Weimar Republic the Golden Years in Society

Students are to complete the grid on the Weimar Republic Golden Years to do with wages, unemployment, culture, theatre, women, using p34-37 of textbook. They can access the textbook at lunchtime Friday and Monday or take photos of the relevant pages

Stresemann

Students are to complete a leaflet for Stresemann, to persuade people of Germany to vote for him in the 1929 elections. They should highlight everything he had done for Germany between 1924-29 both economically and in foreign affairs. They have completed a worksheet on this so have all the information needed. Some students have also taken photos of the textbook.

Weimar Republic Economic Problems

Students are to complete the 12 mark exam-style question from p26 of textbook. They can come up any lunchtime except Mondays (Y11 revision) to access the textbook. They are expected to write 3 paragraphs giving 3 reasons why the Wiemar Republic faced economic problems 1919-1923. We have gone through technique and possible reasons. Any issues, students can also see me before the next lesson which is their deadline

Treaty of Versailles

Students are to do Q2 from p19 of textbook explaining why the German people held a grievance against sections of the Treaty of Versailles such as Diktat, Loss of Land, Restrictions in their armed forces, Reparations, Dolstoss – they can come up lunchtimes to use the textbooks and complete homeworks; however many have taken photos of the relevant pages

Holocaust Information Poster

Students should complete their poster on the Holocaust, including information about the Nuremburg Laws, Ghettos, Death Squads, Death Camps and Auschwitz. They can come up lunchtimes to work together, borrow colours or use the textbooks

Y9/1 Geog

Use textbook p70/71 to complete your case study on the Thar desert.

Be sure to explain how/why the desert provides opportunities for development. This means developing your points into linked sentences, showing how money can be made.
e.g. The Thar desert provides opportunities for development due to its mineral reserves. For example, there are reserves of gypsum, which is used in making plaster in the construction industry.
Minerals are exported around the world, providing local employment, as well as generating government income through taxes. This can be used to improve services such as education.

  • Subsistence farming:
  • Irrigation and commercial farming:
  • Mineral extraction:
  • Energy:
  • Tourism:

Year 9 (group 1) French

Complete the diary grid (Le Weekend) with 10 phrases only, saying what you are going to do and who with. Try to add an opinion (ce sera… / ce ne sera pas…).

Extension: change the person from ‘je vais’ to say someone else, such as “Mon pere va…” or “nous allons…”

Home Front Diary

Students are to complete their diary on the Home Front. They are either to be a female adult or a child (either male or female). Their diary entries must cover the topics of bombing, bomb shelters, evacuation, rationing, women’s war work. We discussed the use of language and audience for this. Any student needing information can come up to my room to borrow a textbook, but these books need to be left in my room at all times

Banksy research

Produce a double page Banksy research page. Only 25% of the space can be print outs. I have images printed in Art to help if you need – come and ask. Banksy images for students

Include:

Own drawings

Written info about him

What you think about his work

Be creative and come up to ART to borrow materials

Year 9 (group 1) French

In NEAT, copy up the notes on the Near Future tense from page 137 of the Expo 3 textbook.

Complete the sentences 1-10 adding either a part of the verb ‘aller’ in the blanks, or an infinitive for questions 3, 6 and 10.