History Y8

Overall Curriculum Goals

1.     Students will gain an understanding of how Britain has shaped/influenced the world, helping it to become the modern world in which we know.

2.     Students will gain an insight into how our society has become so diverse over time.

3.     Students will develop more in-depth analytical skills through looking at sources.

4.     Students will develop historical empathy through looking at some of the worst events in History.

5.     Students will develop a diverse understanding of different cultures and their History.

Half Term 1

Half Term 2

Half Term 3

Half Term 4 & 5

Half Term 6

Topic Title: 
Empire

Topic Title: 
Native Americans

Topic Title: 
Slavery

Topic Title: 
Industrial Revolution

Topic Title: 
WW1

Topic Intent:

This topic is important because it gives students an understanding of how Britain became the home to such a diverse society. It gives students an understanding of post-war

Immigration and allows students to contextualise Britain’s involvement in wars overseas. Students will learn of what an Empire is, how the British Empire came to be and what

Life was like within the Empire. They will learn about the fall of the Empire and explore the British commonwealth. Students will be given the resources and knowledge to be

Able to make an informed decision about whether they believe the Empire should be a source of national pride today.


Topic Intent:

In year 8, we want to give students an overview of how Britain has impacted upon the wider world.

In this unit students will learn about the discovery of Native American people, how they lived and their culture and learn how white settlers changed his. In order for

students to become well-rounded open-minded historians with a breadth of knowledge of the world, it is important they understand other cultures. Cultures, they would not

be exposed to on a daily basis. In this unit, students are able to discover the effects of colonisation and make judgements about whether or not they believe it is a positive

or negative thing.


Topic Intent: 

This unit allows students to learn about the persecution of another race of humans. It demonstrates how fear of difference allowed for racism to grow in such a way that

White people thought of themselves as superior to others. It teaches students about the consequences of racism and demonstrates how we, as citizens, must ensure things

Like this do not happen again. This unit allows students to appreciate the progress that has been made within society and gives them the opportunity to reflect on the

World we live in today. Are there things that still need to change? How can we, as individuals, impact upon this?

Topic Intent:

From this topic, we want students to understand the transition from a rural Britain to the industrial powerhouse it became. We want students to understand how the

Landscape of Britain changed with the growth of towns and cities and how this impacted on people’s lives. Due to the area in which students live, we want students to

Appreciate how Rochdale and Greater Manchester became a big part of industrial Britain. In addition to this, we want students to appreciate the influence Rochdale

Has had on the rest of the country and how the UK has had an impact upon the wider world.


Topic Intent:

This unit allows students to explore the reasons why wars begin, and how the decisions of one government have a domino effect into war. This unit allows student to explore

how WWI impacted upon Britain and its Empire. It allows students to investigate the key events, individuals and conditions of WWI, and to look at the different roles that

were filled during the War. Students will understand the impact upon soldiers, medics and volunteers on the frontline while understanding the impact upon Britain’s homefront.

This unt is essential to students acknowledgement of those who fought for Britain during WWI and understanding why a war must never happen again.

Key Content / Skills:  

  • What is an Empire?
  • How did the British Empire become known as the ‘Empire in which the sun never sets’?
  • What was life like living within an Empire?
  • How did the British Empire decline?
  • What does the British Empire look like today?
  • Should the British Empire be a source of national pride today?

Key Content / Skills:  

  • What was the first impression of the Native Americans?
  • How was Native American society organised?
  • Why was the buffalo so important to Native Americans?
  • What were Native Americans beliefs towards spirits and warfare?
  • How did white settlers change native Americans way of life?

Key Content / Skills:  

  • Why was the Jamestown Settlement significant?
  • What was the Triangular Trade?
  • How were slaves transported across the middle passage?
  • What happened at the Slave Auctions?
  • What was life like for slaves on the plantations?
  • Why was slavery abolished?

Key Content / Skills: 

  • How did Britain change during the industrial revolution?
  • What was life like working in the domestic system?
  • What were the weaknesses of the domestic system?
  • What was life like before the industrial revolution? (Housing/ medicine)
  • How did inventions help improve production?
  • What was life like in the factories?
  • How did Rochdale contribute to the industrial revolution?
  • How was the industrial revolution linked to slavery?
  • How were children treated in the factories?
  • 10 Hour Bill
  • THE MILL
  • The Cooperative
  • What was Rochdale like during the Industrial Revolution?
  • Who were the Rochdale pioneers?
  • How important were the Rochdale pioneers?

Key Content / Skills: 

  • Why did WWI start?
  • How were men recruited into the army?
  • Life in the trenches
  • What injuries did men get during WWI?
  • How were men treated for injuries during WWI?
  • What was life like on the Home front?
  • How did lives of women change before, during and after WWI? Women's Rights
  • What happened during the war beyond the Western Front?
  • Who made up the British Army?

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:

Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:
Key content quizzes completed regularly.  
A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing. 
Assessment data is collated /40. 

Assessment:

Key content quizzes completed regularly.

A ‘What makes a good Historian?’ assessment where students are asked source base questions and asked to complete extended pieces of writing.

Assessment data is collated /40.

Home Learning:
Focus on what is happening in the world elsewhere at the same time.

Home Learning:
Bookmark of tasks

Home Learning:
Bookmark of tasks

Home Learning:
Bookmark of tasks

Home Learning:
Meanwhile/Elsewhere Tasks

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers: International Relations, Law, Politics.
  • Students to learn how society has come to be diverse.
  • Students to understand what is meant by the term Commonwealth and what that means for todays society.
  • This unit lays the foundations for understanding international relations.
  • There are lots of opportunities for source work within this unit, enabling students to develop their analysis skills.

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers: Heritage Organisations, Archives, Conservation, Teaching, HR and Law, Historian, Museum Educator/Curator.
  • Religion, warfare, colonisation, morality, law and order.

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers:
  • Empathy, Racism, Inferiority, White Supremacy, Culture, Law, Injustice, Class Systems.

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers:
  • Trip to Quarry Bank Mill to view the location, the machinery, working environment and living conditions of children during the Industrial Revolution. Opportunity for students to put into context what they have learnt.
  • The law that protects us against labour. Linkage to slavery. How can children being used in the Mills link to situations we see today? Human Rights that protect us. 10 Hour Bill. Minimum Wage. Policies and Procedures of working environments. Health and Safety. Class system. Workhouses. Disease and Injury. The growth of towns and cities. Industrial work now in comparison.

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers: Army
  • Events that lead to a war and legislation/peace conferences to end wars.
  • Women’s roles within with WWI and after it (Women’s votes)
  • Empire involvement in the war.
  • Source analysis.

Useful Links

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Turf Hill Road
Rochdale
OL16 4XA

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