Year 9 History Revision Booklet Contents 1. Short Answer Questions to answer and revise 2. Active Revision Strategies 3. Dates and chronology 4. Describing the effect of an historical event 5. Explaining why historical events happened 6. The Point-Evidence-Explain structure to use in your answers 7. Linking Causes 8. Using Sources 9. Revision Checklist. 1 Revision Task 1: Find out the answers for these questions and learn them for the exam The Industrial Revolution . What date is given as the start of the Industrial Revolution? . What could an inventor obtain from the government to stop someone copying their idea? . Name three of Isambard Kingdom Brunel’s successful projects. The first railway line built in Britain in 1830 ran between which two cities? . Laws passed in 1842 and 1844 improved conditions for what type of workers? . The population of Britain was said to be 8 million in 1801 – what had it increased to by 1901? Protest Movements . Which protesters were famous for breaking machinery? . What contribution did Olaudah Equiano make to the abolition of slavery? . What nickname was given to the unreformed political system in the early 19th Century? . What was the name of the protest that took place at St Peter’s Fields, Manchester in 1819? . How many points of the People’s Charter were there? . What slogan did the Suffragettes adopt when their propaganda campaign had little effect on attitudes in British society? World War One . Gavrilo Princep, assassin of the Archduke Franz Ferdinand, was a member of which nationalist organisation? 2 Revision Task 1 (Continued): Find out the answers for these questions and learn them for the exam . What was the name of the military alliance between Britain, France and Russia in World War One? . What is artillery? . Who was commander-in-chief of the British Expeditionary Forces during the Battle of the Somme? . Why did the USA enter World War One in 1917? . What name is used to describe the end of the war on 11/11/18? The Inter-War Years . The Treaty of Versailles forced Germany to pay reparations for the war of how much? . What organisation was set up to keep international peace? . In which year did the Wall St. Crash take place? . Who invaded Abyssinia in 1934? . What British policy meant giving in to Hitler’s demands in order to avoid a war.? . Which country did Hitler invade in 1939, leading to Britain’s declaration of war? World War Two . Who was the British Prime Minister during the war? . What was the name of Germany’s style of warfare in 1939-40? . Approximately how many British people died during The Blitz? . What was the Soviet ‘Scorched Earth’ policy? . Where did Japan launch a surprise attack on America in 1941? . How many service personnel in total were involved in the D-Day Landings? 3 Revision Task 1: Active Revision Strategies World War I began in 1914. 1. Start by highlighting or There were three main causes: Empires, Alliances and the Arms Race. The war was underlining the REALLY fought all over the world, yet the trenches were important information you in France. need to know. The trigger cause was the assassination of These are often dates, Archduke Franz Ferdinand by Gavrilo Princip on names, key terms, reasons or th June 28 1914. He was a Serbian who didn’t effects. want to be ruled over by Austria-Hungary… 2. Create a mind-map. Start with the BIG themes. Then add details. Don’t forget key dates, names, terminology and statistics! E.g. Belgians, Artillery, Alfred Von Schlieffen, the BEF (75,000 troops), invaded on 2 August 1914, Russia took only 10 days to mobilise… Enemy Resistance German Mistakes Why did the Schlieffen Plan fail? Distance New Technology Why did the attack on the Why did the attack on the Somme fail? 3. Create revision Somme Fail? Theme 2: Bad Planning cards or a checklist Theme 1: Technology Haig told the soldiers to… One third of British shells… As above, use a BIG The British attacked the strongest The barbed wire could not be… part… theme for each The Germans could set up their Haig was told he did not have revision card. Then machine guns in… enough artillery to… add details. 4. Get over people to test you… Write out some questions and answers on a sheet for them. 4 Revision Task 2: Practice putting events into chronological (time) order 5 Revision Task 3: Identifying & Describing the EFFECT of an event Effect Judgement about ‘Whens, Wheres Name of the on who the effect of the & Statistics’ to Event/Feature or event (Circle 1-2 support your what? Words) judgement Helpful Damaging Peaceful Violent Beneficial Negative Mild Extreme Undermining Strengthening Helpful Damaging Peaceful Violent Beneficial Negative Mild Extreme WWI Propaganda Undermining Strengthening Life in the Trenches Helpful Damaging Peaceful Violent Beneficial Negative Mild Extreme Undermining Strengthening Helpful Damaging Peaceful Violent Beneficial Negative Mild Extreme Undermining Strengthening 6 Revision Task 4: Identifying the CAUSES of events Causation 2-3 BIG Reasons (or Little points (‘Whens, The Event Wheres & Statistics’) to Question ‘Big Points’) support your BIG points Why were 1. working conditions in factories 2. so terrible? Why did 1. men hurry to join the British Army 2. in 1914? Why attack 1. did the attack on the Somme fail on July 2. 1st 1916? Why was 1. the Treaty of Versailles so harsh on 2. Germany? Why did 1. Japan attack Pearl Harbour in 2. 1941? 7 Revision Task 5: What is a Point-Evidence-Explain Paragraph? Bristol Grammar School (BGS) is an excellent school. For example, over 70% of pupils achieved A*s or above last year, and under 1% achieved below a Grade C. The school was set up in 1532, and builds on a long tradition of academic excellence, sporting prowess and a high level of pastoral care. The Heads of Houses and Heads of Year work very carefully together to ensure that pupils are cared for, and different departments offer a wealth of opportunities. As examples of this, the History Department takes Year 9 pupils to the Black Country Living Museum every year, House Concerts and Plays are a regular occurrence, and there are a variety of after school clubs and an Activities programme. A final example is that in the last survey completed in 2013, over 90% of students said that they enjoyed their lessons. Consequently, the evidence shows that BGS is an excellent school. BGS is a good school, because it offers loads of Drama and Sporting stuff. Loads of kids are happy there. I really like going out with my mates after school. Teachers are OK and homework is alright I guess. 8 Revision Task 5: (Continued) Practicing a Point-Evidence-Explain-Link Paragraph …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………... 9 Revision Task 6: Practising using sources in an exam What impression does Source A give about conditions for slaves during the Middle Passage? …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… Things I should remember to do when answering this question in the exam: 10 Revision Task 6 (Cont.): Practising using sources in an exam What can you learn from Source B about working conditions in the 1830s? In the new industrial towns in the North, such as Manchester and Liverpool, men, women and children were employed in their thousands. Their shifts were often twelve hours long, with little or no break time, and for six days of the week. Often they worked in textile factories, such as those owned by Richard Arkwright. Children had to do jobs like being a ‘scavenger’, where they would have to pick up cotton scraps beneath the huge weaving machines. Losing a finger or even a hand was not uncommon. Women and children were preferred because they could be paid very low wages. In the meantime, factory owners and other traders were getting richer. They were given the vote in 1832. However, the working classes were not given the vote, so they had no democratic way of trying to change their conditions themselves. …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………