The KING S Medium Term Plan History

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1 The KING S Medium Term Plan History Y8 Learning Cycle 5 Programme Module 5 History Overarching Challenging question What lessons has the world learnt in the past two centuries? Subject Challenging Question What lessons has the world learnt in the last two millennia about crime and punishment? This unit is about change and continuity of crime and punishment over time looking at a variety of different time periods. This will allow students to get to grips with completing a thematic study of history that will be in line with one of the new modules that have been introduced for GCSE. Students will focus on changes over time by studying Roman, Medieval, Victorian and Modern crime and punishment. Lines of Enquiry Lines of Inquiry Week 1: What were Roman and Medieval attitudes to crime and punishment? Week 2: What can we learn from the Romans and Medieval England? Week 3: What does Jack the Ripper tell us about Victorian attitudes to crime? Week 4: How much had crime and punishment changed from Roman/Medieval times to Victorian Times?

2 Week 5: How much has crime and punishment changed over time? Week 6: Revision, learning homework incorporate the skills developed this semester. Assessment week. Week 7: Gap teaching from assessment analysis. Progress Objectives Week 1 By the end of this learning cycle, students in history will be able to: recall what crime and punishment was like at different stages of time research various time periods and explain what the key changes of that time were analyse what similarities and differences existed between the crime and punishment now and in the Medieval period examine whether Jack the Ripper was a well educated man or a common psychopath understand the basic and more complex changes and continuities in crime and punishment in the last 1000 years evaluate the extent of change and continuity during the 20 th Century time period compare and contrast Victorian Britain with modern Britain accurately examine sources for usefulness What were the Roman and Medieval attitudes to crime and punishment? Lesson 1+2: Crime and punishment in the past was horrific GP1: List facts about Roman and Medieval crime and punishment GP2: Describe what Roman and Medieval crime and punishment was like using examples GP3: Explain what made Roman and Medieval crime and punishment so horrific GP4: Link Roman and Medieval crime and punishment to today to explain why it s horrific GP5: Compare Roman and Medieval crime and punishment in order to explain different attitudes to crime

3 Students will complete a source based research and group presentation task based on a selection of materials about Roman and Medieval crime and punishment before completing a knowledge based quiz on what they have learnt to ensure knowledge based progress. Home learning: Students will complete a project in this learning cycle in which they will design models that represent some part of the course that they are studying. Week 2 What can we learn from Roman and Medieval England? Lesson 3 and 4: Roman and Medieval crime and punishment is not so different from today GP 1: To list at least four key features of Medieval crime and punishmentgp2: Describe what Roman and Medieval crime and punishment was like using examples GP 2: To describe at least two key features of both Medieval crime and punishment GP4: Link Roman and Medieval crime and punishment to today to explain why it s horrific GP3: To Explain two key features that were religious or not religious GP4: To start to analyse what how religious these times were using examples. Three or more examples for GP4 GP5: To analyse to what extent crime and punishment was religious. Looking at elements that both were religious and were not religious 1. Students will start to cement their knowledge of content completed last week in the form of quizzes and recap

4 2. Students will then see a success criteria for a written response they will be required to make and must then make a first attempt at this written response 3. REACH TIME: Students will respond to feedback they were given on the previously completed task based on the success criteria and will be given time dedicated to improving their work. Home learning: Students will complete a project in this learning cycle in which they will design models that represent some part of the course that they are studying. Week 3 What does Jack the Ripper tell us about Victorian attitudes to crime? Lesson 5: Jack the Ripper was more than one person GP1: List facts about what happened during the Jack the Ripper story GP2: Describe the Jack the Ripper story providing evidence to support any point you make GP3: Explain what each part of the Jack the Ripper story suggests about the case. For example Jack the Ripper killed many people in poor areas around Whitechapel in 1888 (elements of GP2). This means that he targeted poor people because this was the only place he killed in. (GP3) GP4: Explain what Jack the Ripper tells us about attitudes to crime and punishment in the Victorian era GP5: Compare Victorian attitudes to crime and punishment to those of Medieval England Start by gauging students prior knowledge as this is a topic occasionally looked at in primary schools or studied by students in their own time

5 Students will then take part in an information investigation to find out the story of Jack the Ripper and will complete a variety of knowledge based checks Lesson 6: Jack the Ripper must have had somebody on the inside GP1: List facts about what happened during the Jack the Ripper story GP2: Describe the Jack the Ripper story providing evidence to support any point you make GP3: Explain what each part of the Jack the Ripper story suggests about the case. For example Jack the Ripper killed many people in poor areas around Whitechapel in 1888 (elements of GP2). This means that he targeted poor people because this was the only place he killed in. (GP3) GP4: Explain what Jack the Ripper tells us about attitudes to crime and punishment in the Victorian era GP5: Compare Victorian attitudes to crime and punishment to those of Medieval England Quiz to check and solidify learning up to this point. Continuation of information investigation to build knowledge. This should be engaging and look at a wide variety of sources in preparation for tasks next week Home learning: Students will complete a project in this learning cycle in which they will design models that represent some part of the course that they are studying.

6 Week 4 How much had crime and punishment changed from Roman/Medieval to Victorian times? Lesson 7 and 8: Sources suggest that Jack the Ripper was a medical professional GP1: Mention one point that you find in a source GP2: Mention two points that you see in the source using quotation marks for evidence GP3: Explain one point about what the source suggests GP4: Explain two points separate about what the source suggests using evidence to support GP5: Compare sources to explain to what extent they agree and disagree Quick knowledge recap or correction of misconceptions from the previous lesson Students will complete a quick task to place sources into a Venn diagram of agreeing or disagreeing with the hypothesis Students will now answer two questions to be REACH marked before the next lesson. REACH task to correct and improve work at the start of the final lesson before moving onto studying how much crime and punishment had changed in this time Home learning: Students will complete a project in this learning cycle in which they will design models that represent some part of the course that they are studying.

7 Week 5 How much has crime and punishment changed over time? Lesson 9: Crime in the 20 th Century has grown worse GP1: List 4 changes to crime and punishment through the 20 th century GP2: Describe 3 points, using evidence about how crime has got worse in the 20th century GP3: Explain how crime has or hasn t gotten worse in the 20 th century. For example, Crime has gotten worse over the 20 th century. (GP1) We know this because more people are in prison than in 1900 (GP2). This means more people must be committing crimes and are getting put into prison because of this. (GP3) GP4: Explain how crime has or hasn t gotten worse in the 20 th century using at least 4 examples as above. GP5: Start to look at both how it has and hasn t change with at least 4 examples for one and 2 for another. For example two points on why it hasn t gotten worse and four on why it has. Students will complete a research task using worksheets provided that show changes/continuities with regards to crime and punishment over the course of the 20 th Century Students will be expected to separate these into change and continuity using card sorts Quick quiz knowledge check Lesson 10: Removing capital punishment was a biggest change to ever happen to crime and punishment GP1: List 4 changes to punishment through the 20 th century OR 4 arguments for/against capital punishment GP2: Describe 3 points, using evidence about how punishment has changed in the 20th century GP3: Explain how punishment has changed in the 20 th century. For example, Punishment changed a lot in the 20 th century because of prisons. (GP1) Prisons now had officers to re-educate prisoners and probation was introduced

8 (GP2). This shows that it had changed because before 1900 probation did not exist and prisoners would not be educated during their time in prison (GP3) GP4: Explain how punishment has or hasn t changed in the 20 th century using at least 4 examples as above. GP5: Start to look at both how it has and hasn t changed with at least 4 examples for one and 2 for another. For example two points on why it hasn t gotten worse and four on why it has. Students will define capital punishment as a basis for the lesson Students will look at changes made to punishment over the course of the 20 th century Students will investigate the different reasons behind the removal of capital punishment Quick knowledge quiz Gap Analysis Reinforcement Gap Reinforcement This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment process Extended Learning How much did crime and punishment change from Medieval to modern day? What was Saxon crime and punishment like in England? What has been the single biggest change to crime and punishment throughout time? Evaluate which society has changed crime and punishment the most and why

9 GCSE style questions available upon request

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