Pre-Reading Year 8 Homework Booklet
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Pre-reading Year 8 homework booklet Christmas Holidays 2020 1 Contents Page 3 Introduction and reading rules Pages 4-6 History: Abolition of the slave trade in Britain Pages 7-8 Geography: Development Pages 9-11 Food: Does culture influence the way I cook? Pages 12-13 Graphics: Why do we buy what we buy? Pages 14-16 English: Why I stopped hating Shakespeare by James Baldwin Pages 17-19 Maths: Sequence and inequalities Pages 20-21 Music: Pianos and keyboards Pages 22-28 Drama: Styles of theatre Pages 29-31 Art: Paul Cezanne’s boring paintings Pages 32-34 Computing: Web applications Pages 35-36 EBC: Life after death Pages 37-38 French: Hobbies and leisure Pages 39-41 Science: The atom Pages 42-43 PE: Methods of training 2 Introduction This homework booklet is designed to encourage you to read and research the topics you will be studying in each subject next term. Research shows that pupils who read regularly, achieve higher results in tests. WPSFG Reading Rules First reading is understanding • Highlight any words you do not understand and try to use strategies to work out what they mean • Track with a ruler • Summarise key points Second reading is zooming in • Identifying any interesting features • How does the extract make you feel? • How might this extract be interpreted by others? Once you have finished your pre-reading, look for other examples of research and reading you could do. 3 History: Abolition of the slave trade in Britain Elizabeth Heyrick: Abolitionist Campaigner Elizabeth Heyrick is best known for her work with the Abolitionists of the late 1700’s and early 1800’s. Sadly, she would pass before Slavery would be abolished, yet her arguments resonated on both sides of the Atlantic in the pursuit of Abolishing Slavery. Born as Elizabeth Coltman, in 1789, in Leicester, Elizabeth became a member of the Society of Friends and devoted herself to social reform. As well as becoming a prison visitor, she wrote political pamphlets about a range of issues, from the Corn Laws to the harsh treatment of vagrants. However, her overriding interest was in the abolition of slavery in the British colonies. Heyrick began campaigning for a new sugar boycott in Leicester, with the help of Lucy Townsend, Mary Lloyd, Sarah Wedgwood and Sophia Sturge. She visited all of the city’s grocers to urge them not to stock slave-grown goods. She described the West India planters as being like thieves and those who bought their produce, like receivers of stolen goods. Hayrick criticised the mainstream anti-slavery figures for being slow, cautious and accommodating. In 1824, Elizabeth published her pamphlet ‘Immediate not Gradual Abolition’. This differed from the official policy of gradual abolition and William Wilberforce gave out instructions for leaders of the movement not to speak at women’s anti-slavery societies, as most of which supported Heyrick. 4 However, Heyrick’s pamphlet was distributed and discussed at meetings all over the country. In 1830, the Female Society for Birmingham submitted a motion to the National Conference of the Anti-Slavery Society calling for a campaign for an immediate end to slavery in the British colonies. Elizabeth suggested that the women’s associations should withdraw their funding for the Anti-Slavery Society, if it did not support this resolution. As the Female Society for Birmingham was one of the largest donors to central funds, it was influential across the whole network of ladies’ associations, which supplied over a fifth of all donations. At the conference in May 1830, the Anti-Slavery Society agreed to drop the words “gradual abolition” from its title and support the Female Society’s plan for a new campaign calling for the immediate end to slavery. Elizabeth Heyrick died in 1831 and therefore did not live to see the passing of the 1833 Abolition of Slavery Act. Glossary Abolitionists – People who sought to get rid of, or abolish, slavery during the 19th century. Society of Friends – An offshoot of the Christian religion, now more commonly known as Quakers. Corn Laws – Tariffs and trade laws placed on imported food during the 19th century which benefited already rich landowners by driving up the price of goods. Vagrants – A person without a fixed home or income who moves from place to place and often lives by begging. West India Planters – Sugar merchants, plantation owners and colonial agents who formed a society and played a major role in resisting the abolition of the slave trade. William Wilberforce – A British politician and leader of the movement to abolish slavery. Key Questions 1. Why do you think Elizabeth Heyrick was threatening to stop funding the Anti- Slavery Society if they did not stop using the word ‘gradual’ in its abolishment campaigns? 2. How has slavery and the abolition of it shaped Britain today? Were you aware that women played a role in the Abolitionists? 5 Key Players in the Abolition Movement Thomas Clarkson Thomas Clarkson was one of the most prominent eighteenth-century anti-slavery campaigners. Described by one contemporary as a 'moral steam-engine', he was an Anglican clergyman who had had a passionate interest in the abolition of the slave trade since his time at Cambridge University. As a student he wrote a prize-winning essay on slavery, which was later published and brought him into contact with other anti-slavery campaigners like Granville Sharp. Olaudah Equiano Equiano was one of the most prominent black campaigners in the anti-slavery campaign. He was an ex-slave who, by the 1780s, lived as a free man in London. He is mostly remembered for his 1789 autobiography. It tells of his kidnap in Nigeria, his being sold into slavery, his journey to the West Indies, his life as a slave and his struggle to buy his freedom. Between 1789 and 1794, there were nine editions of the book and it was translated into many languages. Although not the first account of slavery from an African point of view, his book became the most popular and widely read. William Wilberforce William Wilberforce was the main figurehead in Parliament for the Abolitionist campaign. He was born in Kingston-upon-Hull into a wealthy family of wool merchants and represented the town as MP. He was recruited by Thomas Clarkson, who recognised that, in order to get Parliament to change the law, the anti-slavery cause needed a brilliant advocate inside Parliament itself. Wilberforce was very well suited for this role. He was a great orator, wealthy, well connected, known for his integrity and was particularly keen to improve society, especially from 1785 after his conversion to evangelical Christianity. 6 Geography: Development Information taken from BBC: Bitesize Generally, most more economically developed countries are in the northern hemisphere and most less economically developed countries are in the southern hemisphere. There are exceptions such as Australia and New Zealand. The Brandt Line is an imaginary division that has provided a rough way of dividing all of the countries in the world in to the rich north and poor south. Many countries in the poor south have become more developed since the 1980s and so many people now think that the Brandt line is no longer useful. For example, some countries that are considered to be 'developing' have experienced rapid growth (especially in manufacturing industries) in recent years. We call these countries the newly industrialised countries (NICs) eg China, Brazil and Mexico. Why have NICs grown? • strong, stable government • a switch from agricultural to manufacturing and service jobs • a focus on exports and trade • products are kept cheap and competitive by using cheap, well-disciplined workers • profits are invested in developing more industries and buying home produced goods - a multiplier effect • over time the workforce becomes better educated and more skilled Factors affecting development There are lots of reasons why some countries are much less developed than others. The reasons are complex and vary from place to place. 7 Physical factors • Climate - many of the poorest countries are in the tropics where it is hot, the land is less fertile, water is scarce, and diseases flourish. • Natural resources - some raw materials are valuable and can help a country develop if they have the resources to collect and process them, eg oil, diamonds, forests and gold. • Location - being near trade routes and having access to the sea, eg ports have been important for trade. Landlocked countries are at a disadvantage. • Natural hazards - some places are vulnerable to natural disasters, eg Haiti is located in an area prone to earthquakes and hurricanes. Historical/political factors • Trade - goods are traded on a global scale but it is difficult for poor countries to compete. Some believe the rules of trade are unfair. Rich countries can raise tariff barriers to stop cheap imports undercutting their own goods. In the past some countries made money by colonising other countries and using their raw materials to produce manufactured goods. • Corruption/poor management - countries need strong, stable and honest leaders to help them develop. • War - wars use up resources and make it difficult to produce goods and trade. Social factors • Discrimination - some groups may have fewer opportunities and this can hold back overall development, eg if women are not educated to the same standard as men. • Population - overpopulation occurs where population growth outstrips resources. Questions to Think About Why do you think a lot of countries might have become more developed during the 1980s? What factors might have made this a time of rapid development. What role do you think technology might have played in this? 8 Food: Does culture influence the way I cook? Let’s eat together: how immigration made British food great.