Was 1920s Britain a decade of prosperity like America?
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1 Was 1920s Britain a decade of prosperity like America? In class we have been studying 1920s America and how it became known as the Roaring Twenties. Britain has always been a world power, but did Britain have a similar experience of prosperity and its own Roaring Twenties. Some of the areas you may want to investigate are: Women s rights and attitudes towards them Britain s economy and trade Britain s recovery from WWI and how it remembered the sacrifice Intolerance towards immigrants and the Empire Impact of the Wall Street Crash on Britain You can present your project it whatever format you like. This could be as a poster/collage, information booklet, timeline of changes/developments or PPT presentation. Your teacher may ask you to present it to the rest of the class. How will your HWK project be assessed? researched 1920s Britain in detail described key features of life in Britain at this time explained how life changed for different people in Britain concluded whether Britain had its own Roaring Twenties put in 100% effort and presented your findings to the highest standard checked for literacy (spellings, punctuation and clear paragraphs) Where can I find out about Britain? Library in school and outside of school, BBC British Timeline, GCSE BBC Bitesize
2 Is the 21 st century safer than the 20 th century? The USH History Department wants you to find out about which century in your opinion is safer by comparing different aspects of two events: one event in the 21 st century, and one event in the 20 th century. What could you research? 20 th century events 21 st century events World War I or World War II Cold War IRA Northern Ireland Soviet Russia Hungarian Uprising Black Civil Rights Movement Korean War Vietnam War China under Mao 9/ London bombings Iraq War War in Afghanistan Syria Boston Marathon Paris/Belgium attacks North Korea Think about: Advances in technology, censorship, politics, laws introduced/how they are enforced, education, alliances What do you need to do? You will need to pick out the similarities and differences between your chosen events, and decide which century is safer. How should you present your research? You can choose how to present your project to the class. E.g. visual display, PowerPoint presentation, written story, newspaper article, cartoon story board Where to start? Library, BBC Bitesize How will your HWK project be marked? been curious and identified the key aspects from each event in both centuries described how dangerous or how safe each event is using specific examples explained why there are similarities and differences between each event analysed which century is safer using a variety of examples from both centuries put in 100% effort to present your project to the highest standard checked for literacy (spellings, punctuation and sequence of information)
3 Was Appeasement a mistake? This project gives you to the opportunity to study a key cause of World War Two. What do you need to do? 1. Identify what appeasement meant in the 1930s, the key people: Neville Chamberlain and Adolf Hitler, and what Hitler was doing in the 1930s 2. Identify arguments for and against appeasing Hitler in the 1930s 3. Analyse whether you think appeasement was a mistake in the 1930s? 4. Present your findings in an interesting and meaningful way. How can you research this question? You can find lots of information about appeasement online, but here are some good websites to start off with: v1.shtml (BBC GCSE History Revision Page includes key info and video clips) (created for GCSE History students includes lots of primary sources) The History department has GCSE textbooks on this topic, just ask your teacher. How could you present your research? You can choose how to present your project e.g. an essay, visual diagram. It could be interesting to analyse a political cartoon on appeasement from the 1930s or compare with Britain s decision not to appease Saddam Hussein in Iraq and declare war instead. How will your HWK project be marked? been curious and identified arguments for and against appeasement in the 1930s described these arguments by adding supporting detail explained why they support or challenge the policy to appease Hitler analysed whether you think appeasement was a mistake put in 100% effort to present your project to the highest standard checked for literacy (spellings, punctuation and sequence of information)
4 What was is it like in a dictatorship? In class we have been learning about the Russian Revolution and what it was like for the Russian people. However, throughout history there have been many examples of countries run by dictators. Your homework task is to research a different country and find out: - When was it a dictatorship and how long did it last. - What was the leadership like - How it started and ended. - What life was like for people living in it - Did life improve in this country after the dictator was removed - Anything else! You can present your project it whatever format you like. Your teacher may ask you to present it to the rest of the class. How will your HWK project be assessed? researched your chosen dictatorship in detail described key features of your chosen dictatorship explained how it started and ended, and what life was like for people living in it concluded how things changed for the people using criteria to explain your thinking put in 100% effort and presented your findings to the highest standard checked for literacy (spellings, punctuation and clear paragraphs) Possible areas to research Mao and China, Assad and Syria, Saddam Hussein and Iraq, South Africa under Apartheid, Mussolini and Italy, General Franco and Spain, Kim Jung Un (and Family) and North Korea, Mugabe and Zimbabwe,
5 Did the lives of German people improve in the 1930s? The USH History Department wants you to find out about whether or not the lives of German people improved in the 1930s. What could you research? Economic successes in Germany, Adolf Hitler s role in Nazi Germany, groups of people who benefitted/those who did not benefit, role of propaganda. Think about: Women, Youth, Education, Minorities, Laws introduced, German economy, Jobs people had. What do you need to do? You could focus on some of the following areas: Why was Germany economically successful in the 1930s? Was Hitler the main person who improved the lives of Germans? Which groups of people benefitted in 1930s Nazi Germany and why? Which groups of people did not benefit in Nazi Germany and why? How should you present your research? You can choose how to present your project to the class. E.g. visual display, PowerPoint presentation, written story, newspaper article, cartoon story board Where to start? Library, BBC Bitesize History Learning Site: How will your HWK project be marked? been curious and identified the key examples of how German lives improved described how lives had improved for Germans explained why certain groups benefited and why others did not analysed who benefitted the most and why put in 100% effort to present your project to the highest standard checked for literacy (spellings, punctuation and sequence of information)
6 How much resistance was there to Jewish Persecution? In class we will be looking at the Holocaust and how persecution developed in Germany during the 1930s and 1940s. Alongside this we look at what happened after the war. Your homework task is to produce a booklet about Jewish and non-jewish resistance that would be suitable for Year 6/7 students. The aim is to show that not everyone accepted Nazi policies and lots of Jews and non-jews tried to fight back: You will need to include the following information Some background to the Holocaust Information on the TWO people/groups you have researched What happened to your chosen resisters? Pictures (think carefully about their suitability) You can present your project it whatever format you like. Your teacher may ask you to present it to the rest of the class. How will your HWK project be assessed? researched your chosen resisters in detail described key features of the Holocaust, while considering suitability for your audience explained the role they played in fighting against Jewish persecution thought carefully about the suitability of imagery and information put in 100% effort and presented your findings to the highest standard checked for literacy (spellings, punctuation and clear paragraphs) Possible areas to research Oskar Schindler, Welfare in the Warsaw Ghetto, Warsaw Ghetto Uprising, Rebellions in Treblinka and Sorbibor, the Baum Group, Irena Sendler, the story of Wilm Hosenfeld and Władysław Szpilman, Bielski Partisans, Hannah Szenes, Denmark and the Danish Resistance Mmovement
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