Marden High SchoolHumanities Department

Year 8Name:______________________________________________Form: ______________________________________________

Target Level:

Welcome to your Year 8 Humanities Independent Study booklet.

Homework just got exciting!

Over the next year you will receive one piece of independent study work per term. Each piece of work will be a combined Humanities project with History, Geography and RE tasks based around a central theme. In each

piece of work set you will be given a success criteria for the task and a diary to complete to help you organise your work. These pieces of work should take you about five hours to complete and will need about an hour per night once they have been set. The tasks set have been

carefully selected by your teachers so that they compliment the work that you are learning in lessons and develop your independent learning skills.

Your work may be given a national curriculum level and will be both

self and teacher assessed. Your teacher will give

you quality feedback after each piece of work to help you

improve your Humanities skills.

All of the available resources and hyperlinks for the activities in this booklet can be found on the school website

www.mardenhighschool.net

Autumn Term Humanties I.S. Task

Plains American Magazine Madness

Your Project

Your task is to design a magazine that includes at least three separate articles covering a different aspect of Plains American lifestyle and culture.

To be successful you must meet a strict criteria that covers both the content of your magazine (what’s in it!) and it’s presentation (what it looks like!). The best bit about this project is that what you write about in your articles is entirely up to you, don’t like buffalos, then don’t write about the hairy beasts!

Lastly, the really amazing part is that on the next page Great Humanity has included a checklist for you to complete as you work on the task and a guide to how you can achieve different levels on this I.S. task.

Hello! I am Great Humanity, editor-in-chief of a very important magazine. We’ve got a deadline to meet, time is money and Wakan Tanka grows impatient!

Self assessmentDoes my magazine have a front cover?

Have I thought of a relevant and catchy name for my magazine?Does my magazine include a contents page?

Does my magazine make relevant use of pictures/maps/diagrams?Does my magazine compare Native American life to western lifestyles?Does my magazine have a variety of articles that include elements of Geography, RE and History?Does my magazine tell me about more than 3 aspects of Native American life?

Level What I have to do

4

You have demonstrated a good all round knowledge of most aspects of Native American life but you have not gone into detail and depth with any of your work. Your work is reasonable in terms of presentation and you have used a variety of methods to present it

5As with a Level 4 but you have shown a more in depth understanding of one aspect of Native American life, e.g. warfare

6

Level 6 work will use a variety of ways to display your knowledge, e.g. Pictures, text, diagrams, charts. Your work will show in depth knowledge of at least 3 aspects of Native American life. It should be interesting to read but also informative.

7

Level 7 work will do all of Level 6 but it will also be more analytical – this means it doesn't just describe what Native American life, it compares Native American life to other lifestyles and forms opinions about the lifestyle

It’s up to you but you must write at least three different articles!

Help! What will i have to write about in my articles?

Lifestyle Articles

Interviews with famous

Plains Americans

Problem page

FashionRecipes

Quiz, crosswords, competitions

AdvertismentsMoral

dilemmas Travel reviews

Star of the week

Hey! I, Great Humanity, command you to use the websites below

to assist you further!

www.bbc.co.uk/schools/gcsebitesize/history/shp/americanwest/lifestylerev1.shtml

Good overview of where the Plains Americans live

www.bbc.co.uk/schools/gcsebitesize/history/shp/americanwest/religionrev1.shtml

Good for religion and values

www.bbc.co.uk/schools/gcsebitesize/history/shp/americanwest/lifestylerev1.shtml

Good for lifestylewww.bbc.co.uk/schools/gcsebitesize/history/shp/americanwest/nativeamericansrev1.shtml

Good for society

Now remember, this is a magazine you are creating so you should really make a paper copy. The magazine should be A4 sized and made to look like a real magazine with pages that turn and stuff, so, if you need paper to make your magazine, see your teacher. and they will happily provide you with the resources needed.

If preferred, you can produce your work electronically just remember to email it to your teacher, upload to the cloud or hand it in on a flash drive if printing is going to be an issue.

www.schoolhistory.co.uk/year8links/native_worksheets.shtmlLoads of teaching resources on every aspect of Plains American life and culturewww.en.wikipedia.org/wiki/Plains_IndiansA very detailed wikipedia overviewwww.nativeamericans.mrdonn.org/plains.htmlA good overview of the Plains Americans but quite basic. Designed for younger children

Good luck!

Use the diary to help organise your History I.S.

Day What you should be doing Completed?

1

Reading through project objectives.

1Begin research

2

Research themes for articles

3

Come up with name for magazine and ideas for layout

3Begin write up of articles

4

Continue write up

4Adding pictures, leaflets, etc. Checking for accuracy.

5

Finish write up and complete self assessment

Organising and assessing your work

While you are completing your I.S. you should check off when you have completed each part of the project. In this way you can keep on top of your work and meet the deadline for handing in set by your teacher.

When you have finished your work, the first thing that you should do is self assess your work. You can do this by simply traffic lighting how you think you did for each part of the project in the table above. After this, look back at the level descriptors on the previous page and highlight any of the evidence that you think is seen in your work. Lastly complete the self assessment review on the next page.

I’ve done this bit well I’ve done

this bit ok I could have done

it better

Your teacher will comment below after checking your work

Excellent Good Satisfactory Needs improvement

Did you attempt all activities?

Did you reach your target grade?

Was the presentation acceptable?

Was it handed in on time?

How well did you assess your work?

Comment: Comment: Comment: Comment: Comment:

Things that I did well:____________________________________________________________________

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Things that i could do better next time:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

N/C Level:

Things that I am proud of:____________________________________________________________________________________________________________________________________________________________________________________________________________

Things that I enjoyed:_________________________________

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Spring Term Humanities I.S. TaskConflict and Genocide

As part of this independent project you will learn about how conflict has resulted in genocide around the world. You will look at different examples of genocide and propose your own solution to them. You will also improve your investigation skills through research and reflection.

A conflict can happen when there is a clash of interests, values, actions or directions.

So on with the tasks ...

ACTIVITY 1

If you’re going to be a success in this project, you’ve got to know the lingo! So spend an up to an hour of your time using a dictionary or the internet to find out the meanings of the words linked to genocide on the next page.

What?

Who?

Why?

Where?

Adolf Hitler

Anti-Semitism

Aryan

Auschwitz

Boycott

Bystander

Collaborator

Discrimination

Einsatzgruppen

Emigration

Eugenics

Extremism

Genocide

Ghetto

Kindertransport

Judaism

Nazi

Persecution

Prejudice

Propaganda

Resistance

Sacrifice

Scapegoat

Shoah

Stereotype

Synagogue

Activity 2: Who is a refugee?

The Convention Relating to the Status of Refugees, written in 1951, defines a refugee as a person who:

...‘owing to a well founded fear of being persecuted for reasons of race, religion, nationality, membership in a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to

avail himself of the protection of that country’

So, only people that fit this definition can be counted as refugees. But the same Convention also states that:

...‘a person cannot be counted as refugee if he or she has committed a crime against peace, a war crime, a crime against humanity or a serious non-political crime.’

In your own words, explain who can be labelled as a refugee according to the Convention Relating to the Status of Refugees.

Use terms from your glossary to help you.

In your own words, explain why some people cannot be counted as refugees.

Use terms from your glossary to help you.

Some people are not counted as refugees because

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

According to the Convention, a refugee is a person who

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Activity 3: UNHCR Proposal Imagine that you work for the Protection Officers for the UNHCR (the United Nations High Commission for Refugees – the global organisation that looks after refugees).

You will receive a number of asylum applications. It is your job to decide who is granted refugee status and therefore allowed to live in a different country and be protected, and who will be disapproved and sent back to the country they came from.

You will have to use the information from the Convention to make your decisions. Your decisions are not final until they have been approved by the Chief Protection Officer. You must complete the proposal sheet explaining your decisions, and submit it.

Highlight the good and bad points and write notes around each candidate as you go along.Use terms from your glossary to help you.

Mr H Mr H is a farmer with no political opinions who belongs to an ethnic minority group. Many members of his ethnic group want their own independent country and have committed violent political crimes in order to gain support for their ideas. Mr H has been threatened by members of the ethnic majority, but the police have done nothing to protect him. Mr H has also received threats from members of his own ethnic group who blame him for not taking their side.

Ms QThe country that Ms Q comes from is ruled by a cruel dictatorship. Ms Q is a doctor but the government has ordered all women to leave their jobs and remain in their homes. Women who disobey this order will be severely punished.

Mr CMr C was a soldier and he executed 20 prisoners of war. He claims he was following orders and feared that he would be punished if he did not do as he was told. He feels very guilty about what he did. He lef t his country without permission.

Mr RMr R was a member of a group that opposed the government of his country. He secretly distributed pamphlets in the factory where he worked. The pamphlets called for people to protest against the government. He was discovered, arrested and sentenced to 5 years in prison. In prison, he was tortured. After two years he managed to escape.

The following information has just been received about the asylum applications you are considering. The information

may or may not affect your decisions.

Ms Q obtained a false passport in order to escape from her country.

During Mr R’s escape from prison he wounded one of the prison guards and the guard was left permanently paralysed.

Mr C expects to receive a very long prison sentence if he has to return to his country.

Paralysed = unable to move part or most of your body.

Ms FMs F is suffering from a serious disease and doctors believe she only has a few months to live. Her only hope is a new but very expensive medical treatment. Unfortunately, Ms F is very poor and the government of her country does not give free medical treatment. She will not be able to afford the treatment she needs to survive.

In your role as a protect ion officer, you now have to f e e d b a c k y o u r thoughts. Use the templates below to help you.

Proposal from UNHCR Protection Officers to Chief Protection OfficerUse the boxes below to give you responses to each applicant

We recommend the following course of action:

Name of applicant___________________________________

Should the applicant be granted asylum? Yes/NoReason____________________________________________________________________________________________________________________________________________________

We recommend the following course of action:

Name of applicant___________________________________

Should the applicant be granted asylum? Yes/NoReason_________________________________________________________________________________________________________________________________________________

We recommend the following course of action:

Name of applicant___________________________________

Should the applicant be granted asylum? Yes/NoReason_________________________________________________________________________________________________________________________________________________

We recommend the following course of action:

Name of applicant___________________________________

Should the applicant be granted asylum? Yes/NoReason_________________________________________________________________________________________________________________________________________________

We recommend the following course of action:

Name of applicant___________________________________

Should the applicant be granted asylum? Yes/NoReason_________________________________________________________________________________________________________________________________________________

ACTIVITY 4: The Sudanese Genocide

Sudan Fact FileSudan Fact FileFull Name Republic of Sudan

Population 43.2 million (UN 2010)

Capital Khartoum

Area 2.5 million sq km

Main Languages Arabic, English (official), others

Major Religions Islam, Christianity, Animism

Life Expectancy 58 years (men), 61 years (women)

Currency Sudanese Pound

Main Exports Oil, cotton, sesame, livestock, hides, gum

You are going to read or listen to a newspaper article from the BBC to find out what happened in Sudanese Genocide.

As you read the newspaper think about the points below:

- What year did the conflict start?- What is the conflict about?- What happened to the people of Sudan?- Who is fighting?- How many people have died?- Is anyone trying to stop the fighting?- Are there any other useful facts/information?

Use a highlighter to highlight any words that you do not know. Use a dictionary or ask somebody to help explain them to you.

The link below will take you to the website needed to find out about the Sudanese genocide:

http://news.bbc.co.uk/1/hi/world/africa/3496731.stm

If you have not got internet access, your teacher will give you a paper copy of the news story

As you find any new words, record them in the table below

New word Meaning

ACTIVITY 5: Sudanese Genocide UN Resolution

Now, you need to take the information you have read in activity 4 to write a suggestion letter (Resolution) to the UN secretary general Ban Ki-Moon.

The UN is a group of all the countries in the world which meet together to make decisions about what is best for the world together. Ban Ki-Moon is in charge of the UN

Darfur conflict UN timeline

2006 May - Khartoum government and the main rebel

faction in Darfur, the Sudan Liberation Movement, sign a ‘Peace Accord’. Two smaller rebel groups reject the deal. Fighting continues.

2006 August - Sudan rejects a UN resolution calling for a UN peacekeeping force in Darfur, saying it would cause problems for their power in the country.

2006 October - Jan Pronk, the UN's top official in Sudan, is expelled.

2006 November - African Union extends permission of its peacekeeping force in Darfur for six months.

Hundreds are thought to have died in the heaviest fighting

between northern Sudanese forces and their former southern rebel foes since they signed a peace deal last year. Fighting is centred on the southern town of Malakal.

2007 April - Sudan says it will accept partial UN troop operation to support African Union peacekeepers in Darfur, but not a full 20,000-strong force.

PEACE, MAN!

Check out the information above to see how the UN have got involved in Sudan. Then use the writing frame and

advice boxes to help you write your letter to Ban Ki-Moon.

This framework will help you but remember it is only a guide. You should use your own ideas as much as possible.

Sentence starters ConnectivesI think that .... As a result ....This is because .... However ....My view is .... And ....Others think that .... Because ....

On the other hand ....

Dear Mr. B. Ki-Moon,

I am a student at Marden High School in Cullercoats, North Tyneside. In RE lessons, we have been learning about human rights and what happens when they are taken away. We have learned about the denial of human rights to Jewish people and other minorities during the Holocaust and investigated how people have fought for human rights and the freedom to live a happy life.

I have learned that in Darfur .......

To help the people in Darfur, I think that the UN should ........

I think this because ......

Thank you for your time.

Yours sincerely

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I.S. Work Diary.Use this as a guide to help you plan your work. As you complete each activity, tick it off and record how well you think you have completed each activity as you work through each task.

Day What you should be doing Completed?

1

Read through the IS tasks and check you understand what you have to complete

1Find out meanings of the words in Activity 1

2

Complete Activity 2 on refugees

3

Read through information on each of the individuals in Activity 3 - Highlight good and bad points of each case

3 Complete proposals for each individual applying for refugee status in Activity 3

4

Read up on Sudan and check out the BBC news story about the Sudanese genocide

4

Record any new words and find their meanings

5

Write up letter to Ban Ki-Moon

5Complete self assessment

Things that I did well:_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Things that i could do better next time:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Things that I am proud of:____________________________________________________________________________________________________________________________________________________________________________________________________________

Things that I enjoyed:_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Your teacher will comment below after checking your work

Excellent Good SatisfactoryNeeds

improvement

Did you attempt all activities?

Was the presentation acceptable?

Was it handed in on time?

How well did you assess your work?

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