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History Homework Booklet Year 10 Autumn Term 1 Migration to Britain: 1000-1688

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Page 1: History Homework Booklet - Chesterton Community College · History Homework Booklet Year 10 Autumn Term 1 Migration to Britain: 1000- 1688. ... When the Normans fought back he then

History Homework Booklet

Year 10 Autumn Term 1

Migration to Britain: 1000-1688

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Homework advice

• You will receive a new homework booklet each half term

• Each week, you will be asked to complete one or two of the following homework tasks – usually, each task will follow on from what you did in lesson.

• You should spend about an hour on your homework every week (this will vary slightly depending on the tasks!)

• If you are stuck on anything, your teacher will be happy to help. Make sure you get going with the tasks as soon as you can, leaving plenty of time to ask for help at school before the deadline

• You should write answers in the booklet, so that you have a completed booklet to revise from for assessments

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Week 1

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Task 1- Introduction lesson

1. Over the summer, you created a timeline of when different migrant groups have come to Britain. Try to recreate that timeline without looking at the work you produced over the summer!

2. Check your timeline against your summer work. How many groups did you correctly place?

3. Correct your timeline in a different colour!

Groups to include:

• Jews in the middle ages, 1656, and 1930s

• Africans in 16th century

• East India Company & immigration from countries in Britain’s empire

• Irish & Scottish immigrants- industrial revolution

• ‘Commonwealth’ migration after WWII

• Immigrants from the EU

Use a pencil and ruler for

timeline and dates – annotate

in black pen!

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Timeline of Immigration to Britain since 1000

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Lesson 2 homework: What happened in 1066?

Read the information on the next pages and use it to create a flow diagram of the events mentioned. Your flow chart should have between 7-10 events & each event should have at least one sentence of description.

1) 2) 3)

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Key people:

Edward the Confessor, King of England.

William, Duke of Normandy (in modern-day France)

Harold Godwinson, a powerful Earl of Wessex, right-hand man to the King

In the mid-eleventh century, the Duke of Normandy was William the Bastard. When he came to the position he was young, so the Norman nobles used his minority to divide up his lands, and his neighbors invaded. Until the 1060s, he spent his time putting Normandy back together under his control. By this time he had succeeded, and was ready to increase his power. He was also Edward the Confessor’s cousin and in the 1050s he visited his cousin in England, claiming shortly afterward that Edward had promised him succession to the throne.

In 1064, Harold Godwinson was shipwrecked on the Norman coast and was captured by one of William's Lords. According to Norman sources, he then promised William the English crown as a price for freedom. When Edward died in 1066, the Witan elected Harold, who remembered no such promise.

Thus, in 1066, there were two claimants to the English crown aside from Harold Godwinson: 1) William, who claimed that Edward the Confessor had appointed him successor in his will, and that Harold had broken a similar oath to him. He sent messengers to the Pope with such accusations, receiving a banner and support. The Pope had long wanted to unify the Church and William had cooperated in Normandy. Extension of cooperation to England could only help the Papacy, as the king firmly controlled the church there.

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2) The Viking Harold Hardrada had been invited as a claimant by one of Godwinson's jealous brothers. William was the first to act against Harold Godwinson. He acquired a large army of infantry and mounted knights by issuing a general call for Norman and other French adventurers. Harold in turn called up the well-disciplined Anglo-Saxon army and waited on the Isle of White. The high-pressure system worked against William's crossing, yet aided Harold Hardrada, who landed in Scotland, defeating the Northumbrians. Godwinson then turned north, heading for York, taking his best forces. On September 25 at Stamford Bridge, he crushed the Danish Vikings, giving England its greatest victory ever.

Meanwhile, the weather had turned, permitting William to land on the south coast of Sussex on September 27. Godwinson heard of this, and returned south, not waiting for other earls to join him, and not yet able to make good the exhaustion of his own forces. On 14 October 1066 William and Harold's forces met at Hastings. The Norman cavalry and Archers needed to break through the Anglo-Saxon heavy infantry's shield wall. This took the entire day and Harold's men almost held, yet fatigue set in, and the wall eventually broke. HaroldGodwinson died and by Christmas 1066, William was crowned king in London

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Resistance persisted, however, from 1067 to 1069, in the form of small rebellions among the Anglo-Saxons. In 1069 the Danish Viking Swen Estrithsonsent a fleet to York that allied with the rebels and began a more serious revolt, occupying the region. William's response was merciless. Taking on the unusual winter campaign, he marched north, with Norman forces burning all peasant villages and crops, creating an artificial famine. Thousands died, and the peasants fled. As Norman forces moved through each region, William built castles near the urban centres to monitor and reign in the population.

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Week 2

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Task 3 - How did William control England?

Read the information attached and answer these questions in full sentences in your book:

1) What happened during the ‘Harrying of the North’?2) Where was Hereward’s rebellion and how did the Normans stop it?3) What was the murdrum?

4) What does all this resistance suggest about Anglo-Saxon acceptance of Norman rule?

5) Why did all the rebellions ultimately fail?

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Resistance to Norman rule continued in England, Scotland and Wales for many years. Some of the English nobles joined an unsuccessful invasion of England led by King Sweyn of Denmark in 1069. Others fled to Scotland. King William was forced to crush resistance up and down the country, and he laid waste to much of northern England in order to end the constant rebellions. His soldiers even put salt in the soil of the north to stop crops growing. People died of starvation: this was known as the Harrying of the North.

Nevertheless, resistance continued from the Silvatici or ‘green men’ – the anti-Norman resistance fighters of the forests. The most famous rebel is probably Hereward, the English landholder who rose up against the Normans in East Anglia. When the Normans fought back he then withdrew to the Isle of Ely until the monks in Ely betrayed him and told the Normans how to get across the water.

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It became so dangerous for the Normans that they reintroduced murdrum which was a special law dating from the time of the Vikings (the English word murder is derived from it.) If a Norman was assassinated, a collective fine was imposed on all those living in the area unless the murderer was caught within five days.

In view of the strength and length of the English resistance to the Norman Conquest, why did it fail? A vital element was King William's determination and immense energy that saw him going from one end of the country to the other, fighting the flames of resistance and stamping on the smoldering embers of resentment. Another important element was that, once an area had been secured, castles were raised to keep the locals in check. But the key element was that the viable leadership of any English resistance was effectively neutralised when King Harold was killed at the Battle of Hastings. There was no king, and therefore no leadership or heart in the remaining English. Without real leadership, no English army could take the field. That gave William time to recover, take London and Winchester and force the Witan to accept his rule. But it did take until 1075 until William felt confident in his control of England.

Slowly the English and Normans came together through the necessity of living side by side and also through marriage. With many of the rank and file Normans, and their French colleagues, being men of small worth, they had little option, but to mix in with their English neighbours.

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Task 4: What has been the experience of Jewish migrants up to 2010?

• Look back over the overview timelines You have filled in today. Take two colours/highlighters and highlight when the Jewish experience was positive and when the experience was negative.

• Use your timelines to answer the following questions:

1. At which points did the Jewish Community appear to face the most persecution?

2. What examples are there of Jewish migrants having a positive experience?

3. What do you think are the main reasons why the Jewish community have had such a varied experience?

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Week 3

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Task 5: What brought Jewish migrants to England in 1066 and why were they expelled in 1290?

Can you write a one sentence summary for these three things in your book (without peeking at your notes from today?) When you have had a go, look back at your notes and make any corrections in a different colour.

1190 York massacre –

1285 Statute of Jewry –

1290 Edict of Expulsion -

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PEEL paragraph challenge

In your exam, you will be expected to answer 24 mark questions which cover a large timespan. You will need to use PEEL paragraphs (Point, evidence, explain, link back to the question). To practise, write a PEEL paragraph which could form part of an answer to the following 24-mark style question:

‘How accepted were the Jewish population in England from 1066-1290?’

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Task 6- Who were the ‘aliens’ of the Middle Ages?

- Read the following article. It is from the BBC History magazine.

- Answer this question: Why was the poll tax introduced in 1440?

- Using the ‘Meet the aliens’ section, write down one piece of evidence which shows that medieval aliens were welcome and one piece of evidence which shows that they were not.

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1440 alien tax

In 1440, the English parliament imposed a new tax on resident foreigners. Immigrants had paid taxes before this time – the difference was simply that aliens were now to be a special category. The motivation was about finding new funds to help fight the Hundred Years’ War. The new tax was also introduced to help the government control immigration more tightly. Taking a census of resident foreigners could be a first step to greater controls at a time when Englishmen were concerned that aliens were getting a better economic deal, and were worried about national security.

For modern historians, however, it provides an amazingly detailed survey of the geographical distribution, numbers, social status and occupations of foreigners living and working in England in 1440. It also gives us a tantalising glimpse of the human interactions between the native-born and the alien residents of the realm.

While the largest number of those identified by place of origin in 1440 came from Scotland, Ireland and the areas directly linked to England by sea routes across the Channel and the North Sea, there were also significant numbers of people from Iberia and Italy and a small number from the eastern Mediterranean.

We know from other evidence that there were north Africans and Middle Easterners in England in the Middle Ages. A husband and wife in London were labelled as coming from “Inde”, which could mean anywhere east of Jerusalem. The fact that their names, Benedict and Antonia, were Christian suggests that, in most cases, original ethnicity was hidden as they were given new names on arrival to England.

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Meet the ‘aliens’

The Irish spinner: Alice Spynner, an Irish woman living and working in England, was assessed for the tax on resident aliens at Narborough in Leicestershire in 1440. Alice’s occupation is evident from her surname. She was a spinner of wool, a job that was vital tothe prosperity of the emergent English cloth industry. Many of Alice’s compatriots made their way into south-western and north-western England, though fewer Irish people are found in the east Midlands. She provides a reminder of the importance of women inEngland’s late medieval economy; indeed, her own trade made the word ‘spinster’ a synonym for the single, independent woman.

The Scottish chaplain: William Pulayn was a chaplain working in the rural parish of Sledmere in the East Riding of Yorkshire in 1440, where the local jurors identified him as a Scot. Since Scotland was a separate kingdom, and often at war with England, those born there were consistently treated as aliens by the English state. Chaplains were jobbing priests who made a living by saying masses; other foreign chaplains in the tax records of 1440 included confessors and schoolmasters employed in gentry households. William wasamong his own kind: Scots were the largest minority group in the north of England.

The Swedish student: Benedict Nicoll is one of the few people specifically identified in the tax records of 1440 as coming from Sweden. He and five others, including a Magnus and an Olaf, are described as staying with the University of Cambridge. Medieval seats of higher learning were always international in their membership and influence, but those who were full members of the universities of Oxford and Cambridge generally enjoyed exemption from taxation. Whatever Benedict’s status and purpose in Cambridge, he was evidently only a temporary resident, for he had disappeared from the record by the time the second instalment of the 1440 tax was collected.

The Dutch artist: John Danyell was from Holland, in the modern Netherlands, and appeared in England in 1440 as a painter living in the city of Lincoln. The occupation of painter had the same ambiguity in the 15th century as it does today: it could mean a house-painter, or a maker of fine art. John’s presence in one of the most important cathedral cities of England is a vital clue to the patronage of artists from the Low Countries and of their influence on the northern Renaissance.

The Italian trader: Alexander Plaustrell, or Palestrelli, was a prominent Italian merchant living in London in the mid-15th century. Originally from Piacenza, he had trading connections across northern Italy, including in Lucca and Genoa. His house was in the Board Street area of London. In 1456, at a moment of high tension, he was physically assaulted in an affray at Cheapside, and the episode set off a series of attacks on Italians across the city. It provides us with one of many examples of the tensions between native Londoners and their international business rivals, as well as showing the readiness with which London mobs could target the foreigners in their midst.

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Week 4

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Task 7: How welcome were the ‘aliens’ of the Middle Ages?

•Using the notes you took in class/photos on your iPad, write an answer to:

•To what extent were ‘aliens’ accepted into English society in the Middle Ages?

•Make sure your answer is balanced (tells two sides of the story) and that you have an overall conclusion.

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Task 8: M. Kauffman, Black Tudors (2017)

1) Where did black Tudors make their way to England from?

2) Were black Tudors judged more by their social class and religion or by the colour of their skin?

3) Were black Tudors baptised, married and buried in English churches?

4) Which kinds of Africans had good experiences? What kind of Africans had more negative experiences?

Challenge: What kinds of preconceptions about African migrants to Britain do you think this book is trying to challenge?

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Week 5

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Task 9: Compare the experiences of African and Indian

people in Britain between 16th & 18th centuries.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Task 10: Using the revision checklist, ensure you have a flashcard or revision resource for every topic we have studied so far.

Make sure you bring your flashcards or revision resource to lesson to show your teacher. It could also be a Kahoot or quiz or timeline for example but it should be something that you can use to test yourself.

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Week 6

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Task 11: Practice questions

1) Describe how the government has controlled migrants, 1066-1500. (4 marks: remember, describe two ways; point, description, point, description.)

2) Explain two consequences of migration for England, 1000-1400. (8 marks: 2 PEEL paragraphs)

3) Explain why migrants arrived in Britain, 1500-1700. (8 marks: 2 PEEL paragraphs)

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History Homework BookletYear 10 Autumn Term 2

Impact of Empire: 1688=1730

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Week 1

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Task 1 – The Glorious Revolution

Write definitions for the following key terms/ Events and people. Try and do as much from memory as possible!

James II William of Orange & Mary

Hanoverian Kings Glorious Revolution 1688

British Isles Catholic

Protestant Battle of Boyne

Page 34: History Homework Booklet - Chesterton Community College · History Homework Booklet Year 10 Autumn Term 1 Migration to Britain: 1000- 1688. ... When the Normans fought back he then

Task 1 (part 2) – Ireland after 1691

• Use your iPad and Edmodo links to research and then write a summary of the Irish Penal Laws (1695-1728). How did these affect Irish Catholics?:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Week 2

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Task 2 – The creation of Great Britain

• Look carefully through your notes and answer the following exam style question:

Explain why Scotland signed the Act of Union with England in 1707. (8 Marks)

Hint

• 2 points, fully explained, linked back to the question, with evidence.

• Two separate paragraphs

• Give specific examples!

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Week 3

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Task 3

Create a web diagram connecting these events:

- Bank of England (1694)

- Nine Years War (1688-1697)

- Early expansion of England’s Empire- EIC set up (1600)

- Glorious Revolution (1688)

- Growing power of Parliament and the middle classes (merchants, traders, bankers etc.).

Make links between them and explain how they are connected.

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Week 4

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Task 4 – The creation and expansion of Great Britain Make a timeline like the one on the following page and mark on these events:

- The Glorious Revolution

- The Jacobite rebellion

- Massacre of Glencoe

- Darien Scheme

- Acts of Union

- South Sea Bubble

- Bank of England created

- Creation of East India Company

- Creation of Royal Africa Company

- Treaty of Utrecht

When plotted, colour code them according to whether they are:

• Creation of Great Britain

• Great Britain’s influence in Europe• Great Britain’s influence in the wider

world

Page 41: History Homework Booklet - Chesterton Community College · History Homework Booklet Year 10 Autumn Term 1 Migration to Britain: 1000- 1688. ... When the Normans fought back he then

Task 4 – The creation and expansion of Great Britain

1600 1650 1700 1750

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Week 5

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Task 5: Using the revision checklist, ensure you have a flashcard or revision resource for every topic we have studied so far as part of the Impact of Empire study. Make sure you bring your flashcards or revision resource to lesson to show your teacher. It could also be a Kahoot or quiz or timeline for example but it should be something that you can use to test yourself.

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Week 6

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Task 6: Practice Questions

1) Explain how England increased its power over Ireland and Scotland in this period (10 marks).

2) Explain the impact of the growing empire on Britain’s society and culture (10 marks).

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History Homework BookletYear 10 Spring Term 1

Migration to Britain: c.1700-c.1900

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Homework: Week 1Complete this table of similarities and differences between the Huguenot and Palatine migrants. Aim for 3-4 detailed bullet points on either side.

Similarities Differences

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Homework: Week 2Read the paragraph from a model answer below. Then use the mark scheme to mark your own answer. Give yourself a WWW & EBI and then improve your answer.

One factor driving emigration from both Scotland and Ireland in this period was the potato famine. In Ireland, one million people died as a result of the blight and those who survived were left destitute, unable to support themselves and their families due to Ireland’s reliance on the potato crop. The impact in Scotland was less drastic but nevertheless affected thousands in the Highlands. Government relief was not sufficient and, as a result, thousands migrated to England in search of a better life. In many respects there were no alternatives, which highlights the significance of the famine in forcing the Irish (and to a lesser extent the Scots) to migrate.

Mark Scheme:

1-2 – You’ve described some general reasons with little or not detail.

3-4 – You’ve described relevant factors that encouraged migration but you have not clearly explained why they led to migration.

5-6 – You have explained at least one factor and have supported your answer with knowledge. Your answer is mostly linked to the question, though there may be some description.

7-8 – You have explained more than one factor and have supported your answer with specific detail. You fully explain why your factors drove migration and clearly link back to the question.

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Homework: Week 3

To what extent were the Scottish and Irish victims of the industrial revolution?

- Think about everything that you have studied in the past 2 weeks and aim for 3 points, at least one on either side of the debate (yes, they were victims; no they weren’t). Come to a brief conclusion addressing “to what extent” by weighing up the evidence on both sides.

- Remember to use specific evidence and to link back to the question!

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Homework: Week 4

At the end of this half-term or at the beginning of next half-term you will have an assessment on migration from 1000-1914. To revise…Task 1: Create three big mind-maps in your book from memory:

- Migrant groups in medieval England (1000-1500)

- Migrant groups in early modern England (1500-1700)

- Migrant groups in industrial England (1700-1900)

Add anything you can remember about these groups including dates, causes, effects and experiences. When you have finished, go back and check your book to see what else you can add – add this new information in a different colour.

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Task 2: Thinking just about migrant groups between 1500 and 1900, answer these questions in your book:

1) Which groups have migrated to Britain for religious reasons? Write down the groups and the religious reasons why they came.

2) Which groups have had positive experiences in Britain? Write down at least two groups and evidence of positive experiences.

3) Which groups have had negative experiences in Britain? Write down at least two groups and evidence of positive experiences.

4) Which groups came to work in Britain’s industrial towns. Write down at least three groups, and for each one the kind of jobs they did.

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Homework: Week 5

How significant were ……………………………….. for English society, politics and the economy? (14 marks)

Answer using one of these groups:

German migrants in the 1700s

Irish and Scottish migrants in the 1800s

Black migrants in the 1700s and 1800s

Jewish migrants during the Great Migration

Write three paragraphs including

reasons why they are significant and

reasons why they are not. You should

think about and include in your

answer:

- The extent of their impact

- The duration of impact (did it

affect Britain for a long time to

come)

- Whether their impact led to any

knock-on impacts

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History Homework BookletYear 10 Spring Term 2

Migration to Britain: 1000-c.2010

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Week 1

Write an answer to the 24 mark question: 'Aliens' experiences 1066-1914 were determined by government legislation'. How far do you agree?

Legislation = laws

- Your paragraphs should be on different factors that have shaped aliens’ experiences – one at least should be on government legislation.

- You need to evaluate how significantly each factor affected the aliens

- You must use examples from different periods – medieval, early modern and modern.

- Don’t structure it chronologically, but do think about change over time, especially in the conclusion!

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Week 2

4 mark question: Describe two groups of people who immigrated due to the impact of Nazi policy.

Write two points each back up with evidence.

E.g. One group who emigrated were the Jewish children …

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Week 3: 8 mark question

Explain why commonwealth migrants migrated to Britain after the Second World War (8 marks).

Remember to make 2 separate points and to PEEL!

Explain why those push and pull factors led them to migrate to Britain.

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Homework: Week 4

At the end of this half-term or at the beginning of next half-term you will have an assessment on migration from 1000-2010. To revise…Task 1: Create four big mind-maps in your book or on paper from memory:

- Migrant groups in medieval England (1000-1500)

- Migrant groups in early modern England (1500-1700)

- Migrant groups in industrial England (1700-1900)

- Migrant groups in modern England (1900-2010)

Add anything you can remember about these groups including dates, causes, effects and experiences. When you have finished, go back and check your book to see what else you can add – add this new information in a different colour.

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Task 2: Thinking just about migrant groups between 1900 and 2010, answer these questions in your book:

1) Which groups have migrated to Britain due to religion or persecution? Write down the groups and the religious reasons why they came.

2) Which groups have had positive experiences in Britain? Write down at least two groups and evidence of positive experiences.

3) Which groups have had negative experiences in Britain? Write down at least two groups and evidence of positive experiences.

4) Which groups came to work in Britain’s after the Second World War. Write down at least two groups, and for each one the kind of jobs they did.

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Homework: Week 5

Using the revision checklist, create a set of flashcards or a quiz that you can you use to test yourself on each part of the checklist. Make sure you are prepared for your assessment!

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History Homework BookletYear 10 Summer 1

Revision for mock exams

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Week 1 – Migration to Britain (1 hour)

1. Describe two examples of migrant groups who came to Britain before 1750. (4)

2. Explain why the Aliens Act was passed in 1905. (8)

3. How significant was Asian migration for British society between 1600 and 1900? (14)

4. ‘Between 1000 and 1750, migrants were unable to assimilate [fit in] into British society’. How far do you agree with this statement? (24)

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Week 2 – Migration to Britain (1 hour)

1. Describe two examples of migrant groups who came to Britain after 1750. (4)

2. Explain why there was Jewish migration to Britain in the 19th century. (8)

3. How significant was the First World War in changing attitudes towards immigration? (14)

4. ‘Between 1500 and 2010, the main impact of migrants to Britain was social.’ How far do you agree with this statement? (24)

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Week 3 – Migration to Britain (1 hour)

1. Describe two pieces of legislation aimed at migrant groups introduced between 1900 and 2000. (4)

2. Explain why Protestants moved to Britain in the 16th and 17th centuries. (8)

3. How significant was 19th century Irish migration for politics and society in Britain? (14)

4. ‘Between 1000 and 1750, negative migrant experiences in Britain outweighed the positive.’ How far do you agree with this statement? (24)

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Week 4 – Impact of Empire (45 minutes).

Section A The Impact of Empire on Britain 1688- c1730

1. Explain why the Scottish parliament voted for union with England in 1707. (10)

2. ‘Most Irish Protestants saw themselves as superior to, and different from, the Catholic majority.’ How far do the Section A sources convince you that this view is correct? (20)

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Week 4 sources

Section A Sources:

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Week 5 – Spitalfields (30 minutes)

1. Explain how Spitalfields changed in the 20th century (10)

2. Which of the sources (1.1 and 1.2) are more useful to an historian studying the treatment of migrants in Spitalfields in the 1600s? (10)

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Spitalfields sources

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History Homework BookletYear 10 Summer 2

International Relations 1919-1939 and the US depth study

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Weeks 1-3 (during mock exams)

Using the Y10 mock examination revision checklist, ensure you have revised all topics in preparation for your history mock and fill in any gaps where necessary using the resources on Edmodo. Use the resources you have created this year to test yourself.

There are some optional practice questions on the next few slides. You may not have time to write answers to all of them. Instead, consider making a brief plan for each question.

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Optional practice questions:

1) Describe two acts of resistance or violence towards migrants, 1000-1200. (4 marks)

2) Explain why migrants arrived in Britain from the Commonwealth, 1945-1980. (8 marks)

3) How significant was Britain’s membership of the EU in changing attitudes towards migration, 1990-2010? (14 marks)

4) “Migrants have been treated more positively by the government than by the people during 1000-1750.” (24 marks) How far do you agree?

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Optional practice questions:

1) Explain how the expanding British Empire changed British culture and society, 1688-1730 (10 marks).

2) Explain how migrants were treated in Spitalfields, 1600-1900 (10 marks).

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Week 4: Why did the League of Nationals fail to prevent the Second World War? Create something that answers the above question. It could be:

- A (long) paragraph summarising the main reasons

- An essay, with paragraphs on key causes and a conclusion weighing up the importance of causes.

- A diagram showing the connections between the causes of failure

- A narrated PPT or a video of you explaining the answer to this question.

Here are some causes to get you started:

- The League was weak due to its membership and powers

- The League set a bad example through its response to Manchuria and Abyssinia

- Britain’s policy of appeasement- The actions and strengths of Hitler

- The Treaty of Versailles was seen to be unfair.

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Week 5: Test yourself on these key words relating to our new topic, USA 1918-1948

Congress The US “Parliament”: its passes laws (and approves treaties and declarations of

war).

Federal System The US has a federal system – this means that while it is one nation, it is made up

of various states, each of which has fair amount of power that the US

government cannot take away.

Supreme Court The most powerful court in the USA – it can check that the government isn’t acting illegally or against the US constitution.

Democrats and Republicans The two main political parties in the USA

Republican Presidents in the 1920s Harding, Coolidge, Hoover

Republican policies in the 1920s Low taxation, pro-business, lasses-faire, tariffs (taxes on non-American goods)

Laissez Faire When the government leaves businesses alone – they don’t interfere – and raise

few taxes.

Consumer society A society where buying and selling goods is important and widespread

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Week 6: Create a factfile on the US Presidents of the 1920s.

• Use this link: https://www.bbc.com/bitesize/guides/zw9wb82/revision/2

• It should look something like this for each President:

Name:

Slogan:

Beliefs:

Key achievements/policies (if any):

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Well done on completing Year 10 History!