HISTORY KEY STAGE 3 QE II HIGH SCHOOL

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1 HISTORY KEY STAGE 3 QE II HIGH SCHOOL

2 AIMS The National Curriculum identifies the requirements of the Key Stage 3 Programme of Study for History as follows. Pupils should be taught about changes in the economy, society, culture and political structure of Britain from the early ages to the twentieth century. They should be taught about aspects of European and non European history, and to make links and connections between historical events and changes in the different periods and areas studied. They should be given opportunities to use their historical knowledge to evaluate and use sources of information, and to construct narratives, descriptions and explanations of historical events and developments. Within this framework, we aim to develop historical understanding, knowledge and skills in our students using a broad range of content which includes examining some historical issues and problems in depth. We want our students to be able to understand the events, forces and personalities that have shaped the world they live in today. We look to improve their chronological understanding of the past as well as the range and depth of their historical knowledge and understanding and where possible, we seek to include aspects of local history in each unit studied. We encourage our students to use their knowledge and understanding to question and analyse sources of historical information and thereby evaluate differing interpretations of history. As far as possible, we also encourage our students to come to their own conclusions about major issues and then communicate their historical knowledge and understanding as clearly and effectively as possible, using a wide range of approaches to work, such as personal, group and video presentations, essays, dramatic reconstructions, posters, model making, discussion etc. We promote the use of I. T. in all aspects of our Key Stage 3 work. We use a wide variety of teaching and learning methods to chart a route that provides both outline and depth in each unit. Our principal texts are: The Neolithic Revolution Y7 Contrasts and Connections Y8 Crown and Country Y9 Challenge and Change: A World Study after 1900 The American West

3 Modern America Each unit is well supported with relevant video and worksheet material. SCHEME OF WORK YEAR 7 Term 1 The Neolithic Revolution Learning and using evidence skills through the investigation of historical sources Developing a sense of chronology Developing awareness of the different ways in which the past is represented Recognising and describing change; its nature and impact This unit provides an opportunity to look at prehistory in the Isle of Man with a particular focus on the Ronaldsway site. It also offers a study of a turning point in European history. Term 2 The Roman Empire The formation and expansion of the Roman Empire and Rome s dependence on the provinces; change under Caesar; the nature of Imperial rule; how did the Romans control the Empire. The economy of the Empire; trade and communications; life in the provinces. Roman society; ways of life in Rome and the provinces; family and society This study unit examines the significance of an era and provides a foundation for the next unit. Term 3 Medieval Realms

4 The development of the medieval monarchy; England in the 1060s; the Norman conquest, including the battle of Hastings and its impact. Castles and castle building; methods of attack and defence. Castles Project Models and I.T. work. Medieval society; feudalism and the structure of medieval society; the ways of life of the peoples of Britain rich and poor; life in a medieval village; the beliefs and influence of the Church. Health and disease, the Black Death and its impact; the Peasants Revolt. These topics will link with year 8 work and will carry over if necessary. YEAR 8 Terms 1 2 The Making of the United Kingdom: Crowns, Parliaments and peoples The changing power of the monarchy, and the relationships of the Crown, Parliament and people; England in the 1500s; the Rich and the Poor; poverty and poor laws; the Tudors. Religious changes and tensions in the sixteenth and seventeenth centuries and the impact on people in England, Scotland and the Isle of Man. This Unit includes the Year 8 Examination. The English Civil War; the role of individuals, Charles I and Cromwell. Changes in town and countryside, and differences in wealth, lifestyle and culture; private lives; science and superstition. This unit focusses on the major political, social and religious changes that shaped the history of Britain. Manx examples are included where possible. Term 3 The American West The Indians at home in the West; people of the Plains; the Indian way of life The Changing West; Manifest Destiny; the miners; the railroads;

5 White settlement of the Plains; the Cattle Kingdom and the life of the cowboy; homesteaders and farming the Plains; women on the Plains. The fate of the Plains Indians; the Indian Wars; Custer; Wounded Knee. The New West ; problems of the western frontier; governing the West. This unit looks at key issues of a past non European society. YEAR 9 Term 1 The Twentieth Century World Overview of The First World War and a focussed study of the nature of trench warfare with a depth study of the Battle of the Somme; propaganda; conscription and the Home Front. Year 9 Examination is included in this unit Term 2 Britain and the World 1750 circa1945 Britain s worldwide expansion; the growth of trade and empire and its impact on Britain; overviews of change and development between Industrialisation; industrial change and its impact on the way of life of people at different levels of society; changes in the countryside; the agrarian revolution; changes in transport; working conditions and attempts to improve them; changes in living conditions and public health. The Slave Trade and Slavery

6 Popular protest; campaigns for the abolition of the slave trade; better working conditions. Victorian values; attitudes to the poor, women and slavery. This unit looks at some of the main events, personalities and developments in this period and how worldwide expansion, industrialisation and political developments combined to shape modern Britain. The consequences of the First World War; Peacemaking at Versailles. Term 3 Was the Treaty of Versailles a mistake?; the causes of the Second World War; the rise of the dictators, case studies on Mussolini, Stalin and Hitler; why did Hitler rise to power? The Rise of Communism Comparative study of America in the 1920s and 1930s; boom and bust Was Appeasement a mistake? How did the Second World War happen? World War Two. The Home Front, life during the Second World War; evacuation; the Blitz; rationing; The Holocaust The dropping of the Atomic Bomb investigation The legacy of the Second World War End of Empire Who Started the Cold War? This unit provides an overview of how events, personalities and developments ( e.g. Total War), have shaped the modern world Local examples are included whenever possible. ASSESSMENT Diagnostic Work is marked regularly, either with levels, percentages in tests or grades, depending on the type of work submitted. Positive comments are used consistently to encourage improvements. Summative End of topic and end of unit tests.

7 Year examinations, papers are reviewed and updated where appropriate. These along with teacher assessment of regular work form the basis of assessment and reports. LOWER ABILITY GROUPS Modified versions of all core units in the Key Stage Three Programme of Study are available using the S.H.P. Discovering the Past Support Materials. These comprise picture packs and individual pupil workbooks which offer three potential routes through the KS 3 material, depending on the nature of the Special Needs Groups. This offers some flexibility in approach for the core units. As far as possible, we aim for parity of content for all KS3 history groups.

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