English Of Mice and Men

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Candy

Candy is an old ranch worker who has lost a hand in a work accident and now works as a swamper, or cleaner, on the ranch.

He feels that as he is ageing he is useless and does not have any value as a person.

Before his death, Candy’s dog is his only real companion.

This leads to him asking to be involved in George and Lennie’s dream of owning their own farm; he is willing to give all of his savings to these men who he has just met so that he can feel a part of something.

Description Why? Evidence Analysis

Feels useless

Candy feels that without a job, he has nothing to offer society.

“You seen what they done to my dog tonight? They says he wasn’t no good to himself nor nobody else. When they can me here I wish somebody’d shoot me. But they won’t do nothing like that. I won’t have no place to go, an’ I can’t get no more jobs.”

Candy’s dog is shot because it no longer serves a purpose, reflecting the harsh life that the men live, where there is no room for things that are not useful, and this extends to humans too. Candy suggests that he would rather die than be without a job, as he will have nowhere to live and no means of supporting himself.

Isolated

Candy is alone in his sadness about the dog being shot; no one will stand up for him and say that his dog should be allowed to live.

“Candy looked for help from face to face.”

Candy’s searching for help is pointless because he does not get any from the men on the ranch. He does not feel able to defend his dog by saying that he is valued because he is a companion, as this is not seen as being worth anything on the ranch. The phrase face to face suggests that all of the men are the same and have the same reaction; they are not behaving as individuals.

English Of Mice and Men

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Crooks

Crooks is the only black man on the ranch and experiences a significant amount of racism and discrimination.

Crooks is lonely and isolated,

Making him resentful and bitter towards the other characters, as seen when he tries to torment Lennie about George abandoning him.

Crooks is briefly won over by Lennie’s friendliness and enjoys having someone to talk to, even feeling some hope that he could be involved in the dream of the farm. However, Curley’s wife reminds him of the prejudice against him, making him return to his protective shell and dismiss the idea of the dream altogether.

Description Why? Evidence Analysis

Bitter Crooks takes pleasure in mentally hurting Lennie because he has been hurt by so many people before.

“Crooks’ face lighted with pleasure at the torture.”

Crooks clearly enjoys tormenting Lennie (by suggesting that George will abandon him). His cruelty towards Lennie, who is very innocent and has been nice to Crooks, can make the reader see him as an unpleasant character. However, when Crooks goes on to talk about the racism he has experienced, it becomes more understandable why he behaves in this way.

Lonely

As the only black man on the ranch, Crooks is completely isolated from the others and does not receive any companionship.

“A guy goes nuts if he ain’t got nobody.”

While the rest of the men share a bunkhouse, so are able to speak to each other and at least experience some elements of friendship at times, Crooks is made to sleep on his own in the stable.

English Of Mice and Men

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Curley’s Wife

Curley’s wife is the only female character who is directly featured in the novel. Many of the male characters on the ranch feel threatened by her, calling her jailbait because she is flirtatious and her husband is jealous and violent. They perceive her to be a tart because of the way that she acts around all of the men on the ranch.

Curley’s wife is never named in the novel;

Which reflects how she is not valued as a person. Her character demonstrates the negative attitude towards women that may have been held by men such as the ranchworkers at the time. She is only thought of in relation to her husband and is never seen by the other characters as a worthwhile individual.

Due to this isolation and misogyny, Curley’s wife is very lonely. She seeks out men to speak to so that she can engage in conversation with somebody. Curley’s wife admits that she does not like her husband and thinks that he’s an unpleasant man. Curley’s wife is also disappointed because of her failed dream to become a movie star.

Description Why? Evidence Analysis

Lonely

Curley’s wife looks for company throughout the book, but never finds it because none of the other characters are willing to speak to her.

“I never get to talk to nobody. I get awful lonely”

Curley’s wife’s statements here are short and simple, reflecting her sparse and limited life on the ranch. She is shown to use only a few words here, in the same way as she speaks very few words in her day-to-day life. The word awful is used like we would use ‘really’ to emphasise how lonely she is, but the word awful also shows how sad her life is.

Isolated

Curley’s wife is made to feel alone on the ranch because the men do not speak to her and she has a bad relationship with her husband, whom she dislikes.

“–Sat’iday night. Ever’body out doin’ som’pin’. Ever’body! An’ what am I doin’? Standin’ here talkin’ to a bunch of bindle stiffs–“

Curley’s wife is bitter here, insulting the only men left on the ranch (Lennie, Crooks and Candy) while the others are at the brothel, by referring to them as bindle stiffs, meaning tramps. She repeats Ever’body to show how alone she feels, as if everyone in the world is doing something except her.

English Support and application

Year 8 Term 2

Vocabulary Wider Research Apply

1. Context 2. Author 3. Stereotype 4. Ideology 5. Novella 6. Tension 7. Juxtaposition 8. Theme 9. Simple 10. Minor 11. Compound 12. Complex 13. Figurative 14. Personification 15. Idiom 16. Colloquial 17. Effective 18. Imaginative 19. Pace 20. Personality 21. Connotations 22. Analyse 23. Purposefully 24. Characterisation 25. Positive 26. Negative 27. Justification 28. Summarise 29. America 30. Steinebeck

OMAM – Summary: https://www.youtube.com/watch?v=2GJIDR9J5eg Of Mice and Men – Study Guide https://www.sparknotes.com/lit/micemen/ Quizlet – A range of quizzes on character, plot and vocabulary: https://quizlet.com/subject/of-mice-and-men/ Themes: https://www.youtube.com/watch?v=YF9PSIxIH9A

1. Create a list of definitions for the key vocabulary. These should be in your own words

2. Summarise the plot of Of Mice and Men in your own words.

3. Create a mind-map of all of the things that you know about Curley’s

wife. Include: key quotes, description, adjectives to describe him

4. Create a set of flash cards for the characters on the ranch. On one side, write a question: e.g.; ‘Who is Candy?’ and on the other, write the answer.

5. Research the American dream and summarise how it links to the novella.

6. How does the atmosphere in the novella change?

7. If the ranch wasn’t there, what would George and Lennie do? Write a set

of five predictions. 8. Writing Task 1 : Write a newspaper about George and Lennie’s

adventures

9. Writing Task 2: What happens next? Continue the story…

10. Writing Task 3: Design a poster about the opportunities for work offered at the ranch.

Maths Number

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Rounding and working with powers Rounding When you are discussing large quantities, you often only need to use an approximate number. To work this out, you round the number up or down to the nearest suitable figure. Depending on what you are rounding to, you must look closely at the figure after the digit you are looking to round and decide whether this certain figure will make the number round up or down. If this figure is 5 or more, we must round the number up. If the figure is 4 or less, the figure is rounded down. For example: 1257 to the nearest 10 = 1260. 2.365 to one decimal place would be 2.4 Significant Figures As well as rounding to the nearest 10, 100 or 1000, you can also use significant figures to round numbers. For example, when you say ‘it’s about 2 miles to school’ or ‘it took me about 30 minutes to do my homework last night’, you are rounding to one significant figure. In any number, the digit with the highest place vale is the most significant figure and the next digit is the next most significant, and so on. To round to one significant figure, you round the digit with the highest place value. If you round to two significant figure, you would use the digit after the one with the highest place value. For example: 382649 to one significant figure = 400000 Standard form Standard form is a concise way of writing very large numbers, such as those that occur in computing and astronomy. For example: 53000000000 as 5.3 x 1013. The first rule is always the number that is greater than or equal to 1 but less than 10. The second rule is always ten to the power. Multiplying and dividing with powers of 10 Instead of multiplying and dividing by 100, 1000, 10000, 10000 and 1000000, we use powers of ten e.g. 100 = 102, 1000 = 103, 104, 105 and 106. Although it is correct to say that the digits move, it may look as if you are moving the decimal point. It is important to think about the number of zeros in the power of ten you are multiplying or dividing by. Compare that with the number of places you move the digits. For example: 4.23 x 104 = 42300 or 53.1 ÷ 102 = 0.531 Multiplying and dividing numbers in standard form Now that you know how to write numbers in standard form, you can start to multiply and divide these numbers. Before we move on, we must be confident and comfortable with multiplying and dividing by powers of 10. Remember, your scientific calculator will convert numbers that are too large into standard form for you. For example: (2 x 103) x ( 4 x 104) = 2000 x 40000 = 8000000 (12 x 105) ÷ (2 x 102) = 1200000 ÷ 200 = 6000

Maths Geometry

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Area and volume Area of a triangle To work out the area of a triangle, you need to know the length of its base and the perpendicular height (this line must create a 90o angle between the height and the baseline of the triangle). You measure the height of the triangle by drawing or measuring the perpendicular line from the baseline to the very top of the triangle. To find the area of a triangle, we use the formula ½ x base x height. This is simplified to A = ½ x b x h or ½bh.

Area of a parallelogram To work out the area of a parallelogram, you need to know the length of its base and the perpendicular height of the shape. Remember, perpendicular height means the height of the shape from the baseline to the top of the shape, creating a 90o angle with the baseline. The formula to find the area of a parallelogram is base x height or A = bh.

Area of a trapezium To work out the area of a trapezium, you need to know the length of its two parallel sides (marked a and b in the image), and the perpendicular height (marked as h). The formula for the area of a trapezium is A = ½ x (a+b) x h or ½ (a+b)h. Step 1: add the two parallel sides together. Step 2: divide this answer by 2 to find the average parallel line length. Step 3: multiply our answer by the perpendicular height. Surface area of cubes and cuboids Shapes whose faces are all squares in 3D are called cubes. Their length, width and height are all the same. Shapes that are made from rectangles in 3D are called cuboids. Their length, width and height can all be different. You can find the surface area of a cuboid by working out the total area of its six faces. Area of top and bottom faces = 2 x length x width = 2lw Area of front and back faces = 2 x length x height = 2lh Area of the two sides = width x height = 2wh So the surface area of a cuboid = 2lw + 2lh + 2wh Volume of a cube and cuboid To work out the volume of a cube or a cuboid, you need to know the length, width and height. Once you know these measurements, we multiply these dimensions together to find the volume. For example: if the length was 3cm, the height was 5cm and the width was 7cm – your formula would be 3 x 5 x 7 = 105cm³

Maths Geometry

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Enlargements and scaling Congruency If two shapes have the same length sides and angles, they are congruent. Reflections, rotations and translations all produce images that are congruent to the original object. For shapes that are congruent, all corresponding sides are equal and all the corresponding angles are equal. Congruent triangles come in three different styles. SSS, SAS and ASA. Congruency occurs when all sides are the same (SSS), when two sides and an angle are the same (SAS) or when two angles and one side is the same (ASA).

Scale factors In two similar geometric figures, the ratio of their corresponding sides is called the scale factor. To find the scale factor, locate two corresponding sides, one on each figure. Write the ratio of one length to the other to find the scale factor from one figure to the other. For example: a scale factor of 1:2 would state that the second shape is twice as large as the first shape.

Enlargements An enlargement is one of the four types of transformations, which identify how similar or congruent shapes have changed in position or size. An enlargement is linked with scale factors as it states how many times bigger (whole numbers are used) or smaller (fractions are used) a new shape is compared to its original corresponding shape. For example if a new shape is enlarged by a scale factor of 2, then each of its side lengths double in size compared to the original shape. If a new shape has been enlarged by a scale factor of ¼, then each of its side lengths are 4 times smaller than the original shape.

Conversion The most common metric unit conversions for length are: 1km = 1000m, 1m = 100cm, 1cm = 10mm and 1m = 1000mm. the most common metric unit conversions for mass are: 1kg = 1000g, 1L = 1000ml and 1tonne = 1000kg. You need to know all these conversions.

Scale drawings A scale drawing is a smaller drawing of an actual object. A scale must always be clearly given by the side of or below the scale drawing. An architect’s blueprint is an example of a scale drawing. Maps are also examples of scale drawing. On most maps the scale is given as a map ratio. A map ratio is always written in terms of the same units. For example, a scale of 1cm: 1km would be 1:100000 in a map ratio.

Nets A geometric net is a flattened out three dimensional solid (a three dimensional shape) - like a cube, a prism or a pyramid. When you cut out the net, fold it and glue it together you can see what the three dimensional shape looks like. An example of a geometric net is shown on the right hand side.

Maths Support and application

Year 8 Term 2

Vocabulary Wider Research Apply

Power Approximate Estimate Round Significant Figure Standard Base Compound Height Perpendicular Parallelogram Triangle Trapezium Cube Cuboid Surface Volume Congruent Transformation Centre Enlargement Ray Scale Factor Hectare Drawing Ratio Kilometre Centimetre

Rounding https://www.mathsgenie.co.uk/rounding.html Standard form https://www.mathsgenie.co.uk/standard-form.html Multiplying and dividing by powers https://www.mathsgenie.co.uk/indices.html Area https://www.mathsgenie.co.uk/area.html Area of a trapezium https://www.mathsgenie.co.uk/area-trapezium.html Scale drawings https://www.bbc.co.uk/bitesize/guides/z2k9xfr/revision/3 Enlargements https://www.mathsgenie.co.uk/transformations.html Conversions https://www.bbc.co.uk/bitesize/guides/zcwhy4j/revision/7 Scale factors https://www.bbc.co.uk/bitesize/guides/zpwycdm/revision/1

1. Round the following numbers to the nearest 10, 100 and 1000: 4568,

4852, 6321, 10256 and 78523

2. Round the following to 1 decimal place: 2.36, 6.358, 4.10 and 41.687

3. Round the following to 1sf (significant figure): 7852, 2361, 4512 and

7456

4. Evaluate: 5.326 x 106

5. Evaluate 5200000 ÷ 104

6. Evaluate (2 x 103) x (6 x 102)

7. Find the area of a triangle which has a base of 10cm and a

perpendicular height of 3cm

8. Find the area of a parallelogram which has a base of 4cm and a

height of 25mm

9. Find the area of a trapezium which has two parallel sides of 2 and 4

and a perpendicular height of 6cm

10. Draw the net of a cube

11. Convert 4L into ml

12. Convert 5671cm into m

Science Contact Forces and Pressure

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson.

Topic 1: Forces between objects A force is a push or pull that acts on an object due to its interaction with another

object, it is measured in Newton (N). They always act in pairs.

Forces always act in pairs, therefore no force acts alone.

If two objects must touch each other to interact, the force is called a contact force. These include; friction, air resistance, stretching forces/ tension. These types of forces occur when an object is supported by another object or strikes another object.

Non-Contact forces are forces that exist between objects that are not touching. Examples include; Forces of gravity, magnetic force and electrostatic force.

Forces acting on an object can be balanced or unbalanced. When the forces are

balanced, there is no resultant force

When the forces acting on an object are unbalanced, the resultant force is not

zero and the object moves in the direction of the resultant force.

Exploring Pressure

Pressure is the force exerted to a surface per unit area. Pressure

can be present in fluids (liquids or gases) and solids.

Pressure is calculated using the equation: Pressure (Pa) = Force

(N)/Area (m2)

Density is a measure of the compactness of a substance i.e. how

close together the particles in a substance are. The formula for

density is: Density (kg/m3 ) = mass (kg) ÷ volume (m3)

ρ = m ÷ v

Pressure exerted by a liquid is affected density, depth and

gravitational field strength.

In a given liquid, the density is uniform and doesn’t change with

shape or size. In a denser liquid, there are more particles in a given

volume and thus there are more particles that are able to collide

and consequently, more collisions occur causing a higher force to

be exerted and a higher pressure to be present.

Pressure (Pa) = Height of column (m) x Density (kg/m3) x gravity (N/kg)

P = h x ρ x g

Science Genes – Evolution and Inheritance

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Inheritance, Variation and Evolution

There are two types of reproduction; sexual and asexual. Sexual reproduction involves the fusion of male and female gametes (egg and sperm cell in animals)

Genetic information is found within the nucleus of all animal cells and determines our inherited characteristics. Within the nucleus of human cells, there are 23 pairs of chromosomes. These chromosomes are made up of deoxyribonucleic acid (DNA).

DNA is a polymer that is made up of many repeating nucleotide subunits and it’s arranged into a double helix structure. A small section of DNA is called a gene and each gene codes for a particular sequence of amino acids that make a specific protein

Proteins make up the different cells that form tissues, tissues make up our organs and organ work together as part of an organ system. Different organ systems make up the entire human body.

Genes exist in different forms called alleles and each allele codes for a different protein. The different alleles that an offspring inherits from their parents, determines their characteristics e.g. eye colour, hair colour, nose shape etc.

Evolution is the process of how the inherited charcteristics within a population. Changes over time through natural selection, which may result in the formation of a new species.

Natural selection is the natural process whereby the organisms which are best adapted to their habitat, survive longer, produce more offspring and pass on their genetic information to the next generation. Natural selection occurs, due to variation within species.

Variation is the differences between individuals and can be genetic or environmental. Examples of variation include: hair colour, height, eye colour and sex/

gender. Variation between individuals of the same species means that some organisms are better able to compete for food, mates, shelter and other resources needed to survive and reproduce. Variation can exist between members of the same species as well as between members of different species. The greater the variety of species within an ecosystem, the greater the biodiversity.

The dark moths would be more likely to avoid being eaten by

predators and thus survive to have offspring, passing on the genetic

information for a dark colour to the next generation

Science Required Practical

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Core Practical

Measuring the density of a regular solid object

1. Use a balance to measure the mass of the object

2. Measure the dimensions (length, width and height) of the object using a ruler. Calculate the volume using the

dimensions and the formula (V = L xWxH)

3. Calculate the density of the object using the density formula.

Measuring the density of a irregular solid object

1. Use a balance to measure the mass of the object.

2. Find the volume by submerging the object in a displacement can of water. To use the can, fill it with water so the waterlevel is above the

spout. Let the water drain from the spout, leaving the water level just below the start of the spout (this way, when the solid object is placed

in the can, all the water displaced will pass through the spout, giving you the correct volume).

3. Place an empty measuring cylinder below the end of the spout. When a solid object is placed in the eureka can, it causes the water level

to rise and water to flow out of the spout.

4. Once the spout has stopped dripping, measure the volume of the water in the measuring cylinder. This is the volume of the solid object.

5. Calculate the density of the object using the density formula.

Science Support and application

Year 8 Term 2

Vocabulary Wider Research Apply

1) Equilibrium 2) Pressure 3) Compression 4) Density 5) Depth 6) Buoyancy 7) Exert 8) Extension 9) Resultant 10) Force 11) Gravity 12) Gravitational field strength 13) Electrostatic 14) Upthrust 15) Deoxyribonucleic acid 16) inheritance 17) Genome 18) Genetic 19) Chromosome 20) Variation 21) Mutation 22) Alleles 23) Biodiversity 24) Nucleotide 25) Amino acid 26) Enzymes 27) Molecule 28) Protein 29) Natural selection 30) Theory

Pressure https://www.bbc.co.uk/bitesize/guides/zc9q7ty/revision/7 Inheritance and genetics https://www.bbc.co.uk/bitesize/topics/zpffr82 Forces https://www.bbc.co.uk/bitesize/guides/zttfyrd/revision/1

Explain the difference between the centriole and the centromere, analysing their functions, structure and location to support your explanation.

Extension: Deduce if the forces acting on each item are balanced or unbalanced.

Forces and Pressure

Why does a feather fall slower than a rock on Earth but not on the Moon?

A balloon that is full of water has a surface area of 320.0cm2. The water inside the balloon has a pressure of 101 000Pa. Calculate the total force that the water exerts on the balloon.

A diver swims from the surface of the sea to a depth of 5.0m. Calculate the change in pressure that the diver experiences. The density of the seawater is 1020kg/m3 and the gravitational field strength can be assumed to be 9.8N/kg.

Genetics and Evolution

A farmer clips the feathers on the wings of his chickens. This makes the feathers shorter and stops the birds being able to fly. The offspring of these birds develop normal flight feathers and are able to fly. Explain how this scenario helps to disprove Lamarck’s hypothesis about evolution?

Density Core Practical

Identify the apparatus needed to carry out each experiment, using the methodology to help you.

How could the density methodology be improved to increase the precision and accuracy of the results?

Geography Plate tectonics

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Tectonic plates Tectonic plates are pieces of the rocky outer layer of the Earth known as the crust. These plates are constantly moving, and volcanoes and earthquakes are found at plate boundaries. The Earth has four main layers - the inner core, the outer core, the mantle and the crust.

The inner core is 5,500°C - extremely hot. It is a very dense solid made from iron and nickel.

The outer core is 2,000 km thick and is a liquid.

The mantle is semi-molten and about 3,000 km thick.

The crust is the rocky outer layer. It is thin compared to the other sections, approximately 5 to 70 km thick. If the Earth was scaled down to the size of an apple, the crust would be about the thickness of the apple skin. The crust is made up of pieces called plates. There are two types of crust: oceanic and continental crust. The oceanic crust is found under the sea and is thinner and denser than the continental crust.

All of the world’s plates are split apart by plate boundaries. Every single

continent sits on its own tectonic plate. The plates are generally known as

the continent that is most prominent on top of the plate itself. We, in the

UK are far away from a plate boundary but we sit on the Eurasian plate, due

to being in the continent of Europe. You can see that the plates act as a

puzzle, with the world fitting together from these different pieces (plates).

Different landforms and impacts are created when these move.

Geography Plate tectonics

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Types of plate boundary

The movement of the plates creates three types of tectonic boundaries: convergent,

where plates move into one another; divergent, where plates move apart; and

transform, where plates move sideways in relation to each other. They move at a rate of

one to two inches (three to five centimetres) per year.

Convergent Boundaries

Where plates serving landmasses, such as continents collide, the crust crumples and

buckles into mountain ranges. India and Asia crashed about 55 million years ago, slowly

giving rise to the Himalayas, and the highest mountain system on Earth. As the collision

continues, the mountains get higher. Mount Everest, the highest point on Earth, may be

a tiny bit taller tomorrow than it is today. These convergent boundaries also occur

where a plate of ocean dives, in a process called subduction, under a landmass. As the

overlying plate lifts up, it also forms mountain ranges. In addition, the diving plate melts

and is often spewed out in volcanic eruptions such as those that formed some of the

mountains in the Andes of South America.

Divergent Boundaries

At divergent boundaries in the oceans, magma from deep in the Earth's mantle rises

toward the surface and pushes apart two or more plates. Mountains and volcanoes rise

along the seam. The process renews the ocean floor and widens the giant basins. A single mid-ocean ridge system connects the world's oceans, making the ridge the

longest mountain range in the world. On land, giant troughs such as the Great Rift Valley in Africa form where plates are tugged apart. If the plates there continue to

diverge, millions of years from now eastern Africa will split from the continent to form a new landmass. A mid-ocean ridge would then mark the boundary between the

plates.

Transform Boundaries

Transform boundaries are places where plates slide sideways past each other. At transform boundaries lithosphere is neither created nor destroyed. Many transform

boundaries are found on the sea floor, where they connect segments of diverging mid-ocean ridges. California's San Andreas fault is a transform boundary.

Geography Plate tectonics

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Tectonic hazards Plate movements cause different impacts on the planet:

When tectonic plates pull apart different land masses are created from magma, which is released from underground, forming new rock.

Mountains and volcanoes are formed when tectonic plates push together, pushing the continental rock upwards.

When tectonic plates collide, an earthquake can happen due to the energy release from the collision.

When an earthquake occurs, the vibrations and energy released come from the epicentre, which is the centre of the earthquake.

Earthquakes that happen in the oceanic crust can cause Tsunami’s, which cause great danger to human life.

Tectonic hazards are measured in magnitude.

Tectonic hazards are rated on the Richter scale, with the greater the magnitude number, the worse the hazard is and impact it can have on the world. The following are impacts of tectonic movements: Social: Anything to do with people Economic: Anything to do with money Environmental: Impact on the planet Political: Decision making from politicians Fukushima 2011 Case Study: Case Study: In 2011 an earthquake struck off the coast of Japan which lead to a Tsunami. Many people lost their homes and died (social) and many businesses were destroyed (economic). The Japanese government had to spend lots of money (economic) to repair the damage caused (environment) with a nuclear disaster happening due to damage to a power plant. People have to remember the 3P’s in tectonic zones so they are ready to survive. The three P’s help people to survive in the event of a tectonic hazard:

Plan

Prevent

Protect

This Photo by Unknown Author is licensed under CC BY-SA

Geography Plate tectonics

Year 8 Term 2

Vocabulary Wider Research Apply

1) Tectonic 2) Volcano 3) Mountain 4) Fukushima 5) Impact 6) Economic 7) Social 8) Disaster 9) Boundary 10) Plate 11) Movement 12) Destruction 13) Death 14) Landscape 15) Composite 16) Shield 17) Nuclear 18) Tsunami 19) Earthquake 20) Richter 21) Scale 22) Measurement 23) Prevent 24) Protection 25) Plan 26) Continent 27) Oceanic 28) Geology

What is plate tectonics https://www.livescience.com/37706-what-is-plate-tectonics.html Fukushima case study https://news.un.org/en/story/2011/03/368932-japan-un-stepping-assistance-wake-quake-and-tsunami Structure of The Earth https://www.natgeokids.com/uk/discover/geography/physical-geography/structure-of-the-earth/

Get creative with what you know! 1. Create a poster about the Fukushima disaster in 2011. What happened? What

tectonic processes caused this to happen? What was the impact on people? What was the impact on business? What was the long-term impact on the environment?

2. Create a series of diagrams for the different types of plate boundary. Annotate these in lots of detail showing how each forms and what types of landscape are formed around them.

3. Create a paper mâché Planet Earth showing the different layers and the different tectonic plates on the surface.

Questions to answer:

1. What is a tectonic plate? 2. What happens at plate boundaries? 3. What are the risks of living near a plate boundary? 4. Provide a recent example of a tectonic disaster. 5. What can humans do to lower the risks faced by living near a tectonic plate? 6. How is a mountain formed? 7. Which plate boundary is the USA closest to? 8. What plate boundaries are close to Eurasia? 9. Why is Japan vulnerable to Earthquakes? 10. Why do we find lots of Volcanoes in the Pacific Ocean?

History The Atlantic Slave Trade

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: What was the Slave Trade? When did it happen?

The slave trade started in the 16th century and it ended in the British Empire in the 1830s.

The slave trade was the process of buying and selling black Africans. These people were seen as property rather than human beings.

What was it?

“Slave” means ‘a person who is owned by another person and works for nothing’.

“Trade” means ‘to buy and sell goods’.

People tried to justify the slave trade through their beliefs, money and religion.

The journey of slaves across the world became known as the ‘slave trade triangle’.

1. Traders in Europe took textiles, alcohol and manufactured goods such as weapons and cooking equipment to West Africa. The goods were sold/exchanged and they bought African slaves.

2. The slaves were delivered to the East coast of America on a 70 day journey called the ‘Middle Passage’. In America they were sold to farm owners to work on their huge plantations.

3. The traders took back sugar, tobacco and cotton to Europe where it was sold for even more profit.

How big was the slave trade?

At least 12 million Africans were taken to the Americas as slaves between 1532 and 1832 and at least a third of them in British ships.

As many as 2 million slaves died during the journey.

Britain was heavily involved with slave ships leaving from Liverpool, Bristol and Glasgow.

British ships made approximately 11,000 journeys.

How much profit was made?

A slave could be bought in Africa for as little as £3.

When they were sold in America, they could fetch up to £20 (£1200 in today’s money).

In total, it is estimated that Britain made profit of £1 billion in today's money.

History The Atlantic Slave Trade

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Slave Ships and the Middle Passage What was a slave ship like?

We know so much about the slave trade because it was a business – the traders kept very detailed records.

Conditions were terrible for the slaves. The traders fed them poorly because they wanted to keep profits high.

On the slave ship ‘Brookes’, 454 slaves were crammed on board. Each had a bunk 1.8m long by 0.4m wide to lie in.

The diagram opposite is the plans for a slave ship called ‘Brookes’.

What was the journey across the Atlantic like?

The journey from the West coast of Africa to the East coast of America was called the ‘Middle Passage’ as it was the middle part of the slave trade triangle.

The journey took between 50 and 70 days.

It is estimated that as many as 2 million slaves died during the journey.

Common causes of death included: o Starvation o Dysentery – very bad diarrahoea o Heatstroke o Physical injuries o Suicide

Did slaves rebel against their ‘masters’?

Opportunities for rebellion or ‘mutiny’ were rare because the slavers were armed and slaves were chained together.

However, there were some famous mutinies including on-board the Amistad in 1839.

History The Atlantic Slave Trade

Year 8 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: The Abolition of the Slave Trade What was ‘abolition’?

The term ‘abolish’ means “to put an end to”.

In the 19th century, two anti-slavery laws were passed.

There were a number of reasons for it and different people, like campaigners involved in the abolition. If it was making so much money, why did the slave trade end?

Slavery became illegal for 3 main reasons:

It was making less money than before 1. Some argued people would work harder if they were paid and treated well

Important people started to campaign against it 1. MP William Wilberforce and businessman Josiah Wedgwood were two men who vowed to put an

end to slavery

Slave themselves began to speak out about their horrendous experiences 1. Perhaps the most famous of these was Olaudah Equiano who told his own story to inform people of the

horrors of his time as a slave. When did slavery end?

In the 1800s, two laws were passed that made slavery illegal in the British Empire 1. 1807 – It became illegal to buy and sell slaves. 2. 1833 – It became illegal to own slaves throughout the British Empire

What were the long-term consequences of the slave trade?

African deaths: Millions died before they even made it to the ships, during the middle passage and once they arrived at plantations.

The loss of millions of strong, young people and constant wars weakened Africa forever, and maybe led to its later ‘colonisation’.

Knowledge: African slaves took with them agricultural knowledge, craftsmanship, religion, traditions, cooking, clothes, music and dance.

History Support and application

Year 8 Term 2

Vocabulary Wider Research Apply

1) Slavery 2) Trade 3) Atlantic 4) Slave trade triangle 5) Middle Passage 6) Abolition 7) British Empire 8) Auction 9) Branded 10) Plantation 11) Conditions 12) Journey 13) Profit 14) Starvation 15) Injuries 16) Dysentery 17) Heatstroke 18) Mutiny 19) Amistad 20) Josiah Wedgwood 21) William Wilberforce 22) Olaudah Equiano 23) Illegal 24) Medallion 25) Impact 26) Colonies 27) Campaign 28) Religious 29) Consequences 30) Knowledge

https://www.bbc.co.uk/bitesize/guides/zy7fr82/revision/1 https://www.bbc.co.uk/bitesize/guides/zy7fr82/revision/2 https://www.bbc.co.uk/bitesize/guides/zy7fr82/revision/3 https://www.bbc.co.uk/bitesize/guides/zy7fr82/revision/4 https://www.bbc.co.uk/bitesize/guides/zy7fr82/revision/5 https://www.bbc.co.uk/bitesize/guides/zy7fr82/revision/6 https://www.bbc.co.uk/bitesize/guides/zy7fr82/revision/7 https://www.youtube.com/watch?v=dnV_MTFEGIY https://www.youtube.com/watch?v=IDQSUvP9oxw

1. Look at a picture of the world map. Why would the ‘Middle Passage’ have been such a horrific journey? (HINT: what is the equator?).

2. What does the picture of the slave ship ‘Brookes’ tell you about conditions for slaves and the motives of the traders?

3. Draw your own map of the slave trade triangle and annotate it to show what was transported and traded on each leg of the journey.

4. Have a go at designing your own anti-slave trade medallion. What message would you like to send to the empire?

5. Complete a mind map of all the different impacts that the slave trade had on Africa.