Term 1: Was the jewel in our crown the crack in theirs?
In this unit, after studying African History prior to its colonisation, students will learn about the creation and abolition of the transatlantic trade in enslaved Africans. There will be a focus on the key individuals involved in abolishing slavery, such as Olaudah Equiano. Students will study the legacy of slavery today, including the 2020 toppling of the statue of Edward Colston. Students will also learn about the creation of the British Empire, and its global impact, both at the time and in the present day. When studying the British Empire there will be a large focus on the work of Sathnam Sanghera in his book Empireland. Amongst other topics, students will learn why the British wanted an empire, analyse the role the empire played in the Punjab and Tasmania, and complete an assessment which focuses on how the British Empire should be remembered. A book which complements this half term for confident readers is Fallen Idols by Alex von Tunzelmann.
Written Assessment: Students will choose two items which are on display at the British Museum and explain when visitors view the item, what they would discover about the British Empire, as well as writing how they believe it should be remembered.
Conquer
Overcome and take control of (a place or people) by military force.
Triangular Trade
The trade in the 18-19th centuries that involved shipping goods from Britain to West Africa to be exchanged for slaves, these slaves being shipped to the West Indies and exchanged for commodities which were in turn shipped back to Britain.
Native
A person born in a specified place or associated with a place by birth.
Commonwealth
An international association consisting of the UK together with states that were previously part of the British Empire, and dependencies.
Abolition
The action of ending a system, practice, or institution.
Plantation
An estate on which crops such as coffee, sugar, and tobacco are grown.
Slavery
A condition of having to work very hard without proper pay or appreciation.
Colony
A country or area under the full or partial political control of another country and occupied by settlers from that country.
Empire
An extensive group of states or countries ruled over by a single monarch, an oligarchy, or a sovereign state.
Imperialism
A policy of extending a country's power and influence through colonisation, use of military force, or other means.
Resistance
the refusal to accept or comply with something
Dehumanisation
the process of depriving a person or group of positive human qualities.
Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions.
Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation.
Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well.
Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.
Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.
Term 2: How did the Industrial Revolution transform Britain and how was the Qing dynasty founded?
In this unit, students will investigate life before the Industrial Revolution, the catalyst for it, and its impact in several key areas: children; factories; coal mines; towns; medicine; and disease. Students will also study immigration to Britain during this period, and the links between the Industrial Revolution and the transatlantic slave trade. Overarching this unit will be the concept of change. Students will then go on to learn about the origins and the impact of the Qing dynasty. They will study a little about the Chinese language, the Opium Wars and the dynasty's last emperor. A book many students have enjoyed reading alongside this unit is Chinese Cinderella by Adeline Yen Mah.
Historical Skills Test: Knowledge and Source Analysis. This assessment requires students to recall knowledge and also employ source analysis skills. Students will be assessed on their ability to incorporate information from sources within their answers, whilst using their own knowledge to support this in an extended written piece.
Industrial Revolution
the transformation of the economy, the environment, and living conditions occurring first in England in the 18th century, that resulted from the use of steam engines, the mechanization of manufacturing in factories and innovations in transpiration and com
Agricultural Revolution
The transformation of farming that resulted in the eighteenth century from the spread of crops, improvements in the cultivation techniques and livestock breeding, and the consolidation of small holdings into which tenants and sharecroppers were forcibly e
Cottage industries
A system in which merchants delivered raw materials to crafts people and then picked up the finished product.
Mass production
The manufacture of many identical products by the division of labor into many small repetitive tasks. This method was introduced into the manufacture of pottery by Josiah Wedgwood and into the spinning of cotton thread by Richard Arkwright.
Canals
Canals, as well as coastlines and rivers, allowed transportation around Britain affordable and quick rather then a much more costly land rout.
Mechanization
The application of machinery to manufacturing and other activities. Among the first processes to be mechanized were the spinning of cotton thread and weaving of cloth in the late 18th and early 19th century in England.
Jenny/Spinning jenny
Invented in 1764, the jenny was a machine that drew out cotton fibers and twisted them into thread.
Steam engine
A machine that turns the energy released by the burning of fuel into motion. Thomas Newcomen built the first crude but working steam engine in 1712. James Watt vastly improved his device in the 1760's and 1770's. steam power was later applied to moving ma
Child labor
Children starting from age 5 or 6 used for work because they were cheep labor and docile, children worked 15-16 hour work days in dangerous conditions and were beaten if they performed a task wrong.
Suffragists
People who worked for women's right to vote.(thank you other user for this info). Emmeline Pankhurst(Britain), Elizabeth Stanton and Susan B. Anthony(USA)
Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions.
Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation.
Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well.
Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.
Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.
Term 3: How did one sandwich trigger 20 million deaths?
In this unit, students will be introduced to the 20th century and the structure within Europe at this time. They will then learn about the long-term causes of WW1, learning also about often overlooked events including the Franco Prussian War, Schlieffen plan and Kaiser Wilhelm II's visit to the beautiful north African city of Tangiers in Morocco in 1905. They will also study how the assassination of Franz Ferdinand sparked the beginning of WW1 and finally discover how a sandwich was involved in this story. Where possible, this unit will also include a visit from the historical company 'Time Will Tell', where students will view a play about the role of the post office during WW1 and attend two workshops about a woman's and a man's war. A book which compliments this unit is Armistice Runner by Tom Palmer
& Tom Clohosy Cole.
Cause and Consequence Essay: In this assessment, students will produce a written essay which aims to answer the title of this unit. Students will employ key vocabulary, historical knowledge and the concept of cause. This provides students with the opportunity to develop both their extended writing and the important historical skill of making a judgement.
Assassinate
The murder (an important person) for political or religious reasons.
Imperialism
A policy of extending a country's power and influence through colonisation, use of military force, or other means.
Nation State
A self ruling country with similar ethnic and cultural values
Austria-Hungary
The powerful Austro-Hungarian empire ruled over many territories in Eastern Europe. Many people in these areas wanted independence.
Empire
An extensive group of states or countries ruled over by a single monarch, an oligarchy, or a sovereign state
Nationalism
Identification with one's own nation and support for its interests, especially to the exclusion or detriment of the interests of other nations.
Arms Race
Countries competed with each other to increase their armed forces. A particular feature of this was the rapid naval expansion in Germany and Britain.
Triple Entente
The Triple Entente was the understanding linking the Russian Empire, the French Third Republic, and the United Kingdom of Great Britain and Ireland
Reformation
The term applied to the religious revolution which occurred in sixteenth century western Europe, and which led to the division of the continent into Catholic and Protestant spheres of influence.
Triple Alliance
The name given to the Alliance between Germany, Austria-Hungary and Italy dating from 1882.
Militarism
the belief that a country should maintain a strong military capability and be prepared to use it aggressively to defend or promote national interests.
Alliance
a union or association formed for mutual benefit, especially between countries or organisations
Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions.
Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation.
Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well.
Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.
Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.
Term 4: Why did white feathers bring men to tears?
Students will begin this unit studying how far the war can be called a 'world war'. They will learn about trench life, shell shock, recruitment, weapons, battles, the home front and a number of other aspects of WW1's history. Their studies will include the role of Jamaican and Muslim soldiers in WW1, and the life of Walter Tull. Students will also have the opportunity to look at and discuss how the war is commemorated today.
WW1 Knowledge Test: In this assessment, students will be assessed on their knowledge base of WW1. Using evidence is key in the development of historical understanding.
Mobilisation
the gathering of resources and preparation for war
Home Front
The name given to the part of war that was not actively involved in the fighting but which was vital to it.
Soldier
a person who serves in an army
Central Powers
WW1 alliance Germany, Austria- Hungary, and the Ottoman empire
Shellshock
Medical condition caused by prolonged exposure to the distressing experiences of trench warfare.
Propaganda
information, especially of a biased or misleading nature, used to promote a political cause or point of view.
Western Front
the line of trenches which stretched from the English channel across the battle fields of France and Belgium during WW1. West of Germany.
Stalemate
Term used to describe the deadlock on the western front during the First World War.
Armistice Day
The end of WW1
11, 11, 11, 1918 (11 day of the 11 month of the 11 hour 1918)
Allied Powers
the coalition formed by Britain and her colonies (Australia, New Zealand, Canada, and India), France, and Russia from the Beginning of the war, and later other countries like Belgium, Italy, and the US
Trench
a deep hole dug by soldiers and used as a place from which they can attack the enemy while being hidden.
Eastern Front
fighting on the German-Russian, Austro-Russian, and Austro-Romanian fronts
Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions.
Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation.
Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well.
Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.
Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.
Term 5: Why did the Suffragettes try to burn down Kew Gardens, and how did the Irish gain independence?
In this unit, students will learn about the development of the women’s suffrage movement between 1900 and 1918. Students will investigate the social and political standing of women at the start of the 20th century and consider the difference between suffragists and suffragettes. They will also do a local study and analyse the prison case files of two suffragettes involved in burning down a tea pavilion at Kew Gardens in 1913. Furthermore, they will study key individuals including the extraordinary Sophia Duleep Singh. Students will discover how the authorities regarded the women's actions, how the women were treated, how they responded to their imprisonment, and how the press reported movement. In addition to this, students will study Irish independence. They will learn about the 1916 rising, Bloody Sunday and the Government of Ireland Bill. A film which compliments this unit well is Suffragette which is a 2015 British historical drama film directed by Sarah Gavr and written by Abi Morgan.
End of Unit Knowledge + Chronology Test. Students will be tested on their understanding of the chronology of history which they have covered so far in Year 7 and Year 8.
Anti-Suffrage League
Founded by Mary Humphrey Ward in 1908 to campaign against women being granted the vote.
Biased
Influenced or prejudiced against someone or something.
Revolt
Take violent action against an established government or ruler; rebel.
Cat and Mouse Act
A colloquial name for the Prisoner's Temporary Discharge of Ill Health Act which permitted suffragettes on hunger strike to be released but re-arrested once well again to complete their sentences.
Arson
The act of deliberately setting fire to property with a view to causing extensive damage.
Constitutional
A peaceful, legal way of campaigning, often using recognised 'political' methods such as petitions.
Enfranchisement
To be granted the vote or the state of having the vote.
Terror
Extreme fear.
Ideal
Someone's conception of what is perfect; most suitable.
Equal Franchise Act
In 1928, the Equal Franchise Act was passed, granting women aged 21 and over the vote.
Militant
vigorously active and aggressive, especially in support of the cause
Patriarchal Society
a society in which men hold the power.
Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions.
Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation.
Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well.
Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.
Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.
Term 6: How has LGBTQ+ history changed over time, and why was the 'rainbow nation' born?
In this unit students will study the history of LGBTQ+ people over time, learning about attitudes to and understanding of LGBTQ+ history from the medieval world to the present day. They will also conduct an enquiry into the causes, events and consequences of apartheid in South Africa. They will learn about resistance towards apartheid, the life of Nelson Mandela, the design of the country's new flag and the birth of the 'rainbow nation'.
End of Year Exam: This exam will assess the variety of historical knowledge acquired by students throughout Year 8. Students will be assessed on their recall of historical information and also on a number of historical skills. These historical skills are a focus throughout the year and include analysing interpretations and cause and consequence.
Monarchy
A system of government in which one person reigns, usually a king or queen. The authority, or crown, in a monarchy is generally inherited. The ruler, or monarch, is often only the head of state, not the head of government.
Monk
A person who practices religious asceticism by monastic living, either alone or with any number of other monks.
Serf
An agricultural labourer bound by the feudal system who was tied to working on his lord's estate.
Romanov
The reigning royal house of Russia from 1613 to 1917.
Dyntasty
A line of hereditary rulers of a country
Heir
The next in line to assume a position.
Revolution
A forcible overthrow of a government or social order, in favour of a new system.
Tsar
An emperor of Russia before 1917.
Socialism
A political and economic theory of social organisation which advocates that the means of production, distribution, and exchange should be owned or regulated by the community as a whole
Monastries
A building or buildings occupied by a community of monks living under religious vows.
Enlightenment
The Age of Enlightenment (also known as the Age of Reason or simply the Enlightenment) was an intellectual and philosophical movement that dominated the world of ideas in Europe during the 18th century, the "Century of Philosophy".
Develop the individual:
Spiritual education takes place in History as students understand how and why events in the past happened. Their studies help students to understand that events did not have to happen the way that they did, and that they could have taken other directions.
Moral education in History involves students being encouraged to comment on moral questions and dilemmas. History is a story of ethical decisions, and students develop the ability to empathise with the decisions which people made at the time, based on their historical situation.
Social education in History encourages students to think about what past societies have contributed to our culture today. Students own social development develops through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate well.
Cultural education involves students developing a better understanding of our multicultural society through studying links between local, British, European and world history.
Create a supportive community:
By incorporating spiritual, moral, social and cultural development into our history classrooms, we create a supportive learning environment. The history classroom operates as a supportive learning environment that allows debate to flourish and encourages diverse views. Students feel that it is safe to discuss and engage with contentious areas of the past as well as to make links with present pressure points.