English Romeo and Juliet

Year 7 Term 3

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: Context The Setting • It is generally believed that the play is based on a real Italian love story from the 3rd Century. • The ‘real families’ are the Capeletti and the Montecci families. • Shakespeare wrote his version in 1594 which was based on Arthur Brooke’s poem of 1562. • This period was ‘The Elizabethan Era’ which was also known as ‘The Renaissance’: a time of significant change in the fields of religion, politics, science, language

and the arts. Religion • Romeo and Juliet was set during a time of religious and political turmoil. • Europe was a traditionally Catholic society with a strong belief in damnation for mortal sin. • Suicide and bigamy were both considered to be mortal sins. • Shakespeare was writing following ‘The Reformation’ and this was when England became a Protestant nation, having broken away from the control of the

Catholic Church. • In this Protestant society, life became more open and less oppressed. Family • The father was the head of the household in this patriarchal society. • Women had no rights or authority in law: they could not own property or money but could influence their husbands. • Children were regarded as property and could be given in marriage to a suitable partner. This was often a political or financial transaction to secure and retain

wealth. • It was not unusual to be married very young. • In high society, children were often raised by a ‘wet nurse’ and did not have a strong bond with their parents. Honour • Family honour was important to the Elizabethans. • There was a strong belief that the slightest wrong or insults must be avenged as a matter of personal pride or to protect reputation. Fate and Destiny • Most Elizabethans believed in the ideas of fate and astrology; rich people often paid for horoscopes for their children, and before major decisions such as

marriage or travel, one would often consult an astrologer to see if the stars favoured it. • Many people believed that they had no free will: that they had no choice to change their destiny because everything was already ‘predestined’.

English Romeo and Juliet

Year 7 Term 3

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: The Plot 1. Two wealthy families, the Montagues and the Capulets, have another brawl in the city of

Verona. 2. Romeo Montague and his friend’s gate arrive uninvited to a Capulet party and Romeo meets

Juliet Capulet. He falls in love with her instantly. 3. Friar Laurence marries Romeo and Juliet. Romeo celebrates his marriage with his friends,

Mercutio and Benvolio, but gets into a fight with Juliet's cousin, Tybalt. Tybalt kills Mercutio and Romeo avenges his death by killing Tybalt.

4. The Prince banishes Romeo because he killed Tybalt. Both Romeo and Juliet are heartbroken. 5. Capulet, Juliet's father, decides she should marry Paris. Juliet refuses and goes to Friar

Laurence where they come up with a plan for Romeo and Juliet to be together. 6. Juliet fakes her death and lies in a tomb waiting for Romeo to come so they can run away

together. Romeo doesn't receive the message about the plan, so thinks Juliet has actually died. 7. Romeo drinks poison so he can be with Juliet in death. She wakes up to discover Romeo is

dead. Juliet kills herself with his dagger. 8. The Capulet and Montague families vow never to argue again.

English Romeo and Juliet

Year 7 Term 3

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: Themes Themes are ideas that run all the way through a literary text. They help us understand the writer's intentions: What have they done? Why? What are they trying to make the reader and audience think and feel?

Three important themes in Romeo and Juliet are love, conflict and death. All three themes interlink, as Shakespeare wanted to illustrate how love, conflict and family intertwine with one another. He also wanted to show that sometimes, through love, we can also hate.

Love: Through Romeo and Juliet, Shakespeare deals with the idea of love - its meaning, its causes and its impact - both positively and negatively, and its goal. In the play, we see many different types of love and their impact on individuals, families, friendships and the wider society of Verona. For example:

Romeo and Juliet's first meeting

Romeo's friendship with Mercutio

Romeo and Juliet's deaths

Conflict: Shakespeare presents the theme of conflict through two warring families: the Montagues and the Capulets. Shakespeare also presents the themes of conflict through inner familial conflict and individual conflict. Where conflict is presented, the struggle for power and control is also apparent.

The two warring families: Montagues and the Capulets

Juliet's inner conflict when she discovers Romeo is a Montague

Conflict between Tybalt and Romeo

Conflict between Juliet and her father

Death: Shakespeare presents the theme of death to show us the consequences of our actions. He also presents different types of death to show how this can affect people.

• Death of Tybalt and Mercutio • Suicide of Romeo and Juliet • The Prince threatens the fighting Montagues and Capulets with death.

English Support and application

Year 7 Term 3

Vocabulary Wider Research Apply

1. Analyse 2. Foreshadow 3. Monologue 4. Characterisation 5. Stage Direction 6. Tragedy 7. Plot 8. Theme 9. Setting 10. Context 11. Prologue 12. Act 13. Montague 14. Capulet 15. Scene 16. Star-Crossed 17. Verona 18. Language 19. Globe 20. Theatre 21. Performance 22. Drama 23. Soliloquy 24. Love 25. Hate 26. Enemy 27. Aggression 28. Religion 29. Elizabethan 30. Shakespeare

Context of Romeo and Juliet: https://www.youtube.com/watch?v=CsG1Y_BTjTc BBC bitesize: https://www.bbc.com/bitesize/guides/zxrjfrd/revision/1 York notes: https://www.yorknotes.com/gcse/english-literature/romeo-and-juliet-gcse-2017/revision-cards/02_context Spark notes: https://www.google.com/search?q=sparknotes+romeo+and+juliet&rlz=1C1GCEU_enGB839GB839&oq=sparknotes+romoe&aqs=chrome.1.69i57j0l7.3175j0j4&sourceid=chrome&ie=UTF-8 Quizlet: https://quizlet.com/81800460/romeo-and-juliet-flash-cards/

1. Research Elizabethan England. Create a poster of your findings.

2. Create a mind-map of words and phrases to describe Romeo. Use a thesaurus to help you.

3. Create a series of flash-cards that summarise the plot of Romeo and

Juliet.

4. Create a 50 question quiz about Act 1 and 2 of Romeo and Juliet. Focus your questions on plot and character.

5. Draw a Venn diagram and compare men and women in the 1600. What similarities and differences can you find?

6. Write a list of definitions for the key vocabulary

7. Find out the meanings of any words that you are unsure of in the homework pack. Create a vocabulary list and define all of the key words!

8. Turn the play into a story. Write a story about what happens. Try to make it a modern interpretation and link it to what a 21st century audience will think.

Maths Statistics

Year 7 Term 3

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: Averages, collecting and organising data. Average – is a typical value of a set of data, which can be used to represent the whole data set: mean, median and mode are all types of average. Mean – is found by adding all the values and dividing the sum by the number of values in the set; for example, the mean of 5,6,14,15 and 45 is (5+6+14+15+45) ÷ 5 = 17. Median- is the middle value in set of data that is arranged in order: for example, write the data set 4,2,6,2,2,3,7 in order 2,2,2,3,4,6,7 then the median is the middle value which is 3. If there is an even number of values the median is the mean of the two values; for example, 2,3,6,8,8,9 has a median of 7 (6+8) ÷2 = 7. Mode/Modal - is the value that occurs the most often. The mode is the only average that you can use for non-numerical data, such as favourite colours or football teams. Sometimes there may be no mode, because all the values are different. This data 1,2,3,4,5,6, will have no mode. This data 1,2,2,4,5,3,2 has a mode of 2. Range – to find the range you find the difference between the largest and smallest values; for example, the range of this data 5,3,4,2,8,3,4 is 6 because 8-2 = 6. Statistical diagrams: We can show this information on a bar graph, see diagram to the right: A pie chart is a circular chart. It shows the proportion of each group at a glance. Remember that there are 360⁰ in a circle so each group in the pie chart will be a proportion of 360⁰. To the right you can see examples of a bar chart and a pictogram.

Frequency Tables: When a lot of data needs to be sorted, one

of the most efficient ways is to use a frequency table. See the

example below.

A Frequency diagram, often called a line chart or frequency

polygon shows the frequency for different groups. The chart

below shows the results from the frequency table.

Maths Number

Year 7 Term 3

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: Fractions The term equivalent means of equal value. You can find equivalent fractions by multiplying the numerator and the denominator by the same value. A fraction is in its simplest form if you cannot divide both numerator and denominator by any whole number, other than 1. If you are asked to simplify a fraction it means finding its simplest form.

When adding and subtracting fractions you need to make sure the denominators are the same. For example, 3

7 +

2

7 =

5

7

Subtracting works the same way 3

7 -

2

7 =

1

7

When the denominators are not the same, you first have to find the lowest common multiple. For example, if the denominators were 2 and 3, the lowest common multiple would be 6.

A mixed number is a whole number and a fraction, for example; 3 1

4 this can be converted to an

improper fraction. An improper fraction is where the numerator is bigger than the denominator.

To convert this mixed number: the mixed number has 1

4 in it so change it to quarters. Three whole

ones = 3 x 4 = 12, so 3 1

4 = 12 + 1 quarter = 13 quarters, this is then written as

13

4

To convert an improper fraction to a mixed number: if you have 5 halves you would write it like this 5

2 work out 5÷2 = 2.5 or 2

1

2

When you add mixed numbers you can add the whole numbers and the fraction parts separately. Then you combine the two parts to get your answer.

31

2 + 1

1

4 = 3 + 1 = 4

1

2 +

1

4 =

2

4 +

1

4 =

3

4 combining your two answers you get 4

3

4

When you subtract mixed numbers, you first have to convert both fractions to improper fractions. 31

2 - 1

1

4 =

7

2 -

5

4 =

14

4 -

5

4 =

9

4 = 2

1

4

To multiply fractions you simply multiply the numerator and multiply the denominators, and simplify if necessary: 3

4 x

5

6 =

15

24 =

5

8

To divide fractions you simply keep the first fraction the same, change the ÷ to an x and flip the second fraction. Simplify if necessary: 3

4 ÷

5

6 =

3

4 x

6

5 =

18

20 =

9

10

Maths Probability

Year 7 Term 3

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: Probability In probability, when something happens, such as rolling a dice, it is called an event. The possible results are called outcomes of the event. For example, rolling a dice has six possible outcomes: a score of 1, 2,3,4,5 or 6. You can use probability to decide how likely it is that different outcomes will happen. Here are some words you will hear when talking about whether something may or may not happen. They can be written on a probability scale. The probability scale is from 0 (impossible) to 1 (certain). Probability can be written as fractions or decimals, and sometimes percentages.

Example: When you throw a fair dice, what is the probability of getting a 4? This question can also be written as P (4) where P means probability. There are 6 outcomes – 1 2 3 4 5 and 6. There is only one 4. This means that

there is only a one in six chance of getting a 4. This is written as a probability fraction 1

6

A probability that is calculated in this way is called theoretical probability. Sometimes, you can find a probability only by carrying out a series of experiments and recording the results in a table. Then you can use these results to estimate the probability of an outcome. A probability found this way is called an experimental probability.

Maths Support and application

Year 7 Term 3

Vocabulary Wider Research Apply

1) average 2) median 3) mode 4) range 5) tally 6) mean 7) bar chart 8) pictogram 9) data 10) frequency 11) fraction 12) numerator 13) denominator 14) equivalent 15) simplify 16) improper fraction 17) convert 18) mixed number 19) probability 20) event 21) outcome 22) chance 23) biased 24) trial 25) theoretical 26) experiment 27) certain 28) impossible 29)scale 30) random

Topic 1: Averages: https://www.bbc.co.uk/bitesize/guides/znhsgk7/revision/1 Bar graphs: https://www.bing.com/search?q=bar+graphs&FORM=HDRSC1 Pictograms: https://www.bbc.co.uk/bitesize/guides/zrg4jxs/revision/4 Pie charts: https://www.bbc.co.uk/bitesize/guides/zxwxfcw/revision/4 Collecting data: https://www.bbc.co.uk/bitesize/guides/zc7sb82/revision/1 Topic 2: Equivalent fractions https://www.mathsisfun.com/equivalent_fractions.html Adding and subtracting fractions https://www.mathsisfun.com/numbers/fractions-mixed-addition.html Multiplying and dividing fractions: https://www.mathsisfun.com/fractions_multiplication.html Topic 3: Probability Scale: https://www.bbc.co.uk/bitesize/guides/zk9dmp3/revision/1 Calculating probability: https://www.mathsisfun.com/data/probability-events-independent.html

Topic 1: 1) From this data 121, 134, 140, 121, 129, 131, 121

find the: Mode = Median = Mean = Range =

2) Select a paragraph from a book. Create a tally chart, like the one below, adding extra rows if necessary. Count the number of letters in each word and complete the tally. Draw a bar chart, find the modal length letter.

Number of letters Tally Frequency

Topic 2:

1) Complete the equivalent fraction 2

3 =

12

2) Which is the largest fraction 7

10

3

4

2

3

3) Simplify 20

25

4) Add 5

8 +

7

8 =

5) Add 11

3 + 1

1

6 =

Topic 3: 1) What is the probability of getting a head when you

flip a coin? 2) What is the P(even number) when you roll a fair

dice? 3) What is the P(A) from the word MATHEMATICS?

Science Electromagnets- Voltage, Resistance and Current

Year 7 Term 3

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: Electromagnets- Voltage Current and Resistance

Electricity is the flow of charged particles. An electric current is the flow of electrons around a circuit. We use electric currents to control and operate devices, including phones, computers and light bulbs. All materials contain negatively-charged particles called electrons. In metals the electrons are free to move, which means they are good conductors of electricity.

Two things which allow electrons to

flow as a current:

1. Something to transfer

energy to the electrons

(battery)

2. A complete path for electric

to flow through (circuit)

To do something useful with the electric current, you need to put an electrical component into the circuit (such as a lamp), that can use the current in a useful way.

We use circuit symbols to draw diagrams of electrical circuits, with straight lines to show the wires.

Series Circuit: If a lamp breaks or a

component is disconnected, the circuit is

broken and all the components stop

working. The current is the same

everywhere. If you add more cells, the

current increases. However, if you add

more components - the current lowers

amongst these evenly (e.g. dimmer

bulbs).

Parallel Circuit: If a lamp breaks,

or a component is disconnected

from one parallel wire, the

components on different

branches keep working. Series

Circuit have one route of current

and parallel have more than one

route.

The wires and other

components in a circuit

reduce the flow of

electrons around them=

Resistance (measured in

ohms)

Science Reactions- Metals and Non-metals

Year 7 Term 3

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: Reactions- Metals and Non-metals

Some metals are unreactive, this means they do not easily take part in chemical reactions. Some metals are very reactive, they easily take part in chemical reactions to make new substances. The image to the right shows; The Reactivity Series: Reactions of acids with metals:

metal + acid → salt + hydrogen

How quickly the reaction goes

depends on the metal used and

how high up in the reactivity series

it is. You can test for Hydrogen - a

burning wooden splint goes pop if

it is put into a test tube of

hydrogen.

Displacement Reactions:

A more reactive metal will displace a less

reactive metal from its compounds.

For example, magnesium is more reactive

than copper. When a piece of magnesium

is dipped into blue copper sulfate solution:

The blue colour fades as colourless

magnesium sulfate solution is

formed.

Brown copper coats surface of

magnesium.

Science Required Practical- Investigating the relationship between voltage and current

Year 7 Term 3

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: Required Practical- Investigating the relationship between voltage and current

To find the resistance of a component, you need to measure:

the potential difference across it

the current flowing through it The resistance is the ratio of potential difference to current. resistance = potential difference ÷ current

If you plot a graph of current against potential difference for a wire, you get a straight line.

METHODOLOGY:

1. Set up the circuit as shown in the diagram.

2. Set the rheostat to a fixed position and leave it at that

position.

3. Increase the voltage in equal steps using the variable

power supply.

4. Record the voltage across the fixed resistor and the

current value, using the voltmeter and ammeter, for each

increase in the power supply.

5. If there is time, alter the position of the rheostat and

repeat the investigation to see what the effects are.

As the voltage increases, the current increases

proportionally, when the resistance in the circuit is fixed.

This is because the charge in the connecting wires are given

a bigger push with a higher voltage and increase

proportionally in their flow. The resistance in this circuit

does not alter with higher voltage.

Doubling the amount of energy into the resistor results in a current twice as fast running through the resistor. This relationship is called Ohm’s Law and is true because the resistance of the resistor is fixed and does not change.

Consistent, repeat readings confirm if the results are reliable.

Science Support and application

Year 7 Term 3

Vocabulary Wider Research Apply

1) Flow 2) Cell 3) Charge 4) Battery 5) Electrons 6) Current 7) Voltage 8) Potential

Difference 9) Resistance 10) Amps 11) Volts 12) Ohms 13) Series 14) Parallel 15) Circuit 16) Reaction 17) Metals 18) Non-metals 19) Hydrogen 20) Reactivity 21) Conductor 22) Malleable 23) Magnetic 24) Density 25) Electricity 26) Unreactive 27) Resistor 28) Ammeter 29) Voltmeter 30) Hazard

Electricity- https://www.bbc.co.uk/bitesize/topics/zgy39j6/articles/z8mxgdm Static Electricity- https://www.bbc.co.uk/bitesize/guides/zthyvcw/revision/1 Electric Current & Potential Difference- https://www.bbc.co.uk/bitesize/guides/zsfgr82/revision/1 Metals- https://www.bbc.co.uk/bitesize/guides/zqwmxnb/revision/1

1) State the two things electrons need to flow as a current (2 marks)

2) Explain why metals are good conductors of electricity (2 marks)

3) Justify the use of parallel circuits in our homes (3 marks)

4) List the units for resistance, current and potential difference (3 marks)

5) Compare how ammeters and voltmeters are connected within a circuit (2 marks)

6) What are the most and least reactive metals in the reactivity series? (2 marks)

7) Describe the test for hydrogen (2 marks)

8) State the generic word equation for reaction of metals with acids (1 mark)

9) What are “poor conductors” known as? (1 mark)

10) Describe the relationship between potential difference and current (2 marks)

Geography How does ice change The World?

Year 7 Term 3

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: Where do we find ice? Much of Britain was covered by ice during several “Ice Ages” over the last 500,000 years. The most recent one ended only 10,000 years ago. Glaciers and ice sheets

scoured the landscape, wearing away the rocks to form glacial landscapes in the Scottish Highlands, Lake District and N. Wales. In the coldest periods, the ice would have

been hundreds of metres thick, and reached as far south as London. Material eroded by the ice was left behind as the glaciers retreated, forming Boulder Clay - till

deposits that cover many parts of eastern England.

Most of the UK was covered in ice during the last ice age. You can see on the map that the South East of England was not covered in ice. Glaciated areas of the UK are

made up of hard, resistant rock such as limestone. Weaker rock erodes easily which means it breaks apart.

An ice sheet is a thick layer of ice that covers more than 50,000 square km. It completely covers the landscape including mountains

and valleys. Today, ice is found in highland areas such as the

Alps, and in the far north and south, e.g. the Arctic and

Antarctic. Ice covers about 10 per cent of the Earth's surface.

This ice is in the form of glaciers, ice caps and ice sheets.

Most ice is found in Antarctica.

Ice joined the UK to the rest of Northern Europe, and it has

covered different areas in the past due to glacial periods and

interglacials. Ice spreads out during glacial periods and gets

smaller during warm interglacial periods.

Glaciers also grow and shrink with seasonal changes in

temperature. A glacier is a large mass of ice often shaped

like a river that flows very slowly, under the force of gravity.

Geography What happens when the land meets the sea?

Year 7 Term 3

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: What are Glaciers? Glaciers develop over many years in places where snow has fallen but not melted. Snow is compacted and turns to ice. The weight of the ice means that it starts to slip down mountain sides over time. A glacier is a system. There is a zone of accumulation where snow is added. This is normally at the start of a glacier in a highland area. As more and more snow falls, it is compacted so the bottom layers become ice.

A landform has to be a minimum of 25 acres large in order to be classed as a glacier. The largest glacier on earth is 60 miles wide and 270 miles long. This glacier is found in Antarctica and is known as the Lambert Glacier. Glaciers move very slowly, they are essentially a slowly moving river of ice!

Glaciers contain 69% of the world’s fresh water supply.

Glaciers are found in many upland regions of the world and they are under threat from climate change. As the world heats up, glaciers are prone to melt. If this happens, sea levels will rise due to melted ice entering the oceans.

Glaciers include the following features:

1. Arêtes: This is a jagged ridge, which is formed when two cirques lie side by side. 2. Pyramidal peak: This is formed when three or more cirques are formed back to back. The Matterhorn in the Alps and Mount Everest in the Himalayas are famous pyramidal peaks. 3. Valleys: As glaciers move downhill, they change V-shaped valleys into U-shaped valleys or glacial troughs. The ice has great erosive power and removes any obstacles such as interlocking spurs. Whereas a river creates a V-shaped valley because it acts mainly on the base of the valley, glaciers fill the valley and create steep sides and wide bases.

Geography What happens when the land meets the sea?

Year 7 Term 3

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: Processes that shape glaciers Glaciers shape the land through processes of erosion, weathering, transportation and deposition, creating distinct landforms. Erosion The two main types of erosion are: Abrasion As the glacier moves downhill, rocks that have been frozen into the base and sides of the glacier scrape the rock beneath. The rocks scrape the bedrock like sandpaper, leaving scratches called striations behind. Plucking - rocks become frozen into the bottom and sides of the glacier. As the glacier moves downhill it 'plucks' the rocks frozen into the glacier from the ground. Weathering Freeze-thaw weathering is the main type of weathering. During the day when temperatures are higher, the snow melts and water enters the cracks in the rock. When the temperature drops below 0°C the water in the crack freezes and expands by about 9%. This makes the crack larger. As this process is repeated through continual thawing and freezing the crack gets larger over time. Eventually pieces of rock break off.

Other features of erosion When a glacier moves downhill it erodes everything in its path through abrasion and plucking. Glaciers usually follow the easiest route down a mountain, which is often an old river valley. Interlocking spurs created by a river are eroded at the ends by the glacier to create truncated spurs. After the glacier has melted it leaves a U-shaped glacial trough. Sometimes the glacial trough fills with water, called a ribbon lake. Old tributaries, which would have once fed into the valley are left suspended and are known as hanging valleys. Glacial melt water As the glacier melts, the water carries fine material which is eventually deposited. All of the material moved by the glacial melt water is called glacial drift or glacial till. Glacial outwash is the sand and gravel deposited by the running melt water leaving the glacier. The material is sorted. The heavier particles of sand and gravel are deposited in the glaciated valley. The lighter, finer particles such as clay, are deposited further away from the glacier and are deposited in the outwash plain.

Geography What happens when the land meets the sea?

Year 7 Term 3

Vocabulary Wider Research Apply

1) Glaciation 2) Arete 3) Till 4) Melt 5) Velocity 6) Abrasion 7) Plucking 8) Freeze-thaw 9) Mountain 10) Material 11) Deposit 12) Outwash 13) Plain 14) Peak 15) Valley 16) Antarctica 17) Quaternary 18) Glacial 19) Geology 20) Ocean

16 Facts about glaciers https://www.mentalfloss.com/article/62638/16-cool-facts-about-glaciers Impact of glaciation on the landscape https://nsidc.org/cryosphere/glaciers/questions/land.html FSC glaciation https://www.geography-fieldwork.org/a-level/glaciation/#primary-nav Glaciation online http://www.geography.learnontheinternet.co.uk/topics/glaciation1.html

Get creative! Create a revision mind map about glaciated landscapes in the UK. Create a series of diagrams that show the journey a glacier makes. Create a ‘glaciation’ song that includes all key vocabulary. Answer the following exam questions:

1) Describe the impact of glaciation on the UK landscape. 2) Explain the process of plucking. 3) Suggest what will happen to the global climate of glaciers melt. 4) To what extent do you agree that glaciated areas should be

protected?

History The Black Death

Year 7 Term 3

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: The Medieval Period

Medieval living conditions were terrible during the Black Death. This caused the plague to spread rapidly. For example in villages:

Peasants lived in little cottages which had 1-3 rooms storing livestock (animals).

The peasant’s hut was made of wattle, daub with a thatch roof.

No windows or doors.

As animals lived inside the house, rodents and fleas were attracted inside. Medieval Towns

Streets were narrow.

Towns were filthy with rubbish and human waste thrown into the streets.

Open sewers running down the middle of the street

Animals and animal faeces all over the street

Butchers would hang their meat out in the open air

Buildings were made out of wood, mud and dung.

Rats, lice and fleas flourished on the clay floors of people’s houses.

History The Black Death

Year 7 Term 3

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: Causes and Symptoms of the Black Death

The plague arrived at Melcombe Regis in Dorset in June 1348 and it spread throughout the south of England. There were 3 different types of the plague.

1. The plague seems to have started in China in the 1330s.

2. In 1347, armies attacking the town of Caffa in the Crimea, catapulted dead bodies into the town. Italian merchants took the plague with them to Sicily in October 1347.

3. In June 1348 Black Death arrived at Melcombe Regis (in Dorset). By the end of the year it had spread throughout the south of England.

4. During 1349, the plague spread into Wales, Ireland and the north of England.

5. The Scots – thinking that God was punishing the English – invaded the north of England, where their army caught the plague. In 1350, therefore, the plague spread through Scotland.

6. The first plague died out in 1350.

7. The plague returned between 1361 and 1364, and five more times before 1405. These plagues mainly killed children, who had no resistance to the disease.

What people thought caused the Plague:

1. The movements of the planets 2. A punishment from God 3. Bad smells and corrupt air 4. Enemies who had poisoned the wells 5. Staring at a victim 6. Wearing pointed shoes 7. Strangers to villages too were blamed

What actually caused the Black Death:

1. Poor medical knowledge and understanding of what causes diseases

2. Poor public health e.g. towns had no system of drains, sewers or rubbish

collections.

3. Bad harvest – people were not as strong and healthy

4. Global trade routes

5. Rats – carried fleas that spread the disease.

History The Black Death

Year 7 Term 3

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: Treating the Plague

In the 1347 - 1350 outbreak, doctors were completely unable to prevent or cure the plague. For those who believed in the Greek rumours, there were a range of cures available. ‘Blood-letting’ – deliberately bleeding a vein – was a way of reducing ‘hot’ blood. Whilst blowing your nose or clearing your throat was a way of getting rid of too much ‘cold’ phlegm. Mustard, mint sauce, apple sauce and horseradish were used to balance wet, dry, hot and cold in your diet!

Some of the cures they tried included:

Rubbing onions, herbs or a chopped up snake (if available) on the boils or cutting up a pigeon and rubbing it over an infected body.

Drinking vinegar, eating crushed minerals, arsenic, mercury or even ten-year-old treacle!

Sitting close to a fire or in a sewer to drive out the fever, or fumigating the house with herbs to purify the air.

People who believed God was punishing you for your sin, 'flagellants', went on processions whipping themselves.

In the 1361 - 1364 outbreak, doctors learned how to help the patient recover by bursting the buboes.

Doctors often tested urine for colour and health. Some even tasted it to test.

History The Black Death

Year 7 Term 3

Vocabulary Wider Research Apply

1) Epidemic 2) Plague 3) Black Death 4) Catastrophe 5) Bubonic 6) Medieval 7) Superstition 8) Religious 9) Consequence 10) Buboes 11) Pneumonic 12) Morality 13) Septicaemic 14) Flagellants 15) Social 16) Psychological 17) Economic 18) Melcombe Regis 19) Significance 20) Dark Ages 21) Middle Ages 22) Punishment 23) Causes 24) Symptoms 25) Treatment 26) Outbreak 27) Trading

Black Death https://www.historytoday.com/archive/black-death-greatest-catastrophe-ever The Spread of the Black Death http://www.bbc.co.uk/history/british/middle_ages/black_01.shtml Causes/Symptoms of the plague https://www.youtube.com/watch?v=y7OWLohZ_fs Consequences of the Black Death https://www.bbc.co.uk/bitesize/guides/z7r7hyc/revision/5 The Great Plague of London https://schoolhistory.co.uk/notes/the-great-plague-of-london/

1. Create a history ‘dictionary’ using the key vocabulary. Find all the definitions and form a sentence

Key Word Definition Form a sentence

2. Write a PEEL paragraph explaining why the Black Death

spread further and killed more people. (4 marks) The Black Death spread further and killed more people because…. For example … Another example … This spread the plague further …

3. Create a timeline mapping out how the plague spread around the world. (Example image)

4. Create a leaflet that outlines symptoms, causes and

treatments of the Black Death.