History Y9

Overall Curriculum Goals

1.    Students will develop historical empathy through looking at some of the worst atrocities in History.

2.     Students will gain an understanding of recent events throughout the 20th and 21st century that have impacted upon society today.

3.     Students will gain an understanding of the need for Human Rights to come into existence in 1948.

4.     Students will be able to evaluate evidence and make clear judgements, explain their opinion using information, and analyse sources effectively, evaluating how useful they are.

5.     Students will have an in-depth understanding of some of the biggest world events in History, and understand why these can never happen again. 

Half Term 1 & 2

Half Term 3 & 4

Half Term 5 & 6

Topic Title: 
WWII

Topic Title: 
The Holocaust

Topic Title: 
20th and 21st Century World

Topic Intent:

This unit allows students to explore the repercussions of the decisions made after WWI and how decisions made by a government can have catastrophic effects on the hearts and minds of a nation. This

unit allows students to explore how WWII began despite peace terms being put into place at the end of WWI. It will allow students to fully understand the term TOTAL war by investigating key events, key individuals and key agreements. Students will understand the impact of both soldiers at the war front whilst understanding the impact on Britain’s homefront. This unit is essential in students acknowledgement that a world war must never happen again.

Topic Intent:

We teach about the Holocaust to educate students about the consequences racism and discrimination can have within a society. It is important to honour all those who lost their lives in such a catastrophic event. Further to this, we live in a multi-faith and multi-ethnic society, therefore, it allows students empathetic abilities to develop and mature. We want students to learn about the build up to the final solution and how life for the Jewish population in Germany and across Eastern Europe changed throughout Hitler’s rule. In addition, we want to ensure students fully grasp the scale and severity of what happened during the Holocaust by looking beyond the statistics.

Finally, students must understand the relevance of remembering such an atrocity.

Topic Intent:

This unit allows student to explore the key events that have happened throughout the 20th and 21st century to understand how and why society is the way it is today. With an overarching theme of Human Rights, students develop their understanding of morality and the need for the development of Human Rights. With an in-depth look at the civil rights movements, students are further educated about the consequences of racism, as well as the triumphs of individual people/movements in changing lives. Students will develop an understanding of the history of different cultures and countries and gain a newfound respect for these. In

addition to this, students will understand why it is important to be tolerant and kind.

Key Content / Skills:  

  • How did the terms of the Treaty of Versailles lead to problems in Germany?
  • How did Hitler gain full control in Germany in 1933?
  • How did Britain change between 1918-1939?
  • Why can it be argued that appeasement was the cause of WWII?
  • How did the people of Britain respond to the outbreak of WWII?
  • Why were the events at Dunkirk seen as cowardice by some?
  • How was the Battle of Britain seen as a turning point during WWII?
  • How did the Blitz changes the hearts and minds of the people on the Homefront?
  • Was the process of evacuation a completely positive experience for all?
  • How was Rochdale affected during WWII?
  • Why did the USA join the allies in the fight against Nazism?
  • How did D-Day mark a positive step to the end of WWII?
  • How was VE Day celebrated across Britain?
  • What were the effects of the atomic bomb?
  • What impact did WII have on Europe?
  • How are events of WWII remembered?
  • Codebreakers
  • Who is Alan Turing and why is he so significant?

Key Content / Skills:  

  • What was the Holocaust?
  • What was Jewish life like before persecution?
  • What was happening in Germany before 1939? (Anti-Semitism/Nuremberg Laws)
  • What was life like for Jews in the ghettos?
  • How did Nazi persecution increase during WWII? (T4 programmes)
  • When and how was the Holocaust perpetrated? (concentration/death camps, Wannsee Conference)
  • How were Jews treated in Auschwitz?
  • How did Jews and non-Jews resist the Holocaust?
  • What happened after the Holocaust?

Key Content / Skills:  

    20th/ 21st Century Events
  • India
  • South Africa
  • Women
  • Vietnam
  • Chernobyl
  • Changing face of Terrorism
  • Celebrity Culture
  • Civil Rights
  • What was life like for black Americans after slavery?
  • What were the Jim Crow Laws?
  • How did Martin Luther King play a role in the Civil Rights movement?
  • How did the Montgomery bus boycott inspire peaceful protests to continue?
  • Why did Brown Vs Board of education have a positive impact in the Civil Rights Movement?
  • How did black Americans protest against social environments in America?
  • Why did Malcolm X reject peaceful protest methods?
  • Jesse Owens
  • How has life changed for Modern day black Americans?  (Obama)

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:

Meanwhile, Elsewhere.

Home Learning:

Research and Reading.

Home Learning:

Booklet of revision tasks.

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers: Military, Historian, Teacher, Museum Curator, Politician, United Nations.
  • Morality, Human Rights, Justice, Democracy, Dictatorship, Police State, Law and Order, Propaganda/ Censorship, Total war, Economic impact.

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers:  Holocaust Education Trust, Anne Frank Trust, Museum Curator, Non-governmental organisations.
  • Talk about the History of Anti-Semitism by Frederick Naftel.
  • Holocaust Survivor Talk.
  • Understanding discrimination and the impact this can have on a society.
  • Human Rights and how this developed after this atrocity was uncovered.

Employability, Professionalism and Enterprise  (EPE) Links

  • Careers: Non-governmental organisations, The Police, law, Journalism.
  • Understanding the development of Human Rights and the need for their existence.
  • World events leading to cultured citizens.

Useful Links

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