History Curriculum Overview
Team Vision
No subject, country or society can be understood without its history. History provides the powerful narrative of human development, it offers structure and clarity about why the world is the way it is, why the institutions and ideas that shape our society have developed and who the people are that have both shaped it and been shaped by these forces. History is complex, challenging and engaging. We take an active and critical role to developing historians. We aim to develop students’ understanding of chronology, giving them a chance to gain a sense of historical eras, assessing what changes have taken place through time and identifying the factors that have influenced these changes.
Curriculum Intent
Enquiry Questions will be used throughout to challenge and ignite curiosity. The discipline of history itself must be embedded throughout the curriculum so that students can both identify history is a construct and construct it for themselves. Students will be able to write well organised and knowledge rich arguments. They will analyse, interpret and evaluate historical sources as part of an investigation. Through KS3 they will be exposed to different interpretations of the past and in doing so develop their confidence in constructing their own interpretations of events studied allowing them to engage actively in historical debate.
We will create successful learners who are confident, critically enquiring and ambitious by ensuring lessons are challenging, engaging and historically ambitious. We want to create a community of people with a love for learning, a critical understanding of the world and a continuing interest in history.
Long Term Plan
|
|
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
|
Year 7
|
Unit: Did the Normans really bring a truckload of trouble?
|
Unit: What mattered to Medieval People?
|
|
|
Unit: Why was the Civil War so shocking?
|
|
|
Key Learning Students need to know and remember from this unit of work |
Who were the Riccall skeletons?
The people, culture, wealth and status of religion in Anglo-Saxon England
1066 The succession crisis.
The Battles of 1066
Rebellions in Norman England
The Domesday survey, Bridgwater case study.
The purpose of Norma Castles
The impact of Noman Conquest
|
Features of Medieval Bridgwater: Greyfriars, castle, St John’s hospital, St Matthews Fair.
Medieval towns and villages.
The organisation of the Medieval Church.
What was life like for medieval; peasants, women, knights.
Impact of The Black Death.
Significance of the Magna Carta.
Diversity of medieval experiences: Crusades/peasants revolt |
Problems facing Henry VIII
Differences between Protestant and Catholic churches
The impact of the English Reformation. Case study: The last Abbot of Glastonbury Abbey.
The treatment of heretics during Mary I reign
Elizabeth I’s religious compromise.
The threat posed by Mary Queen of Scots.
The Spanish Armada: was religious the main cause of warfare in Europe in 16th century? |
Typical witch cases: Ursula Kemp. Local cases of Bridgwater and Taunton.
The role of: Superstition and the cunning women. Lack of Scientific knowledge. Religion: Catholics/protestant and rising puritan power. Rising fear in society due to: Monarchs (Tudors and James I, Laws, executions and demonology.
The Gunpowder plot: were the Catholics framed?
|
The execution of Charles I. Historical interpretations.
Causes of the English Civil War: Religion, Power and Money.
Royalist cavaliers. Parliamentarian Roundheads.
And when did you last see your father?
The significance of the Siege of Bridgwater.
The trial and execution of Charles I – was it justified? |
Empire and trade.
Where tea comes from: The great Tea robbery. The Opium Wars.
The Transatlantic Slave Trade.
West Africa before the Slave Trade. A case study: The kingdom of Mali.
The Middle Passage.
Plantation Life.
Bridgwater and the Slave Trade.
British control in India. The role of The East India Company.
The impact of British rule in India
|
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
AO2: Extended written assessment William’s victory at the BoH. End of Unit key knowledge test. |
Assessment Checkpoint:
AO1 knowledge and understanding What makes a good Black Death Story? End of Unit key knowledge test. |
Assessment Checkpoint:
AO4: Did Richard Whiting deserve to die? A court case re-enactment.
End of Unit knowledge test |
Assessment Checkpoint:
AO2: Why was there a witchcraze? – extended written answer
End of Unit knowledge test
|
Assessment Checkpoint:
AO3: Oral assessment. Re-enact the Trial of Charles I.
End of Unit knowledge test
|
Assessment Checkpoint:
Whole Trust End of Year Assessment.
|
|
Year 8
|
|
Unit: How dangerous was life during the Industrial Revolution?
|
Unit: Why were so many immigrants accused of being Jack the Ripper?
|
|
Unit: Were the Suffragettes Terrorists?
|
|
|
Key Learning Students need to know and remember from this unit of work |
What was it like to experience the Enlightenment?
Why did colonists want independence from Britain?
The Declaration of Independence.
What were the causes of the French Revolution?
Did the French Revolution make France a fairer country?
What were the causes of the Haitian Revolution |
What was the Industrial Revolution?
Canals, Coal and Cotton
Development of towns and cities
Dangerous working conditions in mills
Dangerous living conditions: back to back housing, disease. Case study: Bridgwater Cholera epidemic |
Living conditions in Whitechapel
Case Study: The life of Polly Ann Nichols
Anti – Semitism in Whitechapel
The assassination of Tsar Alexander II and the causes of immigration during 1880s
The role of the media causing greater fear and suspicion in society.
|
Causes of the First World War: MAIN
War enthusiasm/ the role of propaganda.
The nature of warfare and Trench Warfare
Life in the trenches
Conscientious Objectors
Women at war
|
What is suffrage
The key features of Suffragists/ Suffragettes
The militant and constitutional methods of protest.
Case study: Emily Davison, accident or suicide?
Diversity of Suffragettes
Women in WWI
|
The changing nature of warfare.
Who killed Samuel Smith: Zeppelins of WWI
Case study: Coventry Blitz
Bridgwater in WWII
The dropping of the atomic bomb on Hiroshima – was it justified? |
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
Written Assessment: To what extend did enlightenment ideas cause revolutions in the 18th Century? |
Assessment Checkpoint: AO1 and AO2: Why was it so dangerous to live in nineteenth century? End of unit key knowledge test. |
Assessment Checkpoint: AO3: Extended written answer to the enquiry question. End of unit key knowledge test.
|
Assessment Checkpoint: AO4: Written answer: Comparison of two interpretations of Conscientious Objectors End of unit key knowledge test.
|
Assessment Checkpoint: AO3 Assessment: P.E.E paragraph. Source analysis – was Emily Davison’s death a tragic accident? and AO4
End of unit key knowledge test |
Assessment Checkpoint:
Futura wide: End of Year Assessment
|
|
Year 9
|
Unit: Why did the Nazis rise to power?
|
Unit: How and Why did the Holocaust Happen?
|
|
|
Unit: What happened at Chernobyl in 1986? Why did the accident take place?
|
|
|
Key Learning Students need to know and remember from this unit of work |
Europe after WWI: Who should pay for the damage?
The Treaty of Versailles and the impact on Germany/German people.
Hitler’s younger life/experience in WWI
Hitler’s rise to power
The growth of the Nazi party
The impact of The Great Depression
Nazi Party ideology.
The dictatorship.
|
Anti- Semitism in Europe through history.
The Nazi use of terror, propaganda and law to control the lives of Germans.
How life changed for German Jews 1933-39
The significance of Kristallnacht
Nazi treatment of Jews in Europe during WWII including the Final Solution
|
Segregation in U.S: Jim Crow Laws Case study: Emmitt Till
Little Rock 9
The significance of the Mongomery Bus Boycott: Rosa Parks and Claudette Calvin.
The role of Bull Connor
The significance of MLK
The experience for Black people in Britain. Case study: Walter Tull/Charles Wooton
The Windrush
Bristol Bus Boycott
|
Causes of America’s involvement in Vietnam. Communism v Capitalism
American tactics in Vietnam
Why Vietcong tactics were so effective
What went wrong for America in Vietnam. Case study My Lai.
Anti-Vietnam War protests Movement in America.
Case study: Protest by song.
|
What was the Chernobyl disaster?
The nature and extent of the nuclear disaster
What was the USSR?
The origins of the Cold War
Responses to the nuclear disaster
Who was responsible for the disaster? Workers, Managers or Government?
|
Why was September 11th so shocking?
The events of 9/11
The helpers of 9/11
How did the shockwaves spread?
The origins of Bin Laden and Al Qaeda.
The consequences of 9/11: War on Terror, Afghanistan, Iraq.
Case study: Inside the President War room. |
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
AO3: How useful are these sources in helping us understand the rise of the Nazi party? End of unit knowledge test |
Assessment Checkpoint:
AO3: Assessment: Utility source Questions
End of Unit test |
Assessment Checkpoint:
AO2: Written assessment on the importance of individuals in the campaign for Civil Rights.
End of Unit test |
Assessment Checkpoint:
AO2: Written Assessment – why did America lose in Vietnam
|
Assessment Checkpoint:
Futura Wide: End of Year Assessment
|
Assessment Checkpoint:
A03/4: How useful are these sources in telling us about 9/11?
|
|
Year 10
|
Unit: The Norman Conquest. What was the impact of the Norman Conquest on the English by 1087?
|
Unit: The Norman Conquest. What was the impact of the Norman Conquest on the English by 1087?
|
|
|
Unit: The Making of America 1789 - 1900 |
|
|
Key Learning Students need to know and remember from this unit of work |
The nature, structure and diversity of late Anglo Saxon Society.
Religion in late Anglo Saxon England
Anglo Saxon Culture: buildings, art and literature.
Norman society, culture and warfare pre 1066
The successions crisis of 1066
The battles of Fulford, Stamford Bridge and Hastings.
The first uprisings against Norman rule including resistance in the West and Mercia
Northern resistance and ‘The Harrying of the North’
The rebellion of Hereward in the east and the end of English resistance.
|
Pre-conquest fortifications and the first Norman castles in England.
The distribution and design of Norman castles in England to 1087.
The purpose of Norman castles in England including their military and economic functions.
The Domesday Book, its creation and purpose.
The social structure of Norman England including the changes in land ownership and the elite.
Changes and continuities: language, laws and Church. |
How and why America expanded, from 1789 – 1838
The expansion of Southern cotton on plantations and of slavery, 1793-1838
The removal of indigenous people of the East, 1830-1838.
The culture of the Plains Indians, including a case study of the Lakota Sioux.
The journeys of the early migrants to California and Oregon; the Mormon settlement of Utah.
The nature and impact of the Californian gold rush (1848-49), and the consequences of the Pike’s Peak gold rush (1858-59). |
Divisions of slavery and the causes of the Civil War.
The African-American experience of the Civil War, 1861-65.
Reconstruction and continuing limitations to the African-American liberty.
The causes and nature of White American exploitation of the Plains: railroads, ranches, cow towns.
Homesteaders; living and farming on the Plains.
The Indian Wars including Little Crow’s War (1862), Red Cloud’s War (1865-68) and The Great Sioux War (1867-77) |
Changes to the Plains Indian’s way of life, including impact of reservations and the destruction of the buffalo.
The impact of economic, social, and political change on the lives of African Americans.
The growth of big business, cities and mass migration. |
The reasons for the location of the site.
When and why people first created the site.
The ways in which the site has changed use and physically over time.
The diversity of the people associated with the site.
Significant times in the History of the site.
The importance of the site locally and nationally.
The typicality of the site.
How we can learn about the site based on its physical features.
The challenges and benefits of studying the historic environment.
|
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
Judgment Q: How far do you agree that AS England was a golden age?
Source comparison: BoH
Unit 1-3 knowledge test |
Assessment Checkpoint:
Judgment Q: Brutal slaughter: How far do you agree?
Purpose of castles: 6a and 6b – interpretations
Unit 4-5 knowledge tests |
Assessment Checkpoint:
9 marker narrative Q: Early expansion
10 marker explain: causes of westward migration.
|
Assessment Checkpoint:
Explain the causes of the American Civil War
Futura Wide: Year 10 Mock Exam Norman Conquest and Making of America |
Assessment Checkpoint:
Judgment Q: How far do you agree that homesteading was the greatest cause of settling the Plains? |
Assessment Checkpoint:
When and why did people first use CHM
What were the main changes in CHM history?
|
|
Year 11
|
Unit: Crime and Punishment through time. Medieval Britain – Early Modern Britain
|
Unit: Crime and Punishment through time. Industrial Britain – Modern Britain
|
Dictatorship Control and Opposition Changing Lives
|
Germany at war Occupation
|
Unit: Revision |
|
|
Key Learning Students need to know and remember from this unit of work |
The characteristic features of Medieval Britain.
Crimes and criminals in medieval Britain
Enforcing law and order including policing and different types of court.
Punishing offender: capital punishment, fines, whipping, public humiliation and imprisonment.
Major religious, political and social changes during Early Modern Britain.
The changing nature of crime including vagrancy, moral crime and witchcraft.
Enforcing law and order including secular and church courts and the roles of different law enforcers.
Changes in punishment including the introductions of the ‘Bloody Code’ |
The enlightenment, urbanisation and political change in Industrial Britain.
Crimes and criminals in Industrial Britain including the increase in crime in the first half of 19th century.
The introduction and development of the police force.
Changes in punishment including the growth of prisons, transportation to Australia and prison reform.
Major technological, social and political changes in Modern Britain.
Changes in the crime rate and in types of crime. Changes in law enforcement including the use of new technology.
Changes in punishment including the abolition of capital punishment and changes in prisons. |
Hitler and the Nazi Party in January 1933.
Establishing the dictatorship, January 1933 to July 1933.
Achieving total power, Jut 1933 – August 1934.
The machinery of terror including the SS, the law courts, concentration camps and the Gestapo.
The range and effectiveness of Nazi propaganda.
Opposition to Nazi rule including the Left, Church leaders and youth groups.
Changing lives 1933-39: work and home, the impact of Nazi policy on men and women.
The lives of young people including education and youth movements.
Nazi racial policy: the growing persecution of Jews. |
The move to a war economy and its impact on the German people 1939-42
Growing opposition from the German people including from elements within the army.
The impact of Total War on the German people, 1943-45.
The contrasting nature of Nazi rule in eastern and western Europe.
The Holocaust, including Einsatzgruppen, ghettos and the death camps.
Responses to Nazi rule
Revision |
|
|
|
Check for Understanding How we will check for understanding in this unit of work |
Assessment Checkpoint:
Mock Exam 1
Paper 1: Crime and Punishment, Norman Conquest
Paper 2: Coldharbour Mill
Paper 3: The Making of America |
Assessment Checkpoint:
10 Maker: Causes of crime Early Modern.
Judgment Q: Purpose of Punishment
Or law enforcement
|
Assessment Checkpoint:
Mock Exam 2:
Paper 1: Crime and Punishment, Norman Conquest
Paper 2: Coldharbour Mill
Paper 3: The Making of America, Life in Nazi Germany
|
Assessment Checkpoint:
|
Assessment Checkpoint:
|
Assessment Checkpoint:
|
Useful Links
GCSE - History B (Schools History Project) (9-1) - J411 (from 2016) - OCR