1

Name: Form:

Year 9 History
Revision Workbook
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Contents

In this workbook you will find information and tasks for each of the units we have
studied this year in History. Not all the information you need to answer the
questions will be in this workbook, you should also use your own knowledge and
information from your exercise books to help you complete the tasks.

Each section will also have an introduction page which you can use to track your re-
vision.

Unit 1: Should the government pay benefits? p. 3

Unit 2: Why did Kathe Kollwitz create War in 1923? P. 5

Unit 3: How did the role of women change in 20th Century Britain? P.26

Unit 4: How significant was Martin Luther King Jnr. to the success of the Civil
Rights movement? P. 35

Unit 5: How did the Holocaust happen? p.42


Year 9 Unit 1: Should the government pay
What I need
to know
Identify how Britain dealt
with poverty in each
period.
Describe the government
policies and the results of
the policies in each period
Judge how successful the
policies were in each
period
If you have ticked
anything in this column you
need to read the
information in this book,
as well as in your
exercise book, and
complete the tasks in this
booklet.
benefits?
Im quite
Im unsure
confident
about this
about this
If you have ticked
anything in this column
you need to read the
information in more detail,
finding the information
you are unsure of. Check
you have completed all
tasks in detail.
3
Im very
confident about
this
If you have ticked
anything in this
column you need to
move on and focus
on topics you find
more challenging.
 4

What are the different types of benefits that people get in Britain today?
1. What type of people receive this benefit? (Unemployed people, parents, disabled and ill
people, new mothers, people over 65)
2. Why do you think they receive it?
Superstar Task: What would be the result if this benefit was taken away?

Benefit Who receives Why do they receive it? What would be the result if
it? this was taken away?

Child Benefit: They receive it because... If this benefit was taken

Parents receive away .
around 20 a week ..
for each child they
..
have.
..
Incapacity They receive it because... If this benefit was taken
Benefit: A . away .
Payment, of around . ..
90 a week, for
. ..
disabled or ill
. ..
people who are
unable to work. . ..
..
Maternity Pay: They receive it because... If this benefit was taken
A payment of away .
around 125 a week ..
for new mothers.
..
..
State Pension: They receive it because... If this benefit was taken
A payment of away .
around 100 a week ..
for people aged over
..
65.
..
Jobseekers They receive it because... If this benefit was taken
Allowance: away .
A payment for ..
people who are
..
looking for work
..
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What do people think about benefits?

1. Decide whether the person agrees or disagrees with paying benefits.
2.Summarise their argument.
Superstar Task: In your book explain whose argument you think is strongest.
I think that ___________ is most persuasive because...

Do they
Agree or Summary of their
Statement
Disagree with argument
benefits?

Benefits are the sign of a Owen Jones says that

civilised, caring society. Most
welfare spending is, rightly, ...
spent on pensioners who have ...
paid into the system all their .
lives. .
Others who receive benefits are ...
low-paid workers who cant ...
afford to survive without tax .
credits, and people paying .
rip-off rents to landlords. They
are mostly hard working people
trying to survive and support
their families.
Owen Jones, Journalist
Welfare is not a good thing. It Tom Hanford says that
has created a generation of
people who do not want to work ...
and expect things to be given to ...
them. Some people have found .
they can get more money by .
getting Job Seekers allowance ...
rather than work a minimum ...
wage job. People waste their .
welfare money on cigarettes or .
fattening foods.
Tom Hanford, Journalist
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How did the Tudors hope to reduce the amount of poor people?

Due to the increasing population begging had

become a major problem in Tudor Britain. Many

poor people were wandering the country desperate
for money, they often resorted to stealing and
other crimes.

Therefore the government changed the law. They

A vagrant being whipped during the Tudor period.
said that each local area, called a Parish, was

supposed to look after its own poor. The rich people of the parish were supposed to pay Poor Re-
lief to look after the poor, however, the amount of poor people was increasing and soon the system
couldnt cope. Poor people began moving around the country again, looking for work.

The government didnt like this. So they decided to divide the poor into two groups:

The Deserving Poor: People who couldnt help being poor. E.g. Widows with young children, or the
disabled.

Vagrants: People who were fit and healthy but too lazy to work.

Anyone without a job for three days was labelled a Vagrant. The punishment for these people
were very severe:

A vagrant was branded with a V and made a slave of the person who reported him. If he

refused to do everything his master asked he could be whipped, put in prison, or killed.

Vagrants were tied to carts, whipped and sent back to their home parish

Vagrants would have a hole drilled in their ear, if they were caught three times they
should be killed.

The Deserving Poor would get relief from the rich people in their parish. They could either be
forced to live in a poorhouse, where they would be forced to work, or could live in their own house,
if they had one and could afford it.
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How did the Tudors hope to reduce the amount of poor people?

Questions

1.Why do you think the government decided to try to solve the problem of poor people?

2. Who paid to look after the poor?

2. Life expectancy in poorhouses was very low. Why do you think this was?

3. When people saw a Vagrant they often didnt tell the authorities. Why do you think this might
have been?

Superstar Task: The amount of poor people who required poor relief continued to rise during the
Tudor period. Why do you think they laws discussed above were ineffective?

.
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How did the Poor Law Amendment Act change things?

Task: Read the information below and use it to complete the table.
Before 1834, the cost of looking after the poor was
growing more expensive every year. This cost was paid
for by the middle and upper classes in each town
through their local taxes. They were
becoming very angry about the cost of looking after
the poor.

Poor people without work received Poor Relief to pay

for food and clothes, most lived in their own house.
Anyone who asked for poor relief could get it, but they
might have to work in a factory or a farm in exchange
for the money.

In 1834 the government decided they needed to change the law. The 1834 Poor Law Amendment
Act was designed to save money, the middle and upper classes would still pay to look after the
poor, but people could no longer qualify if they lived in their own home.

The only people who would get any assistance from the government were people who were
prepared to leave their homes and go to live in a building called the workhouse. The conditions in
workhouses were terrible, this was designed to stop all but the most desperate people seeking
assistance.

Category Before 1834 After 1834

The people who pay for the poor The people who pay for the poor

are . are .
Who pays?

The people who qualify for Poor The people who qualify for Poor

Who receives Poor Relief are .. Relief are ..

Relief?

People who receive poor relief People who receive poor relief

Where do poor people live . live .

live?
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How did people feel about Workhouses at the time?

Workhouses divided people at the time.
Some people were Supporters they felt that Workhouses were a good idea
Some people were Critics they felt that Workhouses were a bad idea

For each of the reactions below decide if it was said by a Supporter (label it S) or be a critic (C )

The poor would rather die that The new workhouses have
go into a workhouse improved the morals of the
poor. The Pubs and beer shops
are much quieter and there is
not as much drunkenness.

Parents and children are dying in the

workhouse without being able to see each other.

People are terrified of being

sent to the workhouse
The new Poor Law has saved
huge sums of public money.

People who could not be made to

work have now become good workers

People are more willing to look for in the workhouse.

work than they were before 1834.

The New Poor Law treats

poverty as though it is a crime.

The New Poor Law is cruel. It should be
called the Starvation Law.

Separating men from their wives

We are removing the freedom of
and children from their parents is
people just because they are poor. not what God intended.
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How did the Depression affect the Poor?

Task: For each source annotate any negative things about the life of the poor during the
Great Depression. Target: 3 annotations for each source.

It was very hard

to find a job
There was no work. The plain fact is that if
people have to live and bear and bring up their
children in bad houses on too little food, their
resistance to disease is lowered and they die
before they should.'

Source A: Ellen Wilkinson MP, an extract

from her book, The Town that was

Dirty clothing

Source B: The inside of a poor

persons house during the 1930s.

Source C: A poor neighbourhood in

Glasgow during the 1930s
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What did the government do to help the poor?

Task: Read amount the government measures to deal with the issue of poverty during the Great
Depression.

Government Policy Do you think tis would help the Superstar Task: Identify one
poor? Explain your choice. group of people who would
dislike this policy. Explain your
choice.

Raising Income Tax: This would/ wouldnt help the .

The government raised poor because ... ...
taxes on people in work. ..

This was done so that .. ...
they could keep paying
unemployment benefit.
Cut benefits by 10% This would/ wouldnt help the ..
As more people became poor because ... ..
unemployed the ..
government couldnt ..
afford to pay them all.
Therefore they cut the ...
amount of benefits by
10%. This pushed many
towards starvation.
Introduced the Means This would/ wouldnt help the ..
Test poor because ... ..
After 6 months of ..
unemployment. A ..
government inspector

would come to look at
your house. They could
force you to sell any ..
furniture before you got ...
any more benefits. People
had to prove they were
poor enough to deserve
support.
Special Areas Act This would/ wouldnt help the .
The government tried to poor because ... ..
attract businesses to .. ..
move to the areas with ..
the highest levels of
unemployment. Historians ...
claim that this helped in
some places but did not
have a big enough impact.
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How did the Welfare state change how Britain dealt with poverty?

After the second world war finished in 1945 the Labour government decided to increase the
amount of support given to the poor. They tried to defeat, what they called, the 5 giant problems
facing the poor.

Task: Match the key terms with the definitions below:

Disease Many people lived in poor quality housing known as slums. This
was often overcrowded and unsafe.

Ignorance Many people did not have access to medical care. This allowed
illnesses to spread amongst the poor.

Squalor People remembered before WW2 when there were millions of

unemployed people.

Idleness Many people lived in poverty unable to afford the basic needs of

themselves and their families.

Want Most working class people did not attend school

after the age of 14, and therefore did low skilled jobs.
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How successful were Labour at defeating the five giant problems?

Task:
1.Identify which Giant the solutions are designed to solve
2.Highlight successes in green
3.Highlight failures in pink

Giant 1: __________________________
National Health Service Act (1948) - despite opposition from doctors, the Labour government
set up the NHS in 1948. For the first time everybody had access to Doctors, hospital, dentists,
opticians, ambulances, midwives and health visitors for FREE! After a few years charges for
things like glasses and some medicines had to be introduced.

Giant 2: _____________________________
Town and Country Planning Act (1947) - Between 1945 and 1951 slums were pulled down and
replaced with 1.25 million new council houses. However, this was still not enough for all the people
who needed housing. There was still a shortage when Labour lost power in 1951.
New Towns Act (1946) - The government built completely new towns such as Stevenage and
Basildon.

Giant 3: __________________________
1944 Education Act - The school leaving age was raised to 15 and all children were guaranteed
free secondary education. However, the schools in working class areas were not very good and
most working class children left school at 15 to do unskilled, low paid work.

Giant 4: ___________________________
The government achieved almost full employment after the war, with unemployment as low as
2.5%. This was way below the levels before the war. The government took over huge industries
like coal mines and railways. This meant they could create jobs by spending more.

Giant 5: _______________________
Family Allowances Act (1945) - The government gave families money to support each child they
had.
National Insurance Act (1945) - Introduced unemployment pay for six months and sick pay for
as long as you were sick.
Industrial Injuries Act (1946) - extra benefits for people injured at work.

However, many argues the system required far too many people to organise and run it, and that
some of the allowances were set too low. This meant that some people were still at risk of
starvation even when they received benefits.
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Year 9 Unit 2: Why did Kathe Kollwitz create

War in 1923?

Im quite Im very
What I need Im unsure
confident confident about
to know about this
about this this
Identify the key features
of World War One

Describe what happened

to Germany after the war

Explain what impact the

war, and events after, had
on Germany
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What was it like for soldiers during World War One?

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What was it like for soldiers during World War One?

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What was it like for soldiers during World War One?

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What was it like for soldiers during World War One?

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What was it like for soldiers during World War One?

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What was living in Trenches like?

Task: For each factor:
1. Describe what it is in the context of World War One
2. Explain why the factor had a negative impact on soldiers in WW1
3. Prioritise (rank) the factors, from which had the worst impact (1) to which had the least (5)

Trench Foot

What was trench foot? ..

Why did this have a negative impact of soldiers in World War One?

Shell Shock

What was shell shock? (including what caused it)

Why did this have a negative impact on soldiers in World War One?

Fighting- Going over the top

Describe what the fighting was like World War One?

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Rats and Lice

What were rats and lice, in the context of World War One?

Explain why they had a negative impact on soldiers in World War One?

Food

Describe the food eaten by soldiers in World War One?

Explain why this had a negative impact on soldiers in World War One?

Task 3: Rank the factors, with 1 being the factor you think had the most impact on

soldiers and 5 being the factor which you think had the least impact.

1. .

2. ..

3. ..
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Why was Germany suffering during World War One?

The First World War is largely thought of as a war on land, with images of trench warfare domi-
nating our imagination. However this is not the full story, one of the most important operations
of World War One was at sea. This was the British blockade from 1914-1919 which aimed to stop
Germany's ability to import things into their country. The British aimed to starve the German
people and military until they gave up fighting.

How did they do it?

Britain had the largest navy in the world

during World War One.

At the outbreak of war Britain created a list of items

that they said were not allowed to be imported into
Germany. This included: fuel, metal and, controversially,
food.

The British navy insisted that any ships heading to Germany stopped in Britain first. There they
would be inspected for any banned items and then escorted to Germany.

To enforce this he British used their ships to patrol the North Sea, and the English channel. Any
trading ships that were intercepted would be taken to Britain and searched. Furthermore, Britain
had also placed mine fields around the major German ports. This meant any trading ship that
slipped past the blockade was in danger of being blown up. The British blockade was extremely
successful, notes seen from Germany stated that very few supplies were reaching Germany from
the North Sea.

The impact on Germany was devastating. Germany relied heavily on being able to import food, fuel
and materials needed for the war effort such as metal. Without these imports people began to
starve, they were unable to buy clothes and were even banned from

driving, as fuel was in such short supply. This led many people in Germany to lose faith in the war,
they started protesting and eventually wanted to have a revolution to overthrow their leader the
Kaiser.
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What impact did the Naval Blockade have on Germany?

Task: Study the three sources and use them to answer the questions on the
following sheet.

Source A

Foods such as grain, potatoes, meat and dairy products became so scarce by the
winter of 1916 that the shortages caused looting and food riots. There are
reports that Germans ate dogs, crows, zoo animals and rodents, and even the
front-line troops were reduced to meagre portions of horse-meat. Estimates show
that 763,000 people in Germany died due to starvation during World War One.

Source B: A childs vest made from paper, made in Germany, 1916

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Source C: Article in the Sydney Morning Herald 8th July 1916

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The Naval Blockade and Conditions in Germany Questions

1. Describe the Naval Blockade of Germany

The Naval Blockade of Germany was

2. How did Britain make sure the Blockade worked?

The Blockade worked because the British

3. Why did this have such a big impact on Germany?

This had a huge impact on Germany because .

Choose one of the sources. Explain how the source shows what conditions in

Germany were like.

Source _ shows/ states .

This shows that ..

...
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What was Germany like after World War One?

After World War One Germany had to sign the Treaty of Versailles. This punished
Germany in many ways.

Task: For each part of the Treaty decide whether it affected Germany
economically, militarily or damaged its pride.

Task: Explain how the Treaty of Versailles impacted Germany.

The Treaty of Versailles weakened Germany.

This is because .

Therefore this weakened Germany because ..

...
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Political Problems in Germany

In the years after World War One Germany was very unstable. As a result various groups tried to
take over control of the country. The official government was called the Weimar Government, and
it was elected by the people of Germany.

However it was blamed for Germanys defeat in WW1, and for signing the Treaty of Versailles.
Other groups took the opportunity to try to take over.

Spartacist Uprising 1919

Kapp Putsch 1920

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Hyperinflation
In 1923 Germanys government tried to solve their economic problems by printing
more money. However, the sudden flood of money into the economy, combined with
a weak economy ruined by the war, all resulted in hyperinflation. This is because
people had more money to spend but there was no increase in the amount of things
being created, therefore prices increased rapidly,
Prices ran out of control - eg a loaf of bread, which cost 250 marks in January
1923 had risen to 200,000 million marks in November 1923. German's currency
became worthless.
There are lots of almost amusing stories about people's wages and examples of
just how fast inflation pushed prices up during the crisis:
People collected their wages in suitcases.
One person, who left their suitcase unattended, found that a thief had stolen
the suitcase but not the money.
One boy, who was sent to buy two bread buns, stopped to play football and by
the time he got to the shop, the price had gone up, so he could only afford to buy
one.
One father set out for Berlin to buy a pair of shoes. When he got there, he
could only afford a cup of coffee and the bus fare home.
But remember:
Some people made fortunes during the crisis. One man borrowed money to buy a
herd of cattle, but soon after paid back his loan by selling one cow.
People on wages were safe, because they renegotiated their wages every day.
Pensioners on fixed incomes and people with savings were the most badly hit.
One woman sold her house with the intention of using the money to live on. A few
weeks later, the money wasn't even enough to buy a loaf of bread

Task:
Hyperinflation was great, everyone got more money Explain why this
statement isnt true.

This statement isnt true because ..

.
.
.
.
 29

Year 9 Unit 3: How did the role of women

change in the 20th Century?

Im quite Im very
What I need Im unsure
confident confident about
to know about this
about this this

The key events in the

womens movement in 20th
Century Britain.

Describe the key

achievements of the
womens movement.
Judge how much change
there has been in the
position of women in 20th
century Britain.
 30

What was the role of Women at the start of the 20th Century?

Task: Below are several facts about the role of women at the beginning of the 20th

Century, around 1900.

Decide whether each fact is talking about the Social, Economic or Political role of

women.

Key Terms

Social How women socialised and spent their spare time. Could women marry who they
wanted? Could they have boyfriends? Could they go on holiday on their own?

Economic Linked to work and career prospects. Could women have jobs? Could they have
any job they wanted?

Political Linked to voting and elections. Could women vote for politicians in 1900? Could
they be politicians?

1. In 1911 only 11% of married women had a job.

Political, Social or Economic: ..
2. Most men, and many women, believed a womans place was in the home.
Political, Social or Economic: ..
3. Some believed were too stupid and emotional to be involved in Politics.
Political, Social or Economic: ..
4. Women did not have the right to vote in General Elections.
Political, Social or Economic: ..
5. Women did have some jobs however limited access to education meant
that these jobs were often low skilled.
Political, Social or Economic: ..
6. Women were often paid less than men, even if they were doing the same
job.
Political, Social or Economic: ..
8. From 1857 a woman was able to divorce her husband if he hit her, or was
having an affair. However, a divorced woman was often shamed and treated
as an outcast, many preferred to stay in unhappy marriages.
Political, Social or Economic: ..
10. Most women did not stay in school past the age of 11.
Political, Social or Economic: ..
11. Most universities in Britain did not allow women to attend.
Political, Social or Economic: ..
12. There were no female MPs in the British parliament until 1919.
Political, Social or Economic: .
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What did Women do during World War Two?

The Womens Land Army

The Women's Land Army was set up in June 1939 and by September it
had over 1,000 members. By 1941, its numbers had risen to 20,000 and,
at its peak in 1943, over 80,000 women classed themselves as 'Land
Girls'.

Women joined the Land Army from all backgrounds, a third coming
from London and other large cities. Farm work was hard, and the
women did all sorts of jobs including hoeing, ploughing, hedging, turning
hay, lifting potatoes, threshing, lambing and looking after poultry. A
thousand women were employed as rat catchers. Six thousand women
worked in the Timber Corps, felling trees and running sawmills. About a
quarter were employed in milking and general farm work.

Women in active duty including the WAAF

By December 1939, 43,000 women had volunteered for active duty in the
Women's Auxiliary Services of the Army, Navy and Air Force. They were
not allowed to fight but did work that supported the efforts of the
soldiers, sailors and airmen. At first this included typing, cooking,
cleaning, driving and operating telephone switchboards but they were
soon given more military work to do, such as identifying enemy aircraft,
plotting air and shipping movements on battle maps, and acting as
motorcycle messengers.

The government wanted women to join up so they could take the places of
men who could then be sent off to fight. As a result, in 1941 they
introduced conscription for all single women aged between 20 and 30. Women had to choose
whether they wanted to join the armed forces or work in vital industries.

Women working in vital services

Although women had worked in factories before, there was a big
increase after war broke out in 1939. As men were called-up to join the
Armed Forces more and more women were needed to replace them.
Women were not sent to work in the mines but they soon proved that
they could do almost any job usually undertaken by a man, and do it as
well, if not better.

Over half the workforce in the chemical and explosive industry was made
up of women; 1 million worked in the engineering and metal industries.
Women made shells and bombs, electrical cable and wire, uniforms,
 32

clothing, barrage balloons, tents, parachutes and flying suits. Many became skilled welders.
Others played a crucial role in aircraft production.

Some women had to work part-time so they could look after their children. Another problem
women had to face was the attitude of other workers and the employers. Many men did not like
working with women and most women were paid less than men - often only half - for doing the
same work.

Womens Voluntary Service

The Women's Voluntary Service (WVS) helped deal with the

impact of air raids on Britain.

They also ran field kitchens and rest centres for people made
homeless by bombing; provided canteens at railway stations
for soldiers and sailors; escorted children being evacuated;
running clothing centres for those who had lost all their
possessions; operating car pools once petrol rationing was
introduced; helping people salvage their personal belongings
from bombed-out houses; and doing domestic work in hospitals
and clinics.

The women who joined the WVS were those with domestic
responsibilities, such as looking after children or relatives,
who could not join the armed forces or the Land Army, or
work in a factory. Only the organisers received any payment,
everybody else gave their services free.
 33

What did women do during World War Two?

Tasks: 1. Identify what different positions women could work in during World War Two
2. Describe what the positions were, and describe how women took on the roles.
3. Explain how women taking on that position helped Britain win the war.

Position Describe what this was? Explain how this helped the war

effort?
This was... This helped the country win the war

because...

This was This helped the country win the war

because...

This was... This helped the country win the war

because...

This was... This helped the country win the war

because...
34

Legal Changes in the Position of Women in the 20th Century

 35

The Position of Women Today

Task: Below are nine facts about the position of women within society in Britain today. For each
one decide whether the fact is about the social, political or economic status of women.
Social: Attitude of people towards women, relations with men and cultural position.
Economic: Their ability to make money, have a career and achieve financial success.
Political: Related to their representation in politics: parliament, the house of Lords and
judges.

Up to 3 million women and girls across the UK experience rape, domestic violence, stalking, or

other violence each year.

Social / Political / Economic

Up to 30,000 women are sacked each year simply for being pregnant and each year an

estimated 440,000 women lose out on pay or promotion as a result of pregnancy.

Social / Political / Economic

Women are outnumbered 5 to1 by men in the cabinet only 16% of senior government

ministerial posts are held by women

Social / Political / Economic

Women who work, with or without children, spend 15 hours a week on average doing chores, while
men spend only five

Social / Political / Economic

Women make up 17.3% of directors (the people in charge) of Britains 100 biggest companies.

Social / Political / Economic

36% of people believe that a woman should be held wholly or partly responsible for being sexually
assaulted or raped if she was drunk and 26% believe this if she was in public wearing sexy or

revealing clothes.

Social / Political / Economic

Only 1 in 5 MPs is a woman.

Social / Political / Economic

Only 18 out of 108 High Court judges, the people who decide and interpret the laws, are women

Social / Political / Economic

The full time gender pay gap is 10%, and the average part-time pay gap is 34.5%.

Social / Political / Economic

 36

To what extent did the position of women change during the 20th century?

1. Highlight each fact to show it is about the social, economic, or political position of women.

Key: Social: Economic: Political:

Fact Social, Change=

Economic, No change= x
Political Limited

During World War One women take on many of the jobs that men
leave behind.
In 1918 women are given the right to vote in general elections

In 1921 some forms of contraception are made available to married

women, and those who have already had children.

During World War Two many women work on farms, in factories and
join the armed forces
During World War Two women, who get their own money from work
can explore more ways to spend their spare time, many experience
travel for the first time.
When World War Two ends most of the jobs women did are given go
back to men.
In 1961 the contraceptive pill is invented. At first it is only available
to married women.
In 1967 abortion is legalised up to 28 weeks of pregnancy if two

doctors agree it should take place.

In 1970 it becomes illegal to pay women less for doing the same job as
a man.
In 1975 it becomes illegal to deny someone a job based on their

gender.
In 1979 Margaret Thatcher becomes the first female Prime Minister
of Britain.
In 1980 women are able to get a loan, a mortgage or credit in their
own name.
In 1994 marital rape becomes a crime for the first time.
 37

Fact Social, Change=

Economic, No change= x
Political Limited
change:

At the end of the 20th century up to 3 million women suffer rape,

domestic violence, stalking or other violence due to their gender.

At the end of the 20th century up to 30,000 women are sacked each
year for becoming pregnant and 440,000 miss out on a pay rise or
promotion due to pregnancy.

At the end of the 20th century only 16% of the ministers (people with
the most important jobs) in the government are women.

At the end of the 20th century women who work spend 15 hours a week
doing household chores, working men spend only 5 doing the same.

At the end of the 20th century only 18 out of 108 High Court Judges
are women.

At the end of the 20th century women are still paid less than men.
Women who work full-time earn, on average, 10% less than men,
women who work part-time earn, on average, 35% less than men.

Superstar Task
1. Pick one factor you have labelled social (1), economic (2) and political (3)
2. Explain below how it shows the position of women has changed, or has not changed during
the 20th century.
(1) This shows that the social position of women has / hasnt changed because



(2) This shows that the economic position of women has / hasnt changed because



(3) This shows that the political position of women has/ hasnt changed because ..


...
 38

Year 9 Unit 4: How significant was Martin

Luther King Jnr. to the success of the Civil
Rights movement?

Im quite Im very
What I need Im unsure
confident confident about
to know about this
about this this
Identify the key figures
in the Civil Rights
Movement

Describe the
achievements of each of
the key figures of the
Civil Rights Movement

Judge which of the

figures was the most
significant.
39

Key Achievements of Martin Luther King

40
 41

Martin Luther King Tasks

What do you think the most significant achievement of Martin Luther King was?

Martin Luther Kings most significant action was .

This was ..

This was his most significant achievement because ..

This was most significant than his other achievements because .

42

Other Key Leaders of the Civil Rights Movement

43
 44

Key Individuals in the US Civil Rights Movement

Task: Read the cards about each individual. For each one describe up to two of their key
achievements. Then rank their significance from 1 to 6.

Name of Key Achievements Rank

Individual 1= most important

6=Least significant
Malcolm X
.



Protesters
.



Lyndon
.
Baines

Johnson


Thurgood
.
Marshall


W.E.B
.
Du Bois


John
.
Lewis


 45

Year 9 Unit 5: How did the Holocaust happen?

Im quite Im very
What I need Im unsure
confident confident about
to know about this
about this this
Identify what the
Holocaust was

Describe the
Key features of the
Holocaust

Explain the key causes of

the Holocaust
 46

Was anti-Semitism a Nazi invention?

Anti-Semitism in Medieval England

In 1190, in the English city of York, the citys Jewish population were murdered.

Jews had only arrived in England around 100 years before the massacre. They lived in small,

segregated communities and were viewed with suspicion by the mostly Christian population.

Richard I had recently become King of England. He made no secret of his intention to go on a
Crusade, a religious war. This made people feel united as Christians. There were also rumours
that the King had called for all Jews in England to be killed. This filled many

people with anti-Jewish sentiment.

In York, several men owed rich Jewish money lenders huge sums of money. They began

encouraging people to riot against the Jews and attack their homes. They hoped that

driving them out of York would wipe out their debts.

The Jews took sanctuary in Cliffords Tower, which was at this time a royal palace. They hoped
they would be protected by the Kings men. However, the tower was soon besieged by an angry
mob. The Jews in the tower had two options, to either commit suicide, or give themselves up to
me murdered by the mob. Many committed suicide, others died as the tower was set on fire.

In total over 150 Jews including women and children were killed.

One cause of anti-Semitism was

..
1. ..
..

A further cause of anti-Semitism was

..
2. ..
..

A final cause of anti-Semitism was

..
3. ..
..
 47

Anti-Semitism in the 20th Century

During the Second World War over 6 millions Jews were murdered by the Nazis who were in
charge of Germany. This event is often called the Holocaust, or the Shoah.

After World War One Germany had been punished severely for losing. Many Germans, who were
proud of their armed forces, believed they had been stabbed in the back by Jewish bankers and
communists. This claim was repeated constantly by Adolf Hitler in political speeches.

Germany became a very poor country between World War One and World War Two, millions of
Germans lost their jobs and many died of starvation. They looked at rich and successful Jews,
and grew resentful of their success. Politicians again blamed Jews for causing the starvation of
Germans..

This hatred was strengthened by the new science of Eugenics and social Darwinism. These
theories suggested that the world was divided into separate races, and that some races were
superior to others. The Nazis claimed that Northern Europeans, Aryans, were the most supreme
race, and that Jews were inferior, often called sub-human. The Nazis claimed that the Jews
were contaminating, and weakening the German race.

As a result the Nazis created a plan to exterminate the Jewish people from territory they
controlled..

One cause of anti-Semitism was

..
1. ..
..

A further cause of anti-Semitism was

..
2. ..
..

A final cause of anti-Semitism was

..
3. ..
..
48

What did the Nazis do to persuade people to see the Jews negatively?
49

Nazi Anti-Semitic Propaganda

Who was it
Sour What form is the Say what you see... Indicate what you infer...
source (poster,
made for?
ce film etc.)? What is the au- Describe what the source shows What do you think it is trying to suggest about Jewish people?
A
B
C
D
50
 51

Task: Write these key events onto the timeline on the previous page to see
how the mistreatment of the Jews progressed over time.

9th November 1938 September 1935 11th November 1938

A Jew killed a German The Nurembourg Laws The Jews were blamed for
diplomat in Paris. removed Germany citizenship, Kristallnacht, they were:
It retaliation Germans this meant Jews lost: Fined 1 billion marks
attacked Jews and their The right to vote for the
homes, businesses and places Have a political job damage
of worship.The damage was so Have a German passport Banned from running
bad it became known as The shops or businesses
Night of Broken Glass or Banned from German
Kristallnacht schools and Universities
September 1935 May 1935 September 1933
Jews were not able to marry Jews were banned from the Jews are banned from
Germans. army. inheriting land.

July 1938 12th November 1938 July 1938

Jewish doctors, dentists and
lawyers were forbidden from
working for Germans.
June 1935
Jews were banned from
restaurants
Jews had to carry an
20,000 Jews had been
identity card stamped with a
rounded up and sent to
large J for Jew.
concentration camps.
April 1933 April 1933
Jews were banned from Nazis are encouraged to
getting government jobs.
boycott Jewish
businesses.
 52

How did Ghettoisation help create the Holocaust?

In an attempt to separate the Jews from Aryans within Nazi occupied Eu-
rope the Nazis forced them into walled off areas known as ghettos. Once
inside the Jews had little chance of escape. They relied on the Nazis for
everything for food, work and even the right to live. Conditions within
the ghettos were awful and many people simply starved to death or were
struck down by illness. Those who did survive were eventually rounded up
and sent to concentration and death camps when the ghettos were
liquidated.

People were forced to swap and exchange goods in

order to survive. This barter system meant that many Jews had to give up
their belongings in an attempt to buy food and clothing. The streets were
filled with children dressed in rags, crying and dying of hunger.

The longer the ghettos were in existence the more intolerable life became
for the inhabitants.
Confrontations with German soldiers were common with the penalty for
answering back often being physical bodily harm or execution. The penalty
for smuggling food into the ghetto was the same. As more and more Jews
entered the ghettos the harder it became for the Nazis to control the people who lived there
and to stop illness and disease from spreading.

The Jews also began to realise that they would never be released
and so escape attempts increased. The Germans therefore planned
to get rid of the Jews once and for all. The inhabitants of the
ghettos were rounded up and their names checked off on an
official list. Those who hid from the soldiers were hunted down
and many were shot. This was the liquidation of the ghettos. Once
the Jews had been herded together the buildings were torn down.
Many people were put on lorries and others were made to walk.

With few possessions they made their way under armed escort to
the train stations where cattle trucks waited to transport them to
an even greater nightmare -either concentration, or death camps.
 53

How did Ghettoisation help create the Holocaust?

1. What were Ghettos?

2. Describe what conditions in Ghettos were like?

3. Explain how the use of Ghettos helped the Nazis to begin the extermination of
the Jews?