs

as e

qual

s no

mat

ter

thei

r ra

ce, ge

nder

or

abilit

y.

“The

re i

s ne

ithe

r J

ew

nor

Gen

tile

, m

ale

nor

fem

ale,

for

all a

re o

ne in

Jes

us

Chr

ist”

.In

Gen

esis

it

says

tha

t G

od c

reat

ed a

llhu

man

bei

ngs

in h

is im

age.

Mar

tin

Lut

her

Kin

g bel

ieve

d i

n a

foug

ht f

or t

he e

qual

ity

of a

ll m

en,

as a

ll d

eser

ve

equa

lity

, dig

nity

and

res

pect

.

“An

Ara

b is

not

bett

er

than

a N

on-

Ara

b,

a w

hit

e p

ers

on is

not

bett

er

than

a b

lack

pers

on”.

“There

is

neit

her

Jew

nor

G

ent

ile, m

ale n

or f

em

ale,

for

all ar

e o

ne i

n J

esu

s Chri

st”.

“There

is

neit

her

Jew

nor

G

ent

ile, m

ale n

or f

em

ale,

for

all ar

e o

ne i

n J

esu

s Chri

st”.

“He w

ho

eat

s w

hilst

his

b

roth

er

goe

s hun

gry

is

not

a tr

ue M

uslim

”.

“what

eve

r yo

u did

for

one

of t

he le

ast

of t

hese

bro

thers

and

sis

ters

of

min

e, yo

u did

for

me.'

All d

ese

rve d

igni

ty a

nd

freedom

fro

m o

ppre

ssio

n.

Post

card

cam

pai

gns

.E

mai

l ca

mpai

gns

.Lob

byi

ng f

oreig

n /

corr

upt

gov

ern

ment

s.Pa

ssin

g i

nfor

mat

ion

on h

uman

rig

hts

’ ab

uses

to t

he m

edia

.E

mplo

ying

hum

an r

ights

dete

ctiv

es.

Con

cert

s an

d f

undra

isers

.

“He w

ho

eat

s w

hilst

his

b

roth

er

goe

s hun

gry

is

not

a tr

ue M

uslim

”.

50

RE Knowledge Organiser

Christ

ianity

Islam

Acq

uisi

tion

& U

se o

f W

eal

th

Sources of Authority

Beliefs

Act

ions

Sources of Authority

Beliefs

Act

ions

Islamic R

elief

Sources of Authority

Christ

ian

Aid

Ca

se

Stu

die

s

Belief/

pers

onal

con

vict

ion:

Con

flic

t w

ith t

he law

:

Act

ions

:

Ma

rtin

Lu

th

er

Kin

g

Belief/

pers

onal

con

vict

ion:

Con

flic

t w

ith t

he law

:

Act

ions

:

Osc

ar

Ro

me

ro

Belief/

pers

onal

con

vict

ion:

Con

flic

t w

ith t

he law

:

Act

ions

:

Ma

lala

He k

new

that

all t

he s

uffe

ring

he s

aw a

roun

d h

im w

as

tem

por

ary

beca

use w

hen

our

live

s on

ear

th a

re o

ver

we c

an

join

God

in

Heav

en.

H

e b

elieve

d i

t w

as h

is m

issi

on t

o defe

nd

the p

oor

and w

eak

. H

e b

elieve

d i

n so

cial

jus

tice

.

El S

alva

dor

beca

me a

“se

curi

ty s

tate

” w

here

Hum

an

Rig

hts

were

sus

pend

ed a

nd ‘ene

mie

s’ w

ere

execu

ted

at w

ill.

Pro

test

s ag

ains

t un

fair

ele

ctio

ns e

nded i

n b

lood

shed a

s so

ldie

rs m

achin

e-g

unne

d t

he c

row

ds.

He ins

truc

ted a

ll p

riest

s to

off

er

sanc

tuar

y to

thos

e

thre

atene

d b

y go

vern

ment

tro

ops.

He p

raye

d p

ublicl

y at

le

ngth

besi

de h

is f

riend

’s r

em

ains

, an

d t

hen

bur

ied h

im

wit

hou

t ga

inin

g go

vern

ment

perm

issi

on –

a cr

imin

al o

ffenc

e.

He e

xco

mm

unic

ated t

he m

urdere

rs o

f his

fri

end

s. H

e

star

ted t

o op

enl

y sp

eak

out

aga

inst

the g

overn

ment

, an

d h

old

meeti

ngs

whic

h h

ad b

een

ban

ned.

All p

eop

le a

re m

ade b

y G

od a

nd m

ade e

qual

ly b

y G

od.

Eve

ryon

e d

ese

rves

hum

an d

igni

ty a

s w

e a

re a

ll m

ade in

God

’s

imag

e.

We s

hou

ld s

how

unc

ondit

iona

l lo

ve t

o ot

hers

–fo

rgiv

ing

the

evi

l deed a

nd t

urni

ng t

he o

ther

cheek.

The s

outh

ern

sta

tes

of A

meri

ca h

ad “

Jim

Cro

w”

or r

acis

t la

ws

whic

h a

llow

ed lega

l se

grega

tion

of

bla

ck a

nd w

hit

e A

meri

cans

.

Bla

cks

were

deni

ed e

qual

ity,

pro

tect

ion

by

the law

and

the

oppor

tuni

ty t

o su

cceed d

ue t

o in

stit

utio

nal ra

cism

and

pop

ular

ly a

ccepte

d r

acis

t at

titu

des.

He m

oved

to

Mon

tgom

ery

, A

lab

ama

to w

ork in

the ‘d

eep

sout

h’ a

s a

reve

rend

. H

elp

ed

lead

the B

us B

oyco

tt in

195

5/6

. L

ed

the N

AA

CP

in p

eac

efu

lly

prot

est

ing

for

equ

al r

ights

. Help

ed

run

a s

tud

ent

pro

test

gro

up,

usin

g th

e

meth

od o

f ci

vil d

isob

ed

ienc

e.

Spo

ke o

ut p

ublica

lly

agai

nst

raci

sm a

nd

viol

enc

e.

Led

the M

arch

on

Was

hin

gton

where

he g

ave t

he “

I h

ave a

dre

am”

speech

.

Gre

ed

and

sno

bb

ishne

ss u

nacc

ept

able

. N

o le

ndin

g fo

r pr

ofit

/ u

nfai

r m

eth

ods

of g

ett

ing

mon

ey.

M

any

Chri

stia

ns d

o no

t pl

ay t

he N

atio

nal Lot

tery

/

gam

ble

.

Tru

e g

ivin

g sh

ould

inv

olve

sac

rifi

ce.

The P

arab

le o

f th

e S

heep

and

the

Goa

ts t

eac

hes

us t

hat

thos

e w

ho

help

th

e n

eed

y w

ill g

o to

heav

en.

The g

reed

y an

d t

hos

e w

ho

hoa

rd

mon

ey

will n

ot g

o to

heav

en

eit

her.

A l

ove o

f m

oney

will d

istr

act

you

from

lo

ving

God

. “Y

ou c

anno

t se

rve b

oth

God

and

mon

ey”

.

“it

is e

asie

r fo

r a

cam

el

to g

o th

roug

h

the e

ye o

f a

needle

th

an a

ric

h m

an t

o ent

er

heav

en”

.

All w

eal

th is

a g

ift

and

ble

ssin

g fr

om

Allah

. I

t is

not

wro

ng t

o b

e w

eal

thy

but

the m

ore y

ou h

ave t

he m

ore

gene

rous

you

shou

ld b

e. T

he v

alue

of

mon

ey

is in

the g

ood

that

you

can

do

wit

h it

(e.g

.: b

y gi

ving

sad

aqah

–ex

tra

don

atio

ns t

o ch

arit

y).

Allah

te

sts

believe

rs o

n how

well t

hey

use

their

weal

th.

Weal

th c

anno

t b

e a

cqui

red

in

dis

hon

est

way

s. W

eal

th s

hou

ld n

ot

be u

sed

to

har

m o

r ex

ploi

t ot

hers

–b

eca

use o

f th

is g

amb

ling

is

forb

idd

en,

no

lend

ing

for

prof

it, no

d

ishon

est

y.

“Bew

are o

f gre

ed f

or i

t is

read

y pov

ert

y”.

As

a M

uslim

Mal

ala

believe

s fi

erc

ely

in

equ

alit

y an

d t

he r

ights

of

wom

en

to a

ccess

educ

atio

n.

(She a

lso

believe

s th

at t

ruth

mus

t tr

ium

ph. S

he b

elieve

s in

fo

rgiv

ene

ss.)

She liv

ed in

a re

gion

of

Pakis

tan

where

the T

alib

an h

ad t

aken

auth

orit

y. T

hey

were

deny

ing

peop

le f

reedom

to

pra

ctic

e

their

ow

n ve

rsio

n of

Isl

am (

for

exam

ple

for

cing

gir

ls t

o co

ver

their

fac

es,

bur

ning

boo

ks

and C

Ds

that

they

thou

ght

were

‘o

ffens

ive’) a

nd t

hey

were

refu

sing

to

allo

w g

irls

to

acce

ss

educ

atio

n or

go

to

schoo

l.

She s

ecr

etl

y w

rote

a b

log

for

the B

BC a

bou

t life

und

er

the

Tal

iban

.S

he p

ublica

lly

spok

e o

ut a

gain

st t

he T

alib

an a

nd f

or g

irls

ri

ghts

to

educ

atio

n in

Pak

ista

n.

She h

as c

onti

nued t

o w

ork f

or r

ights

to

educ

atio

n fo

r al

l –

esp

eci

ally

gir

ls –

acro

ss t

he w

orld

. S

he h

as c

reat

ed t

he

Mal

alaf

und

whic

h r

uns

pro

ject

s sp

onso

ring

gir

ls e

duc

atio

n in

Ind

ia,

Afg

han

ista

n, N

igeri

a an

d in

refu

gee c

amps.

•A

s a

Chri

stia

n or

gani

sati

on

they

believe

in ju

stice,

fairne

ss a

nd e

qual

oppor

tunities

for

all.

•T

hey

believe

that

caring

fo

r ot

hers

is

a b

asic

dut

y.

•T

hey

believe

that

show

ing

“lov

e” and

resp

ect

is

a

command

of

Jesu

sth

at

they

mus

t fo

llow

.•

Chri

stia

nity

teac

hes

that

eve

ryon

e d

ese

rves

dignity

, an

d w

here

there

is

inju

stic

e

this

is

not

pos

sible

.

Proj

ect

s help

ing

farm

ers

wor

k

wit

h n

ew

too

ls, equ

ipm

ent

, an

d

arid

lan

d.

Tra

inin

g–in

clud

ing

lite

racy

cl

asse

s fo

r w

omen

and

man

agem

ent

cla

sses.

Proj

ect

s un

itin

g co

mm

unit

ies

thro

ugh e

stab

lish

ing

and f

undin

g lo

cal gr

oups.

Proj

ect

s pro

vidin

g ac

cess

to

ess

ent

ial re

sour

ces

such

as

wat

er

by

dig

ging

wells

and

creat

ing

irri

gati

on s

yste

ms.

Giv

e a

ccess

to

mon

ey

thro

ugh

loan

s a

low

int

ere

st r

ates

to

allo

w d

eve

lopm

ent

.

“what

eve

r yo

u did

for

one o

f th

e le

ast

of

these

bro

thers

and

si

sters

of

min

e, yo

u did

for

me.'

•M

uham

mad

sa

id t

hat

yo

u ar

e n

ot a

tru

e

Mus

lim

unt

il y

ou a

re

kin

d t

o yo

ur neighbou

r.

Mus

lim

s al

so b

elieve

th

at “

he w

ho

eat

s w

hilst

his

bro

ther

goe

s hun

gry

is

not

a tr

ue

Mus

lim

”.

•R

efe

renc

es

to b

ein

g

char

itab

le a

nd

com

pas

sion

ate a

re

thro

ughou

t th

e Q

ur’a

n.

Prov

ide 1

stw

ave e

merg

enc

y re

lief

afte

r dis

aste

rs –

eg:

ear

thqu

akes,

flo

ods

–pro

vidin

g w

ater,

heal

thca

re, cl

othin

g.

Prov

ide f

amin

e r

elief.

Run

wat

er

eng

ineeri

ng p

roje

cts.

Run

an

orphan

spon

sors

hip

pro

gram

–pro

vidin

g ch

ildre

n w

ith g

ifts

, su

mm

er

cam

ps,

a

soci

al w

orker,

etc

.

Educ

atio

n pro

gram

–bui

ldin

g an

d

reno

vati

ng

schoo

ls, st

ockin

g th

em

, tr

aini

ng t

eac

hers

and

su

bsi

dis

ing

food

.

“He w

ho

eat

s w

hilst

his

b

roth

er

goe

s hun

gry

is

not

a tr

ue M

uslim

”.

51

H

om

ew

or

k

Ac

tiv

ity

#1

Year

9

Is

su

es o

f H

um

an

Rig

hts

U

nit

#2

“There

is

too

muc

h inj

usti

ce

to m

ake a

dif

fere

nce”.

D

o yo

u ag

ree?

Key

Chri

stia

n beliefs

abou

t H

uman

Rig

hts

/

Hum

an D

igni

ty

Key

Isl

amic

beliefs

abou

t H

uman

Rig

hts

/

Hum

an D

igni

ty

Desc

rib

e h

ow r

eligi

ous

believe

rs w

ork

for

soci

al j

usti

ce.

[5]

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52

H

om

ew

or

k

Ac

tiv

ity

#2

Year

9

Is

su

es o

f H

um

an

Rig

hts

U

nit

#2

“There

is

too

muc

h inj

usti

ce

to m

ake a

dif

fere

nce”.

D

o yo

u ag

ree?

Desc

rib

e h

ow o

ne r

eligi

ous

believe

r w

orke

d f

or H

uman

Rig

hts

. [

5]

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Pers

onal

C

onvi

ctio

n is

_

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_

Pers

onal Con

vict

ion

Con

flict

with t

he L

aw

Act

ions

Osc

ar R

omero

53

Science homework—Educake Quiz

A quiz will be set every Tuesday and checked by the teacher during the week to see if it is

complete. You will get one week to complete the quiz.

Date of quiz set

Date Due Tick box if completed and write the date completed

Score out of 20

25/02/20 03/03/20

03/03/20 10/03/20

10/03/20 17/03/20

17/03/20 24/03/20

24/03/20 31/03/20

31/03/20 07/04/40

54

Technology Knowledge Organiser K

no

wle

dg

e O

rga

nis

er:

Te

ch

no

log

y Y

ea

r 9

Textile

s: S

pri

ng

Te

rm

De

sig

n

De

sig

n b

rie

f

Sp

ec

ific

atio

n

Tem

pla

te

Pa

tte

rn

Ou

tlin

e

De

tail

Jo

inin

g s

titc

h

De

co

rative

stitc

h

Em

be

llish

me

nt

Co

nst

ruc

tio

n

Ma

nu

fac

ture

Fa

bric

Sh

ea

rs

Ne

ed

le

Pin

s

Ap

pliq

ue

Cro

ss S

titc

h

Lac

ed

ru

nn

ing

stitc

h

Bla

nke

t st

itc

h

Ove

rstitc

h

Ru

nn

ing

stitc

h

Se

qu

ins

Felt

Fle

ec

e

Po

m-p

om

Ass

em

ble

Jo

inin

g S

titc

he

s

De

co

rative

Stitc

he

s

Ru

nn

ing

stitc

h

Ba

ck s

titc

h

Ove

r st

itc

h

Bla

nke

t st

itc

h

Cro

ss s

titc

h

Ch

ain

stitc

h

Sa

tin

stitc

h

Lac

ed

ch

ain

stitc

h

De

ep

:A

cc

ura

te,

ev

en

ly-

spa

ce

d, sm

all

stitc

he

sD

ee

p-c

ha

lle

ng

e s

titc

he

s:B

lan

ke

t, c

ha

in, sa

tin

Se

cu

re-c

ha

lle

ng

e:

Ap

pliq

ue

De

ep

-ch

alle

ng

e c

on

stru

ctio

n:

Ea

rs, h

orn

s, p

om

-po

m, sp

ike

s

55

Task 1: Product Analysis

Complete the product analysis below.

Ye

ar

9 H

om

ew

ork

: P

rod

uc

t A

na

lysi

s

Na

me

: ________________________

De

sig

ne

rsa

na

lyse

pro

du

cts

sim

ilar

toth

eo

ne

sth

ey

are

go

ing

tod

esi

gn

an

dm

an

ufa

ctu

reto

he

lpth

em

toc

rea

tea

co

mp

etitiv

e,

suc

ce

ssfu

lpro

du

ct.

On

ete

ch

niq

ue

the

yu

seis

ca

lled

AC

CESS

FM

.

An

aly

seth

efle

ec

eh

at

usi

ng

AC

CESS

FM

.Y

ou

mu

stp

rov

ide

cle

ar

rea

son

sfo

ryo

ur

an

swe

rs.

Ae

sth

etic

s-

this

me

an

s w

ha

t it

loo

ks

like

. Exp

lain

th

e c

olo

ur

an

d

style

.

________________________________

________________________________

________________________________

________________________________

Cu

sto

me

r -

wh

o is

th

is t

arg

ete

d

at?

Ho

w d

o y

ou

kn

ow

?

________________________________

________________________________

________________________________

________________________________

Co

st -

ho

w m

uc

h d

o y

ou

th

ink

this

ha

t w

ou

ld s

ell

for?

Exp

lain

wh

y.

________________________________

________________________________

________________________________

________________________________

En

viro

nm

en

t -

fle

ec

e is

ma

de

fro

m s

yn

the

tic

po

lye

ste

r. T

his

is a

typ

e o

f p

last

ic.

All

pla

stic

s a

re

ma

de

fro

m o

il. D

oe

s th

is h

av

e a

po

sitiv

e o

r n

eg

ativ

e im

pa

ct

on

the

en

viro

nm

en

t? W

hy?

________________________________

________________________________

________________________________

________________________________

________________________________

Siz

e–

wh

at

size

do

yo

u t

hin

k t

his

ha

t sh

ou

ld b

e t

o f

it t

he

use

r a

nd

wh

y?

________________________________

________________________________

________________________________

________________________________

Sa

fety

–w

ha

t sa

fety

fe

atu

res

are

imp

ort

an

t a

nd

wh

y?

________________________________

________________________________

________________________________

________________________________

________________________________

Fu

nc

tio

n–

ho

w s

uc

ce

ssfu

l is

the

ha

t a

s a

wo

rkin

g h

at,

ke

ep

ing

a

he

ad

wa

rm?

________________________________

________________________________

________________________________

________________________________

________________________________

Ma

teria

ls–

ho

w w

ou

ld t

he

se

ma

teria

ls f

ee

l? Is

th

is g

oo

d?

Sh

ou

ld t

he

y b

e w

ash

ab

le?

Wh

y?

________________________________

________________________________

________________________________

________________________________

________________________________

56

Task 2: Care label symbols

Learn the different symbols found on a care label. You can fill in your

research in the table below.

Symbol What does it mean

57

Task 3: Design

Design 3 different styles of thermal socks for the Go Polar range.