Year 8 Summer Workbook - History

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HISTORY YEAR 8 S UM MER BO O KL ET Dear Year 8, In Year 8 History, you have studied events from around 1750 to 1918. Taking you from Britain’s changing place in the world during the Industrial Revolution; France during the Revolution in the late 1700s; life on the Plains for Native Americans and the ordinary people in Britain who fought to have the right to vote in the 19th and early 20th centuries. During the summer, we will take you through some of the most important events of the 20th century to ensure you have an awareness of some of the most important changes that took place in this century. You will study these events in much more detail during Year 9.

Don’t forget to follow us on twitter @Deltatrusthist for competitions and to show us the work you have been doing!

History

WEEK 1 CHRONOLOGY This week’s focus will be on chronology. Chronology is simply the order and duration of events/periods. The tasks below will challenge your knowledge of chronology.

TASK 1 What is the correct chronological order for the Horrible Histories books?

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B

F

C

G

D

H

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I

Write the correct order below

TASK 2 It’s also important to understand the duration of events/periods – how long they lasted. On the timeline, you are going to show the order and length of different periods in British history. One example has been done for you.

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TASK 2 The later Middle Ages

250AD 1AD

1000AD 500AD

1500AD 1250AD

2000AD 1750AD

Draw boxes on the timeline to show the duration of the following time periods in British history (it doesn’t need to be perfect)! Use the clues below to help you.

-Roman rule - the Roman Empire lasted much longer than this but occupied Britain for about 400 years.

- Early Middle Ages – after the Romans left England, new groups from Europe came to Britain and settled here. This period is sometimes called the ‘Dark Ages’. Saxons were one of the main ruling groups early on followed by the Vikings a few hundred years later. This period lasted from the end of Roman rule to the Norman Conquest.

- The Tudors –5 Tudor monarchs ruled England between 1485 and 1603.

- The Renaissance – this was said to be a period of new ideas and more scientific ways of thinking.

For example, there was a much improved understand of the human body and the purpose of different organs during this period. Historians are still debating exactly when this period started and ended but it is usually associated with the 16th and 17th centuries.

- The Industrial Revolution – this was a period when Britain became a very wealthy country. Britain had been taking over countries around the world, creating an Empire. Slaves were taken from West Africa and used to provide labour in colonies in the Americas. Wars were fought to take over new lands and the British even sold Opium (a drug) to fund its expansion in the Far East. Some people see this as a period of great progress for Britain, others see it as a time in which Britain acted greedily and shamefully. It is most commonly associated with the 18th and 19th centuries.

- Modernity – historians tend to use this term to refer to history from 1900.

TASK 3 Use your completed timeline to match the period to the correct date Tudors • c. 500-1066 Saxons and Vikings • c.1700-c.1900 Roman Rule of Britain • c.1900-2000 Renaissance • 1485-1603 The Later Middle Ages • 1066-1485 Modernity • 43 – c.410 Industrial Revolution • c. 1500-c.1700

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WEEK 2 THE FIRST WORLD WAR, 1914-18 The First World War is perhaps the most significant event of the 20th Century.

You will study this in more detail during Year 9, but to get an insight into the war, you will have a look at some curious objects that were used in the war.

TASK 1 Match the objects below to the correct description (in the table on the next page) in order to understand what role they played in the war.

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B

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G F

TASK 2 Some of these objects helped the soldiers to fight, others were there to improve morale. Colour code the objects to show what their main purpose was: • Protect the soldiers physically • Improve their morale

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OBJECT

DESCRIPTION On April 22 1915, the Germans overwhelmed French troops on the front line at Ypres with chlorine gas, this was the first time gas was used in war. Between 800 and 1,400 men were killed and a further 3,000 injured. Chlorine gas kills by irritating the lungs so much that they are flooded, the victim drowning in his own body’s fluids. At the start of the war, soldiers would soak cotton pads in urine or sodium hyposulphate. But with the help of chemists, the gas mask was invented. From January 1916, all ‘P’ helmets were dipped in hexamine, which absorbs phosgene gas. The chemical wore off though and the helmets became ineffective.

This had become the British army’s standard automatic weapon from 1912.

The barrel contained water to keep the gun cool and stop it from jamming. It could fire 450-600 rounds (bullets) per minute but was rarely fired continuously.

This type of machine gun was still used by the British army as late as 1968.

Arthur Harden (Douglas’ owner) claims Douglas saved his life. Harden was mobilised at the age of 26 in 1916. He was a ventriloquist and brought Douglas with him. Harden’s Colonel realised the value of Harden and Douglas for raising men’s morale therefore he promoted Harden to Sergeant and moved him to a safer location in the orderly room. Douglas was not totally safe though as his case was torn by shrapnel. Harden outlived the war, dying in 1983.

Maces were some of the earliest weapons made by man. They were useful in the war because rifles with fixed bayonets could not be wielded effectively in the trenches as they were too long. Clubs were fashioned from whatever was to hand. Other versions, using nails instead of cleats, were probably made in the trenches, or even at home, and sent to the front line.

Billie Neville thought that throwing a football into no-man’s land for his men to chase across to the German trenches would give them something familiar to think about as they ran towards the enemy under heavy fire. Neville’s men succeeded in their objective but Billie was killed within the first few yards. The Germans published the details of the use of the football as an example of English madness. This football was retrieved from German barbed wire and is still held by Billie’s regiment as a symbol of inspiration.

Hassell had become officer of a Tank known as Harrier. During the battle of Cambrai in 1917, tanks played an important part. At times, Hassell’s tank was successful in driving the British forward. On one occasion his tank was hit 3 times and its tracks were ripped off. A week later, Hassell was in the thick of a German attack when his machine gun became stuck. It was hit by German fire and the tank was hit causing ‘Slivers of red hot steel began to fly in the tank’. British tanks were made of cheap metal which meant that when they were hit, shards of metal would fly around the inside of the tank. Tank operators were given these masks to protect their faces from this.

This type of single wire twist with a square cross-section and a particularly fearsome set of barbs was used by the Germans. This twisted, rusty sample came from Gommecourt, on the Somme. It was the scene of an ill-fated attack by the British on 1st July 1916, a mistake that left more than 2,000 men dead – five times the number of casualties suffered by the German defenders.

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TASK 3 Choose 2 of the objects and explain how they helped soldiers in the war.

Object 1 How it helped soldiers in the war

Object 2 How it helped soldiers in the war

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TASK 4 Soldiers often wrote letters home to their families to tell them about their experiences and reassure them that they were safe. Some soldiers took to painting or sculpting items from what they found in the trenches. Taking inspiration from what you have read and the objects, design the front of a postcard from the perspective of a British soldier.

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QUIZ TIME 1 Complete the questions below and then check your answers in the back of the booklet.

1. When does the Tudor period begin an end?

2. Which centuries is the Industrial Revolution most associated with?

3. What new weapon did the Germans first use in 1915?

4. How many rounds of bullets did British machine guns typically fire per minute?

5. How were machine guns designed to stop them from overheating and jamming?

6. How did some soldiers adapt their maces to make them more deadly?

QR code - Use the ‘Revise’ section and watch the video before answering the questions below.

7. When did Germany become a united ‘empire’?

8. What was the alliance of France, Russia and Britain called?

9. Which of these events came first in the lead up to war?

a) Austria-Hungary declared war on Serbia

b) Germany implemented the Schlieffen Plan

c) Russia mobilised her army 10. When did America enter the First World War? 11. When did the First World War end?

12. Roughly how many soldiers died in the First World War? Tweet us your completed answers @Deltatrusthist for a chance to earn Amazon vouchers!

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WEEK 3 THE SECOND WORLD WAR, 1939-45 In History lessons, you will find out about the reasons that the Second World War broke out just 21 years after the FWW had ended. For now, you will get a glimpse into the impact that the SWW had on Britain by finding out about a period that became known as the Blitz.

The Germans had huge successes at the start of the war. In Augst 1940, Hitler turned his attention to Britain. He sent a directive on 1st August, 1940: ‘In order to establish the conditions necessary for the final conquest of England, I intend to continue the air and naval war against the English more intensively.’ This marked the start of the Battle of Britain and the Blitz, a campaign of bombing British cities.

The Blitz On 7th September 1940, German bombers appeared over the skies of London. For the next 8 months, there were intense and regular bombing raids on major British cities. At the beginning of the Blitz, Londoners faced bombings on 56 of 57 days. The Nazis’ aim was to demoralise the population and force the British government to make peace with Germany. By the time the Blitz ended in May 1941, 40,000 civilians had died and more than 1,000,000 homes had been destroyed. Though some bombing continued after May 1941, the intense bombing of the Blitz ended The Spirit of the Blitz Despite heavy bombing by the German Luftwaffe, intended to break the British public’s morale and allow Nazi soldiers to invade, British life continued, though not quite as normal. The RAF prevented the Luftwaffe from gaining control over the skies meaning the Nazis were unable to launch an invasion of Britain. Throughout this period, British people were encouraged to continue with their lives and this attitude to perseverance is often referred to as the ‘Spirit of the Blitz’. The British government encouraged this attitude by censoring photographs and stories of destruction and instead publishing images where people are overcoming the conditions they are in. This photograph shows a woman and her children being escorted by policemen past a road that’s been closed due to an unexploded bomb, this is a typical example of the Blitz spirit as the woman and her children don’t seem affected.

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It would certainly require a lot of resilience to maintain a positive attitude during this period, particularly for Londoners. Many had to spend the night in shelters, either in their gardens or in the stations of the London Underground.

However, there is also evidence that the Blitz spirit was a myth, it was just propaganda by the British government to make it seem like people were persevering in order to inspire others. One of the most famous images of the Blitz was faked. This photograph of a milkman making his rounds, despite the destruction around him, is seen by many as an example of the spirit of the Blitz. But, it was setup by a photographer called Fred Morley who dressed his assistant up in a milkman’s uniform and made him walk over the rubble for the photograph. There was also a sharp increase in crime during the Blitz as people looted shops to get hold of food and other goods. When Tom Harrison visited Coventry in 1940, he reported, ‘Women were seen to cry, to scream, to tremble all over, to faint, to attack a fireman and so on. There were scenes of dislocation and depression.

The overwhelmingly dominant feeling was utter helplessness.’

Dame Vera Lynn The death of Dame Vera Lynn on 18th June 2020 was met with sadness across the country as her songs helped to motivate the British people, including the armed forces, during the Second World War. She toured army bases including India and Egypt to perform for the troops. In 1939, a poll by the Daily Express found she was the favourite entertainer of servicemen. During the Covid-19 epidemic, her album re-entered the charts as people again looked to her music for motivation. Her wartime classic, ‘We’ll meet again’ was referenced by the Queen in April 2020 during her speech. You can listen to this song following the QR code above.

TASK Your challenge is to inspire the British public by encouraging the spirit of the Blitz. You could do this by designing a poster, writing a newspaper article, making a song or coming up with a set of leaflets and posters as part of a government campaign to raise morale. You could also produce a fitting memorial piece for Dame Vera Lynn.

The films on British Pathe may help to give you some ideas, use the QR code to access them

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SPACE FOR YOUR WARTIME MORALE BOOSTING WORK

Tweet us your completed work @Deltatrusthist for a chance to earn Amazon vouchers!

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WEEK 4 THE HOLOCAUST (SHOAH) This is a very sensitive topic that cannot be fully taught at home, the purpose of including it here is to introduce you to some of the people affected by the Holocaust through the stories of individuals. From reading their stories, you will learn a lot about how the Nazis persecuted different groups.

Story 1 - as you read through the story of Iby Knill, highlight: Why she was persecuted • How she was persecuted • How he was helped by ordinary people This photograph shows Iby Knill in 1938. She was 15 years old and had just become ‘Miss Bratislava’. Bratislava was her home city and the capital of Slovakia. Soon after this photograph was taken, life became very difficult for Iby and her family.

Bratislava had a thriving Jewish population with Jewish people owning many businesses, working as doctors, lawyers, engineers and lecturers. But Slovakia came under the influence of the Nazis who were fiercely anti-Semitic (anti-Jewish). Iby was made to leave school, her family lost their business and they were forced to leave their home. All Jews in Slovakia were made to wear a yellow star (the Star of David) in public.

In 1942, Iby’s mum sent her into hiding after learning that Nazis were rounding up Jewish girls in the local area. She was dressed up as a peasant girl and put on a train to her grandparents’ village with her cousin. She was then able to escape to Hungary where she hid with another cousin for several weeks. It was very stressful as they had to stay totally silent during the day so that the neighbours didn’t realise she was there.

In 1944, the Nazis invaded Hungary and quickly began deporting Jews. One evening, Iby was at a friend’s house when an air raid meant that she couldn’t return home. At 5am, the police raided the flat she was staying in and took everyone away. They were deported by cattle train to Auschwitz-Birkenau, a concentration camp in Poland, the journey took 3 days. On arrival at Auschwitz, Iby was ‘selected’ for forced labour. She was shaved, showered and given a prisoner uniform. She was relatively lucky in that she entered the camp late in the war and was able to speak German so she could talk to the guards which sometimes meant she got better rations.

Iby spent around six weeks in Auschwitz before she and some friends volunteered to accompany prisoners to another camp as nurses. At the camp they were forced to make armaments for the German war effort. Where possible Iby and her friends would sabotage the work.

In the final days of the war, the camp was evacuated by the Germans and the prisoners forced on a death march. Anyone who couldn’t keep up was shot. Iby was struggling to walk due to an infection in her hip, but her friends supported and carried her. The women were found by the American army on Easter Sunday 1945.

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A

B

C

D

Photographing the Holocaust It’s important to be sensitive to the types of photographs that we use when studying the Holocaust. Photographs can be a very useful source for historians but many people find the more graphic images to be insensitive and glorifying Nazi crimes. Above are a selection of photographs that will help you to get a better idea as to how the Holocaust happened.

TASK 1 Match the description below to the correct photograph.

Photograph

Description This shows the inside of a gas chamber. When first arriving at the concentrations camps, some people would be taken straight to the gas chamber. They were usually told they were being taken for a shower.

Hundreds of people were crammed into the space, the door was sealed shut and a guard wearing a gas mask tipped pellets of Zyklon B into the chamber from a hatch above. The pellets formed a gas that killed the people inside in minutes.

This shows the sleeping quarters of a group of men at a concentration camp. You can tell by their physique that they were malnourished. The conditions were cramped and the beds would be very uncomfortable.

People were transported to camps on trains, usually in cattle wagons, often travelling huge distances in very cramped conditions without any food or water.

People were told that they were being ‘resettled’ in the East. They took their belongings with them, hoping that they could start a new life there.

Some prisoners, known as the Sonderkommando, were forced to sort through the belongings of victims and were even forced to burn the bodies.

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STORY 2 As you read through the story of Rukeli Trallman, highlight: • Why he was persecuted • How he was persecuted by the government • How he was persecuted by ordinary people • How he was helped by ordinary people During the 1920s, Johann (also known by his boxing name, Rukeli which means ‘like a tree’) became a famous fighter, developing a dancing style that at the time was seen as un-German but today is common among boxers.

On 9th June 1933, Rukeli seized his chance for the light heavyweight title when he faced the Aryan champion, Adolf Witt. Rukeli landed blow after blow against his opponent and was clearly winning the fight. However, the pro-Nazi referee stopped the bout and called a draw. The Nazis could not let a Sinti win. The supporting crowd was furious and the referee was forced to give Rukeli the title.

Three weeks later, Rukeli, the ‘Gypsy in the ring’, as the Nazi press called him, was told that the title had been taken away from him and he would have to fight again to prove his worth. On 21st July, Rukeli would fight the Nazi favourite, Gustav Elder. Rukeli knew he would not be allowed to win so decided to make a stand. Rukeli stepped into the ring with his hair dyed blonde and his face whitened with flour. During the fight, he allowed his opponent to land punches without defence. He lasted 5 rounds before collapsing. Rukeli’s career was over.

There is little evidence about what happened to him in the years 1933-38 as it is likely he went into hiding to avoid persecution. In the late 1930s, Sinti increasingly suffered similar persecution to Jews. Some Sinti, including Johann, were given a choice: go to a concentration camp or be sterilised (an operation to stop them from being able to have children). Johann opted for the concentration camp and divorced his non-Sinti wife to protect her and their daughter.

In 1939, Germany invaded Poland and the Second World War began. In what might be considered a surprising act, Johann joined the Wehrmacht (German Army) and spent the next three years fighting for the country that had treated him so poorly. Johann was not the only Sinti to join up showing that the Nazi obsession with race could be overlooked when strong fighters offered their services (although Jews were not allowed to join the army).

1942 was to be a turning point in Nazi treatment of Jews and Gypsies as mass exterminations began. Johann was discharged from the army and sent to Neuengamme concentration camp in Germany, where all prisoners were forced to complete back-breaking manual labour tasks.

Johann was recognised by one of the guards who was a boxing fan and forced to train troops to fight at night after doing a day of hard labour. Doing double the work of any other inmate, Johann was soon at breaking point.

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Seeing that he was deteriorating, the prisoners’ committee pulled off a remarkable feat by faking his death and getting him sent to another camp under a fake name. Unfortunately, it was not long before he was recognised again. A fight was arranged between Johann and Emil Cornelius, a Kapo who helped run the camp for the SS guards. Cornelius was no match for the ex-boxer and was severely beaten. Cornelius took his revenge though by forcing Johann to work so hard that he was physically exhausted. Once he was at his lowest, Cornelius attacked and murdered him with a shovel.

QUIZ TIME 2 Complete the questions below and then check your answers in the back of the booklet.

1. What was the ‘Blitz’?

2. Give 2 examples of countries that Germany had taken control of by the end of 1940.

3. What name was given to the German Airforce?

4. Which city was particularly badly affected by the Blitz?

5. When did the intense German bombing of Britain end?

6. Whose songs helped to raise the morale of the British public and armed forces?

7. What country was Iby Knill born in?

8. How did Iby Knill’s life change in Bratislava when the Nazis gained control?

9. Whilst in Hungary, Iby hid in a house with a cousin for several weeks. Why was Iby unable to return to the house on the evening she was captured by the Nazis?

10. Which concentration camp was Iby sent to?

11. Which boxing title was Rukeli Trallman fighting for in 1933?

12. How did Rukeli mock the Nazis during his fight against Gustav Elder?

13. What happened to Rukeli in 1942?

14. How did Rukeli escape Neuengamme concentration camp?

Tweet us your completed answers @Deltatrusthist for a chance to earn Amazon vouchers!

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WEEK 5 THE IMPACT OF THE WAR ON BRITAIN This week, we will focus on how Britain changed after the war ended. The period after the SWW saw the decline of Britain as a ‘superpower’ and the rise of the USA. There was tension between the USA and the USSR which became known as the Cold War. However, we will just be focussing on what was happening to the people living in Britain once the war was over.

The birth of the NHS and the welfare state In the 1800s, the attitude of the governments was that health was the responsibility of individuals. However, the terrible conditions in many cities forced them to introduce laws that improved conditions in the cities, for example cities had to provide clean water and a park. But, visiting a doctor was still very rare for most people and medication was expensive.

At the end of the Second World War, a general election was held to decide the new government. Churchill’s Conservative Party lost to the Labour Party who promised to introduce a new system of support for ordinary people based on the Beveridge Report.

The new government quickly put into place a series of measures: • A National Health Service (NHS) was setup and opened in 1948 to provide medical care to everyone. This made all medical treatment free to anyone who needed it.

• A weekly family allowance payment was introduced to help with childcare costs.

• The very poorest received financial help or ‘benefits’.

• Pensions for the elderly and payments for people with disabilities were increased.

• The school leaving age was raised to 15 to give children a better chance of a decent education and more free university places were created.

• Twelve new towns were created and by 1948, councils were building 280,000 homes each year to provide local people with a home to rent (known as council houses).

TASK 1 Complete these sentences by choosing the best word to fill the gaps.

In the 1800s, the government held the attitude that health was the ____________________ of individuals, and not the government. They were _______________ to change this view and introduce laws that made councils provide clean water and parks.

After the Second World War, a new government____________________ new measures to improve the health and well-being of the population. For example, the __________ was setup in 1948 to provide _____________ care to anyone who needed it. Families could also claim an allowance to help with _______________. Pensions and disability payments were _________. There was also an increase in house building with councils creating _____________ homes each year.

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The Empire Windrush During the Second World War, Britain relied heavily on people from all over the British Empire to help with the war effort. The Caribbean Islands supplied 10,000 men for the army, navy and air force. Jamaican children even raised money to help out British children who had been affected by the Blitz. At the end of the war, most went back to their homes in Jamaica, Barbados and Trinidad. But life was hard for them, particularly in Jamaica which had been hit by a devastating hurricane in 1944. There was no tourist industry and the price of their main export, sugar, was at an all-time low.

In 1948, Parliament passed the British Nationality Act which meant people from former Empire countries, known as the Commonwealth, would qualify for British passports and were allowed to live and work in Britain. The government did this because Britain was short of workers. There were new developments being made such as the London Underground and the NHS, all of which needed workers. Many people in the Caribbean could already speak English so moving to Britain seemed like an attractive option.

In June 1948, the Empire Windrush became the first ship to bring immigrants to Britain after the war. But, the ship was hitting the headlines before it had even docked in Britain. Despite thousands of migrants coming to Britain from Europe after the war, it was this one voyage with just 492 passengers that caused outrage in the media. Newspapers spoke of the ‘colour problem’ heading towards Britain and some MPs were demanding the ship be turned around. When the ship docked, the smartly dressed passengers smiled nervously at the assembled journalists, unaware of all the controversy it had caused in Britain.

The Windrush Scandal Between 1948 and 1971, immigrants came to Britain from the Caribbean to address labour shortages following the Second World War. About 500,000 people were given indefinite leave to remain (they were allowed to come and live in Britain for as long as they wanted). But, in 2012, the government became more hostile to immigrants and required people to have documentation to access various services. Many of the children of the ‘Windrush generation’ arrived on their parents’ passports so they did not have their own documentation. As a result, some of these children (now adults) have been threatened with deportation or refused jobs and healthcare, despite living, working and paying taxes in Britain for decades. The Home Office have admitted wrongfully detaining 850 people as illegal immigrants between 2012 and 2017.

This story hit the headlines in 2018 and led to the Home Secretary, Amber Rudd, being forced to resign. Since then, the government apologised to the victims of the Windrush Scandal and promised citizenship and compensation to those affected.

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TASK The Empire Windrush hit the headlines in 1948 and 2018, but for very different reasons. You will have heard of the recent Black Lives Matter campaign and protests, particularly after the death of George Floyd. Sadly, racism still exists and the people who migrated to Britain from the Commonwealth countries such as the Caribbean Islands, India and Pakistan have been subjected to racism. This is despite the fact that thousands of men from those countries fought in the First and Second World Wars for Britain. Also, they were invited to come to Britain to fill jobs that British people did not want to do.

Your task is to write an ‘open letter’ that would appear in a newspaper. Your letter will explain the reasons for migration into Britain after the Second World War. You do not have to express an opinion on this, keep it factual, it’s simply a case of explaining the reasons that there was migration into Britain after the war.

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WEEK 6 THE EXPERIENCE OF BLACK BRITONS For the final week, we will look at the ways in which ordinary people have brought about significant (important) changes that have helped to improve the rights of certain groups of people.

Campaign one – Dagenham women campaigning for equal pay In 1968, the Ford car factory in Dagenham employed 50,000 male workers and just 187 women. The women sewed the car seat covers. Ford graded their job as ‘unskilled’ and paid them less than the men who swept the factory floors. The women went on strike. They had to persuade their male-led Trade Union to support them.

Most men at the time (and some women) thought they should focus on their families and homes, keep quiet and accept their low pay.

Their strike brought car production to a halt. The women marched to Parliament, spoke to the media and won some public support. The Minister for Employment at the time was a woman, Barbara Castle. She chaired talks between Ford’s managers and the women workers. Eventually, their jobs were regarded as ‘more skilled’ and they got pay equality.

Their campaign inspired other women to press for equal pay and in 1970, the government passed the Equal Pay Act. Campaign two – Doreen Lawrence campaigning against racism In 1993, Doreen Lawrence’s son, Stephen, was murdered in an unprovoked and racist attack. Doreen’s life changed forever. She started a determined campaign for her son’s death to be properly investigated by the police and for his murderers to be prosecuted. It took 18 years for Stephen’s killers to be brought to justice. Doreen’s campaign revealed failings, mistakes and obstructions by the Metropolitan Police. In 1999, the Macpherson Report investigated these problems and found that the police force was ‘institutionally racist’, that means the way it operated was racist. Doreen continued to campaign against racism and in 2013 she was made a member of the House of Lords, Baroness Lawrence.

Campaign three – Stonewall campaigning for LGBTQ rights In 1988, the British government passed a new law that included a section (Section 28) which said councils should not ‘intentionally promote homosexuality or publish material with the intention of promoting homosexuality’. This would affect the services that the council provided, for example, how schools taught sex education. Many gay activists believed that Section 28 would prevent young people learning about different sexualities. They campaigned against Section 28 but failed and it became law. Gay activists formed a new group called ‘Stonewall’ to campaign for the rights of lesbian, gay, bisexual and transgender (LGBT) people.

Stonewall was well organised and continued their opposition until Section 28 was repealed (removed from law) in 2003

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Campaign four – Bill Hargreaves campaigning to improve opportunities for disabled people Bill Hargreaves was born in 1919. He had cerebral palsy and was not expected to be able to walk. As a boy, he did and by the age of 22, he was running his father’s factory.

During the Second World War, Bill worked in a travelling theatre to entertain troops and got married. In 1953, he became a leader of the national disability charity, now known as Scope.

Bill wanted to make life better for people like him.

In the late 1950s, he toured Britain to persuade companies to employ more disabled workers.

Within 5 years, 1500 people with cerebral palsy had their first jobs. In 1962, his ’62 clubs’ were started as self-help groups. By the time he died in 2000, Bill had been honoured by the Queen for dedicating his life to improving the lives of disabled people.

TASK Taking inspiration from the people you have read about, explain how you would go about campaigning today to improve the lives of a particular group of people.

You could even start a campaign yourself by producing materials, a blog, a twitter account… to raise awareness and improve peoples’ lives. See how far you can go! One idea could be to campaign for key workers to get better pay. The COVID-19 crisis has revealed which people the country really relies on but often these jobs have low pay as they are seen as low skill, but clearly they are of high importance!

But, do talk to your parents/carers before doing this yourself, sadly, campaigns like this are often met with opposition from people who hold negative views.

Tweet us about your campaign @Deltatrusthist for a chance to earn Amazon vouchers!

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SPACE TO PLAN YOUR CAMPAIGN LAUNCH

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QUIZ TIME 3 Complete the questions below and then check your answers in the back of the booklet.

1. When did the NHS open?

2. How did Caribbean countries help Britain during the Second World War?

3. What was the name of the ship that arrived at Tilbury Docks in June 1948 with 492 passengers from the Caribbean?

4. Why did some of the children on board that ship have problems proving their British citizenship later in life?

5. What car company did the Dagenham women sewing machinists work for?

6. What law was passed in 1970 as a result of the Dagenham women’s campaign?

7. How long did it take for Stephen Lawrence’s killers to be brought to justice?

8. What did Section 28 prevent councils from doing?

9. When was Section 28 repealed?

10. Give 3 of Bill Hargreaves’ successes in campaigning for disabled people to have better lives.

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YOU R S U MMER BO O KL ET

Delta Academies Trust

History

ANSWERS Week one – chronology Horrible Histories – E, C, H, B, D, F, I, G, A Tudors - 1485-1603 Saxons and Vikings - c. 500-1066 Roman Rule of Britain - 43 – c.410 Renaissance - c. 1500-c.1700 The Later Middle Ages - 1066-1485 Modernity - c.1900-2000 Industrial Revolution - c.1700-c.1900

Week two – First World War Task 1 – objects in order going down the page - C (gas mask); F (Vickers’ machine gun); E (Douglas the dummy); A (mace); G (football); D (mask); B (barbed wire)

Quiz time 1 1. 1485-1603 2. 18th and 19th centuries 3. Gas (chlorine) 4. 450-600 5. Water cooled 6. Added nails/cleats 7. 1871 8. Triple Entente 9. a) Austria-Hungary declared war on Serbia 10. 1917 11. 11th November 1918 12. 8 million Quiz time 2 1. A period of intense German bombing of Britain.

2. Any that are coloured red on the map e.g. France, Poland, Belgium, Netherlands 3. Luftwaffe 4. London 5. May 1941 6. Dame Vera Lynn’s 7. Slovakia 8. Forced to wear a yellow Star of David, made to leave school, family home/business lost.

9. Air raid 10. Auschwitz-Birkenau 11. Light heavyweight 12. Put on flour to whiten his face and had blond hair 13. Discharged from the army and sent to a concentration camp 15. Other prisoners faked his death and sent him to another camp under a fake name.

Quiz time 3 1. 1948 2. Supplied 10,000 men; Jamaican children sent money.

3. Empire Windrush 4. They had arrived on their parents’ passports meaning they had no proof of their arrival.

5. Ford 6. Equal Pay Act 7. 18 years 8. ‘intentionally promote homosexuality or publish material with the intention of promoting homosexuality’ 9. 2003 10. Setup Scope, created the 62 Clubs, helped people with disabilities to get jobs.

Y O U R S U M M E R B O O K LE T

Delta Academies Trust

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Academies Trust Education House, Spawd Bone Lane, Knottingley, WF11 0EP T: 0345 196 0033 | info@deltatrust.org.uk | www.deltatrust.org.uk Summer 2020