option subjects name: · by analysing the script, you should be able to identify where the action...

Year 9

Option Subjects

Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Knowledge Organisers

At Longfield Academy, we believe that a firm grounding in knowledge should be at the core of students

learning. With this in mind, we have created this ‘knowledge organiser’ booklet to give you an overview of

what your son or daughter will be studying over the next two modules. A knowledge organiser is a set of key

facts or information that pupils need to know and be able to recall in order to master a unit or topic. This will

help them to develop and deepen their learning across all of their lessons.

Each subject has created one or more knowledge organisers based upon the topics that are being studied in

the first two modules. Students should learn this information in their own time so that they can recall it easily.

This can be done following these simple steps:

Read – Spend 5 to 10 minutes reading through a knowledge organiser.

Cover – Either cover over key topics or simply turn your knowledge organiser over to ensure that

the information is well hidden.

Quiz – Ask a friend or relative to test your knowledge on what you have learnt.

Repeat - Repeat the steps until you have committed the material to memory and mastered the

topic.

If you are still struggling with a topic, then you might want to carry out further research and make

your own knowledge organiser.

Teachers will set this as homework which should be recorded in the student planners. Students will then be

tested in lessons via low stakes quizzing to ensure that they have revised their knowledge organisers. It is

important that students track their scores from their low stakes quizzes in the “Quiz Scores” section of this

booklet. Typically, these will be scored out of 5, however, departments may vary depending on the topic they

are delivering. Initially the scores will be recorded in the student’s books or online work book. However, it is

vitally important that they are transferred to this document.

You can support your child by:

Encouraging them to study their knowledge organiser booklet and learn the material set.

Testing them on their ability to recall the information learnt from the knowledge organisers.

A digital copy of the knowledge organiser booklet can be found on our school website under the ‘curriculum’

tab. The knowledge organiser is part of their stationary equipment and it is expected that the knowledge

organiser should be with the students at all times.

Quiz Scores

Art

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Construction

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Creative iMedia

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Drama

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Quiz Scores

Enterprise and Marketing

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Food Preparation and Nutrition

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

French

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Geography

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Quiz Scores

History

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Music

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Photography

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Physical Education

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Quiz Scores

Spanish

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Contents On the following pages are knowledge organisers for subjects in the following order:

Art

Construction

Creative iMedia

Drama

Enterprise and Marketing

Food Preparation and Nutrition

French

Geography

History

Music

Photography

Physical Education

Spanish

Art – Modules 5 and 6

Construction – Modules 5 and 6

Creative iMedia – Modules 5 and 6

Creating Pre-Production documents – Analysing a Script

The Key Points Example of a formatted script

There is a set structure to a script so the key information should always be in the same place and style. The structure defines the formatting and layout of the script content.

By analysing the script, you should be able to identify where the action takes place, what happens in the scene, who features in the scene and what they say.

Note that the different sections are indented from the left-hand margin. This is information is about the scene location, action and any camera shots. Indented from this is the character / actor name and what they say. By adding detail to the speech, such as how and when they say it, we call this dialogue. These are the main sections of a script and they should follow some conventions in the way they are formatted. When analysing a script, a standard layout makes it easier and quicker to find the information that you need.


File formats for still or static images, i.e. images that do not have any movement File format Properties and use Limitations

JPG Provides lossy compression to reduce the file size at the expense of image quality. Widely used with digital cameras and websites.

Reduced image quality with higher compression settings.

PNG Provides lossy compression and supports transparency. Intended for web use as an alternative to .gif files. Not as widely supported (or popular) as jpg.

TIFF Very high quality lossless image files. Used in high quality printing but losing popularity. Very large file sizes, which restricts transfer and distribution.

PDF An expert format from image editing software which cannot be edited further. Used with documents and print products with image content.

Cannot be edited directly – must the original file format before being exported.

GIF Provides small file sizes and supports transparency and animation. Used in website pages for web buttons, logos and other basic graphics.

Limited range of colours and has licensing restrictions since the format is protected by copyright.

File formats for audio files

File format Properties Limitations

MP3 Compressed file format that can be compressed using bit rates, providing a range of options for the sound quality and file size. Good for portable devices and widely supported.

Audio quality can be a limitation when using high compression in order to obtain small file sizes.

WAV Uncompressed high quality audio files intended for Windows® computers. File sizes can be large.

AIFF Uncompressed high quality audio files and the default for Apple Mac® computers. Cross platform restrictions, not always widely supported.

OOG VORBIS Similar to MP3 but less widely used. Not widely supported.

File formats for video files

File format Properties Limitations

MPG Video file format with lossy compression that provides smaller file sizes for faster loading. Compression can lower the video quality.

MP4 A video compression standard that enables high quality video over low-bandwidth connections.

MOV Widely used for video files from digital cameras, providing good quality. Originally developed for use with Apple QuickTime®.

AVI Uncompressed video file format for high quality. Often used when editing video before exporting in other formats.

File sizes can be very large.

FLV Flash video file, providing smaller file sizes. May be used with both video and animation products. Not as widely supported.

File formats for animation files

File format Properties

SWF Compressed file formats provide file sizes for fast loading speed online but not well supported by Apple® platforms.

GIF Limited colour support but useful for short animations that are supported by web browsers.

FLV As for video file format.

MOV As for video file format.


Creating a Mood board Creating a Mind map/ Spider diagram

The Key Points The Key Points

There is no set structure so the content can be placed at random.

The content does not have to be copyright free – the use of a mood board is there to show similar products and ideas which can help the generation of ideas.

A mood board is not placed in the public domain – it is for personal or ‘in-house’ use only.

The content should have some relevance or connection to your own project, brief or scenario.

In the exam you will need to be able to create a hand-drawn mind map although you will need to know other ways to create and digitise them.

There is no set structure so the content can be placed anywhere on the page/sheet.

The content must be linked by connections and have some sort of logical flow or breakdown.

Creating a mood board by hand Creating a mind map/ spider diagram by hand

The content is likely to need a range of images. These can be placed on the mood board or redrawn to show what you are thinking. REMEMBER that unlike a visualisation diagram, there is no set structure to the mood board. The content can be placed at random but the important thing is that it follows a theme which is suitable for the client requirements.

The content will need to include a wide range of relevant ideas using a clear structure of nodes and sub-nodes that are connected by lines. Annotate the mind map with notes, comments and extra ideas.

Example of a Mood board Example of a Mind map/Spider diagram

EXAM TIP – Check to see what the marks are given for in any question that asks you to create something. For example, it might refer to content, layout and fitness for purpose. Annotations are always a good idea to show you clearly understand what is required.

EXAM TIP – Make sure all of the content that you put on the mind map is relevant to the question.


Creating a Visualisation diagram Creating a Storyboard

The Key Points The Key Points

In the exam, you will only be able to create a hand-drawn visualisation diagram although you will need to know about other ways to create and digitise one.

The visualisation diagram should illustrate what the intended final product will look like.

The content should be relevant to the brief, show where different elements will be positioned and identify what colours could be used.

In the exam you will only be able to create a hand-drawn storyboard although you will need to know about other ways to create and digitise them.

The storyboard needs to show the flow of a story or sequence so that the viewer can get a good ‘feel’ or impression of what the final product will look like.

Scenes should show the visual content and be supported by information such as camera shots, action and expected duration.

Creating a Visualisation diagram by hand Creating a Storyboard by hand

The content is likely to need a range of images, graphics and text. Annotations are always a good idea to show you clearly understand what content is required.

The content will need a range of visual images for each panel or scene. Annotate the storyboard panels with descriptions, shot types, camera movement, timings, speech, action/direction and any other comments.

Example of a Visualisation diagram Example of a Storyboard

Drama – Modules 5 and 6

Enterprise and Marketing - Modules 5 and 6

Food Preparation and Nutrition – Module 5

Pregnancy A varied diet, providing adequate amounts of energy and nutrients, is essential before and during pregnancy. The mother’s diet can influence the health of the baby. Having a healthy body weight is important. Being overweight increases the risk of complications, such as high blood pressure and diabetes during pregnancy.

Folic acid is a synthetic form of the B vitamin, folate. Folate is needed for rapid cell division and growth of the foetus. It is particularly important during the first 12 weeks. Folate is important for the development of the neural tube (the start of the brain and the spinal cord). An adequate intake of folate is essential to protect against neural tube defects such as cleft palate and spina bifida. A mother who is breastfeeding requires extra energy and nutrients. There are also increased demand for nutrients, such as calcium, phosphorous, vitamins A and C. Breast milk provides all the energy and nutrients a baby needs for growth and maintenance during the first 6 months of life.

Childhood The energy requirements of children increase rapidly because they: • grow quickly; • become more active. Children have a higher energy requirement for their body size compared with adults. They need foods that provide sufficient energy but are also rich in nutrients. Foods should be eaten as part of small and frequent meals. Children’s diets from the age of 2-5 should be based on the principles of the Eatwell Guide and include plenty of starchy carbohydrates, fruit and vegetables, and some protein and dairy foods. Children should be encouraged to remain a healthy weight with respect to their height. Childhood is an important time for growth and development. Children need a good supply of protein, and other nutrients including calcium, iron and vitamins A and D. Children begin to take responsibility for their own food choices around this time. It is therefore important to encourage them to eat a healthy, varied diet which is rich in fruit, vegetables and starchy foods.

Adolescence Adolescence is a period of rapid growth and development and is when puberty occurs. The demand for energy and most nutrients are relatively high.

• Boys need more protein and energy than girls for growth.

• Girls need more iron than boys to replace menstrual losses.

It is important to encourage an active lifestyle with a healthy, balanced diet during this time. This is because good habits practised now are likely to benefit their health for the rest of their lives.

Babies Infants under 6 months should not be given: • wheat or other cereals to avoid risk of a

reaction to gluten, which results in coeliac disease;

• eggs; • fish and shellfish; • soft and unpasteurised cheeses. Throughout complementary (milk and solids) feeding, babies should not be given foods with added salt. Sugar-containing foods and drinks (e.g. biscuits, some rusks, fruit juices) between meals should be limited. Supplements of vitamins A, C and D in the form of drops are recommended for children aged from 6 months to 5 years. This is particularly important if they do not eat a varied diet. For some, these are available free via the Healthy Start scheme. Cows’ milk is not suitable as a drink before 12 months of age because it is low in iron, but can be used in small amounts in cooking from 6 months. Low-fat varieties of milk, as a main drink, are not suitable for babies and young children until at least 2 years of age.

Adulthood Nutritional requirements do not change much between the ages of 19 to 50. On average, UK adults are eating too much saturated fat and salt from food, and not enough fruit and vegetables. A poor diet can lead to diseases such as obesity, cardiovascular diseases, cancer and diabetes. To reduce the risk of developing these diseases, it is important to:

• eat a balanced diet; • eat plenty of fruit and

vegetables; • drink alcohol in moderation; • stay active; • not smoke.

Older Adults Older adults is the term usually refers to people over the age of 65.

Requirements for energy gradually decrease after the age of 65 as activity level falls. To maintain good health, it is important that older adults:

• enjoy their food; • keep active; • have adequate nutrient intakes.

It is also important they keep hydrated by drinking plenty of fluid. Even minor dehydration can lead to health problems. After menopause (when menstruation stops), women gradually lose bone strength. Osteoporosis may occur when bones become weak, brittle and break easily. This may lead to fractures in the wrist, back and hip. Older adults should have plenty of calcium intake from milk and dairy products, green leafy vegetables, beans, pulses, and products made from flour. They should also remain active and have

adequate vitamin D from foods such as oily

Food Preparation and Nutrition – Module 6 Eggs

•Hold air when beaten •Coagulate (sets) when heated •Add colour to mixtures •Thickens sauces, custards, etc. •Glaze bread, scones and pastry •Bind ingredients together •Provide protein, fat, iron and Vitamins A, B, and E

Sugar •Provides sweetness •If brown, provides colour and texture •Large amounts prevent microorganism growth (for example, jam/marmalade) •Caramelises to produce a brown colour •Retains moisture •Helps to trap air in cake mixtures •Provides carbohydrate

Fats/Oils •Provide flavour •Keep products moist and extend shelf-life •Add colour to foods •Make pastry 'short' by coating the flour to stop gluten developing •Hold air when creamed with sugar •Oil forms an emulsion with liquids (for example, mayonnaise) •Provide energy and Vitamins A and D

Flour There are many different types of flour, such as stone ground, whole meal and self-raising flour. •Provides fibre (especially if wholemeal) •If Self-Raising, makes mixtures rise •Forms the bulk of bread, pastry and cake mixes •Gluten in flour produces a stretchy dough •Provides carbohydrate, Vitamin B, calcium and iron

Cocoa powder (unsweetened) •Provide flavour •Anti-oxidant

Baking powder/Soda Chemical raising agents that cause batters to rise when baked. Enlarges bubbles already present in the batter with the production of CO2

Baked products – Functions of Ingredients

French – Module 5

French – Module 6

Geography – Modules 5 and 6

History – Modules 5 and 6

American West 1835 - 1895 Reduced Revision for Paper 2. Section A. Thematic not chronological.

1.Plains Indians Social & Tribal Structures - Tribes (e.g. Sioux) divided into bands, with chief & council. Chiefs/Council decided

what bands did. Band more important than individual. Chiefs guided by spirits. Men (braves) hunted/fought,

women (squaws), made clothes, prepared food, looked after tipi. Children taught skills. Elders respected left

behind to die.

Survival on the Plains - Tough climate hot/Summer, cold/Winter. Indians worked as team, relied on horses,

hunted buffalo (used for food, clothing, equipment). Nomadic lifestyle-followed buffalo. Tipis coned shape-

protected from strong winds, packed away quickly.

Beliefs - Everything had a spirit, work with nature, don’t try to control it. Contact spirits-visions/dances. Sacred

land e.g. Black Hills, no land ownership, counting coup (touch an enemy with stick). Don’t stand & fight, run away.

US Government policy & the Indians - Permanent Indian Frontier divided Indian territory from Eastern states. This

changed when whites moved west across Indian land. Indian Appropriations Act 1851-whites wanted to use Indian

land. Indians were paid to live on reservations, to stay away from whites & learn farming. The Fort Laramie Treaty

1851 - As more whites moved west using Oregon Trail tensions increased with Indians. Migrants wanted more

protection from US government which led to the treaty being agreed. Importance of Fort Laramie-Indian

Reservations set up, white settlement on Plains, railroad started, military posts set up in Indian territory, tribes got

resources (food & money) from US led to loss of Indian independence. White settlement in west increased as

Treaty allowed white settlers along Oregon Trail.

Impacts on the Plains Indians - Expansion of railroad, growing cattle industry & gold prospecting increased

pressure on Indians’ way of life. Railroads disrupted buffalo & led to their death. Railroads sold land to settlers.

Government persuaded tribes to give up lands along railroad routes & move to reservations. More cattle in west

meant less grass to eat for buffalo. Cattle trails crossed Indian land.

Impacts of Government Policy - As more whites moved onto the Plains the US Government moved more Indians

onto reservations. Indians did this for survival.US Gov. promised protection of lands & regular food supplies. Tribes

were desperate for food & would sign treaties to get something to eat. Also forced by US army. Impacts of

reservations-no hunting, dependent on food supplies, Bureau of Indian Affairs agents that ran reservations were

often corrupt & cheated Indians

The Indian Wars - Tensions between Indians & whites led to wars which came to a temporary halt in 1868 with Fort Laramie Treaty. Little Crow’s War 1862 - moved onto reservation, crop failed, food promised didn’t arrive. Attacked agency that ran reservation & stole food. Moved to smaller reservation which led to more deaths. Sand Creek Massacre 1864 - More than 150 Indians were massacred at a friendly camp led by Black Kettle. He survived & told other Indians. Red Cloud’s War 1866-68-Bozeman Trail linked to Oregon Trail for white settlers to move through Indian land for gold in Montana. This broke 1st Fort Laramie Treaty, so Indians attacked travellers on trial. 2nd Fort Laramie Treaty signed 1868. US abandoned Bozeman trail, Red Cloud moves tribe to reservation on Black Hills of Dakota. Battle of Little Big Horn 1876 - Turning point as Sioux Indians defeated US army. Shock made US people hate the

Indians & want to destroy their way of life. Custer attacks Little Big Horn & is killed with over 200 men. Some

blamed Custer as he did not wait for back up. He split his 600 men into 3 groups. He was outnumbered.

Consequences of battle-whites want to destroy Indian way of life. Most Indians were put onto reservations.

Indians forced to sell Black Hills & other land. Gave up weapons/horses. They were defeated. The Wounded Knee

Massacre 1890-Indians lived on reservations had cuts in rations, crop failures, loss of land/way of life & many

dead. An Indian had a vision that if they kept dancing they would bring back the dead & get rid of the whites. This

worried the whites & the army stopped them.250 Indians were killed at Wounded Knee after they started to

dance. This was the end of the Indian resistance.

History – Modules 5 and 6 American West 1835 - 1895 Reduced Revision for Paper 2. Section A. Thematic not chronological.

1.A Way of life Ends

Buffalo: Hunting & Extermination-1840 millions of buffalo by 1890 only 200 left. Destruction of buffalo led to the destruction of Indians’ way of life. Killing Buffalo-Railroads used hunters to help feed construction workers, killed by tourists on trains for sport, buffalo hides made into leather goods.

Life on the reservations-idea was to stop Indians opposing Manifest Destiny by forcing them to live like whites Reservation land was not fertile & made survival difficult. Indian Agents were appointed by Government to look after reservations but they were corrupt. Money/rations for Indians disappeared. Many Indians died from diseases. Indian Agency Police controlled reservations. Tribal Chiefs lost powers to lead tribes, e.g. no longer signed treaties. Indian children taught white values in schools. No dances/ceremonies, forced to practise Christianity. No hunting. No Horses.

Changing Government Attitudes-Reservation System-Indians dependent on handouts. The Dawes Act 1887 gave Indians land on reservations to farm. Aim was to break up tribes & reduce power of chiefs. Make Indians individuals. Significance of Dawes Act-Indians lost more land, sold their own land, unsuccessful farmers as land was so bad. Whites cheated Indians out of land. USA had complete control of West.

2.Westward Migration

Why move west? - Pull Factors (e.g. Gold, land, freedom, Oregon Trail), Push Factors (e.g. overcrowding in east,

financial crisis, unemployment, Mormons persecuted) Manifest Destiny-US Government wanted to populate

west. God’s will that white Americans should settle over all America. Government published guide books to

encourage migrants to go west.

Gold Rush 1849 - Gold discovered in California 1848 led to huge migration to West.Consequences-300,000 more

people by 1855, law problems, racial tensions (Chinese), Gold boosts economy, railroad started, Indians killed in

California.

Oregon Trail & the Donner Party - Oregon Trail was only practical way for migrants to get across the mountains by

wagon. Very important to the settlement of the west. First migrants to travel the Oregon trail was in

1836.Guidebook helped travellers, sponsored by Government & written by John Fremont. Journey west in wagon

took 8 months, over 3000km, left in April, crossed 2 mountains Rockies & Sierra Nevada, desert. Had to complete

journey before winter or got stuck in snow e.g. The Donner party 1846.Trapped by snow in Sierra Nevada

mountains. Some survived by eating their dead friends.

Mormon migration-1846-47 - Joseph Smith created the Mormons. Their numbers grew, practised polygamy,

police force (Danites), Unpopular with non-Mormons-Smith killed 1844.Brigham Young took over & moved west to

Great Salt Lake area. Strong discipline on journey, split into groups. Advance party prepared the way for others to

follow. In the Salt Lake area (state of Utah), Mormons were successful in creating Salt Lake City because-Mormon

Church owned all land, water & timber-allocated to people, irrigation helped farming, Perpetual Emigration Fund

helped other Mormons join them, self- sufficiency-had skills to survive on their own.

Continued settlement growth - 1879 Exoduster movement by black Americans from south to Kansas. Reasons for

moving-After Civil war slavery was abolished, but black Americans still treated badly. Benjamin Singleton

promoted moving to Kansas. 40,000 black Americans moved. Consequences-other settlers took best land, found it

difficult to survive, mass migration ended by 1880. 1889 Indian territory in Oklahoma opened up to white settlers

in land rushes. First one opened up 2 million acres of land, where thousands of white settlers rushed over land to

claim their 160 acres.

History – Modules 5 and 6

American West 1835 - 1895 Reduced Revision for Paper 2. Section A. Thematic not chronological.

3.Conflict & Tension (Law & Order)

Lawlessness- reasons-claim jumping, isolated towns, racism towards Chinese immigrants, mining camps, not

enough officials, rapid population increases, alcohol, gambling, prostitution. San Francisco gangs controlled the

area 1851, murder, violence, theft common. Vigilance committees set up (vigilantes). Miners’ Courts set up to

settle mining disputes. An older miner was the judge.

Sheriffs & Marshalls- US Marshall appointed by President to be responsible for a state or a territory, Town

Marshall dealt with issues like saloon fights/shootings, Sheriff worked in counties & could ask locals to form a

posse to catch criminals. Law & Order other solutions-when a territory reached 60,000 people it could become a

state with its own legal system, until then the Federal government was in charge of this area. They appointed 3

judges for court cases & a US Marshall.

More Problems for Law & Order- Impact of Civil War, men from defeated South resented US Government laws,

Impact of Railroads, new towns in west created by railroads called ‘Hell on Wheels’, grew quickly, no law

enforcement, lots of fighting/prostitution/drinking.’ Cow towns’ where cowboys went after being paid to drink,

gamble and fight. Trains moved valuables & were targets for robberies. Improvements-Rail & telegraph. Improved

communication between officers. Cow towns banned weapons. Banks & railroad companies employed Pinkerton

detectives to track down robbers.

Billy the Kid & Wyatt Earp-Billy the Kid-grew up in poverty & became involved in range war (Lincoln County War)

between cattle barons. Local law enforcement was weak & corrupt & Billy’s gang could easily escape the law &

hide in remote areas. Billy escaped jail & was killed by Sheriff Pat Garrett. Wyatt Earp moved to the mining town of

Tombstone where there was lots of fighting led by Clantons and McLaurys. Businessmen hired Earp as deputy

sheriff to end fighting in their favour. Earp & his brothers defeated the Clantons/McLaurys in the Gunfight at the

OK Corral. Public opinion turned against the Earps after more deaths and they were considered murderers. They

left Tombstone.

The Johnson County War 1892-was an example of a range war for land/resources in the West. It was between

cattle barons & homesteaders in Wyoming. Most land was public, where huge cattle ranches developed & were

controlled by a few rich men. They controlled Wyoming. Smaller ranchers did better but big ranchers accused

them of stealing their cattle. Homesteaders took land from the big ranchers. Killing of Ella Watson & Jim Averill

(homesteaders) claimed they stole cattle, so they were hung. Wyoming Stockgrower’s Association (big ranchers)

hired gunmen & invaded Johnson County to kill rustlers. Invasion failed as locals from town of Buffalo arrested

them. They were eventually set free.


4.Settlement in the West (Homesteaders)

The Homestead Act 1862-One consequence of American Civil War (1861-65) was the Homestead Act. Incentives

were given to people to farm the west on the Plains in family sized plots of land of 160 acres. The land was free

apart from $10 to file a claim. You had to work the land for 5 years before they owned it. Consequences - 6 million

acres were homesteaded by 1876.Free land encouraged lots of white immigration on the Plains. Limitations-high

dropout rate-60%, rich landowners found ways of buying up land, Government gave 300 million acres to railroad

companies who sold it to settlers.

Homesteaders:- Problems - Lack of trees, water, hard land, fires/pests destroyed crops, not enough land, disease,

lack of education, isolation.

Solutions - Sod Houses, barbed wire, dried buffalo dung for fuel, wind pumps, machinery, dry farming technique,

Turkey Red Wheat, Timber Culture Act 1873 160 acres plant trees on half, Desert Land Act 1877 640 acres cheap

land, Women teachers/doctors, Railroads brought people/supplies. New Methods, Dry Farming-ploughing soil

after it rained to conserve water. Helped grow Turkey Red Wheat. New Technology-Wind Pumps, helped pump

water from underground and solved problem of finding water on Plains. Barbed Wire 1874-solved problem of no

wood for fencing. Kept cattle away from crops.

5.The Cattle Industry

Cattle trails & cow towns - Grew after Civil War as cattle was worth a lot more in north.5 million cows in south

1865.Beef in big demand in northern cities. Joseph McCoy sets up first Cow town in Abilene (railroad arrived

there). McCoy advertised route (Chisholm Trail) to Abilene, built hotels/stockyards there. This led to ‘beef

bonanza’ 1870s, where huge profits were made in cattle, led to rise of Cattle Barons (McCoy, Iliff, Goodnight).

Goodnight/Loving Trail-supplied new settlements in west, Indian reservations, Mining towns & Union Pacific

Railroad. John Iliff sold cattle to mining towns in Colorado, Indian reservations & railroad gangs.

Changing roles for cowboys- They were young single men, black, Spanish, Mexican, white American, ex- soldiers

or criminals. Their job was to look after the cattle. They drove the cattle from Texas in the south to northern

markets. Their job changed from-Long Drive, hundreds of miles, dangers stampedes, wild animals, crossing

rivers rustlers, Indian attack, weather extremes, out in open air, camp fires, saloons, brothels in cowtowns

changed to-working on ranches, checking/mending fences, fewer dangers, still thefts/attacks.

Changes in the Cattle Industry-Lots of investment in this industry in 1870s led to it becoming overstocked.

Consequences-too many cattle, little grass left, price of beef dropped, less profits, bad winter 1886/87 killed

cattle led to cattlemen going bankrupt. After the bad winter cattlemen moved from the Open Range onto small

ranches which were fenced. Cowboys led less adventurous lives on ranches.

Ranchers v Homesteaders-fought over land rights on Great Plains. Open Range ranching needed a lot of land so

large herds of cattle could roam & have enough to eat. Ranchers bought a few plots of land here & there & let

cattle roam over the land for free. Homesteaders then claimed their 160 acre plots & turned into farms & this

caused problems when cattle roamed or couldn’t use water. Homesteaders also fenced land so cattle could not

roam which protected crops. Led to tensions/conflict-consequence of Homestead Act.


6. The First Transcontinental Railroad 1869 - The Pacific Railroad Act 1862 provided incentives for private companies to build a railroad across America.

Impact of railroad - Troops could be moved to control. Indians, Americans could keep in touch, fulfil Manifest

Destiny by making it easier to migrate& secure territory, law officers could reach places to improve law & order,

transport goods across country & abroad.2 companies built the railroad, the Union Pacific & Central Pacific.

Government support for railroad in land & loans given. By 1880 railroad companies settled 200 million acres in

west, sold land along routes to set up towns, advertising- people from Europe came to the west as well as from

other parts of US. Railroad was completed at Promontory Point, Utah 1869.

Exam Questions-3 questions will always follow this pattern.

Answer all 3 (choice of 2 out of 3 for Question 3)

Q 1 Explain two consequences of…………… (8 marks) o Consequences = Things that happened as a result of something

Q 2 Write a narrative account analysing……………… (8 marks) o (Write about causes, consequences or change)

Q 3 Explain two of the following (16 marks) Choose 2 out of 3 o (Write about consequence/ significance - How important?)

Music – Modules 5 and 6

Photography – Modules 5 and 6

Physical Education – Modules 5 and 6

Spanish – Module 5

Spanish – Module 6

option subjects name: · by analysing the script, you should be able to identify where the action...

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