yr9_index

=Year 9=

Autumn Term: Storming of the Bastille Videos
Year 9 students were given an interactive newsfeed outlining the events of the Storming of the Bastille in 1789. They then had to produce a biased newspaper report, radio broadcast or TV newsflash - either from a Royalist or Revolutionary perspective. Some of the best examples of the TV newsflashes are shown here.


 * media type="youtube" key="5728zsW4IzA" width="425" height="350" || media type="youtube" key="5JSJHYAs-Uk" width="425" height="350" ||
 * = By Molly ||= By Emily ||
 * media type="youtube" key="cUZEZMPeAXU" width="425" height="350" || media type="youtube" key="RKLKPqAczRs" width="425" height="350" ||
 * = By Liam ||= By Sarah ||
 * = By Liam ||= By Sarah ||

=Summer Term: The Abolition of the Slave Trade Balloon Debate=

▪ Students will be put into groups of five. Each group occupies one "balloon". ▪ The hot air balloons are overloaded. Each will crash into a mountainside and everyone will perish unless four members of the balloon can be thrown overboard. ▪ The first group of 5 will stand at the front of the class. Each member of the balloon must explain why they should be the person chosen to survive. ▪ The other members of the class will vote to decide who stays in the balloon. The process is repeated for the other balloons. The "finalists" then have to go head-to-head in a final debate to produce an overall victor. ▪ The key difference is that voting takes place over several rounds. ▪ The vote does not produce an immediate "winner" within the balloon, but merely decides who gets thrown out first (the person with the least votes). ▪ In further rounds, speakers should be invited to: (a) Explain which other person in the balloon deserves to stay alive; (b) Explain which other person in the balloon deserves to be thrown out; (c) Explain why their contributions are more important than anyone else's. ▪ As the occupancy of each balloon dwindles, the teacher may wish to change the membership of each balloon to keep the debate fresh and challenging.
 * Rules of the Balloon Debate **
 * Shortest version: **
 * Longer version: **

Research Projects from Year 9 Students

 * Haghayeghi, Hamish || William Lloyd Garrison || 11 || 21 || 1 ||  ||   ||
 * Jones, Ethan || Elizabeth Pease || 13 || 18 || 0 ||  ||   ||
 * Szczurowski, Oliver || Frederick Douglass || 12 || 22 || 4 ||  ||   ||
 * Molete, Thuto || Tousaint L’Ouverture || 11 || 22 || 0 ||  ||   ||
 * Hernando-Serrano, Laura || Granville Sharp || 10 || 16 || 5 || DEAD ||  ||
 * Jennings, Cameron || Olaudah Equiano || 13 || 16 || 10 || DEAD ||  ||
 * McLean, Thomas || Thomas Clarkson || 10 || 16 || 7 || DEAD ||  ||
 * Morales, Pablo || Sojourner Truth || 11 || 24 || 6 || DEAD ||  ||
 * Rutherford, Niall || James Ramsay || 14 || 18 || 9 || DEAD ||  ||
 * Vasconcelos, Cinthia || Josiah Wedgwood || 10 || 17 || 12 || DEAD ||  ||
 * Ogden, Grace || William Wilberforce || 0 || 13 || DEAD ||  ||   ||
 * Trigg, Michael || Harriet Beecher Stowe || 9 || DEAD ||  ||   ||   ||
 * Clist, Alexander || Nat Turner || 6 || DEAD ||  ||   ||   ||
 * Southwell, Alice || Elizabeth Heyrick || 7 || DEAD ||  ||   ||   ||
 * Newman, David || John Brown || 6 || DEAD ||  ||   ||   ||
 * Peterson, Meghan || ??? || DEAD ||  ||   ||   ||   ||
 * Riaza-Diaz, Alejandra || Harriet Tubman || DEAD ||  ||   ||   ||   ||
 * Wardle, Alexa || Leonard Parkinson || DEAD ||  ||   ||   ||   ||