Term 1: Does the Pizza Hut commercial which Gorbachev features in accurately reflect attitudes towards him, and can he be blamed for the fall of the USSR?
In this unit, students will continue their preparation for Paper 2 of the History GCSE, learning about ‘Superpower relations and the Cold War 1941-91’. They will study the end of the Cold War from 1970-91. They will learn about detente, the Soviet invasion of Afghanistan, the Reagan Doctrine, and much more. A book that complements this unit is: The Cold War: A New History by John Lewis Gaddis.
End of Year Exam: GCSE Cold War Paper - assessing consequence, chronology and significance.
Soviet Bloc
The Soviet bloc or Eastern bloc refers to communist nations in Europe during the Cold War.
Superpower
A superpower is a nation that dominates its region, due to its size and political, military and economic strength. The United States and the Soviet Union were both superpowers during the Cold War.
Warsaw Pact
The Warsaw Pact was an alliance of European communist nations, formed in 1955.
SDI
The Strategic Defence Initiative was a missile defence program, initiated by the Reagan administration in 1983. Features of SDI included early warning systems, missile interception systems and research into the use of armed satellites.
Berlin Airlift
The Berlin airlift was a 1948-49 operation to circumvent the Berlin blockade (see below) by supplying West Berlin by air. The airlift was continued for 11 months. During this time it delivered vast amounts of food, fuel and supplies to the city.
Mujahideen
The mujahideen were Islamic resistance fighters who fought against the Soviet occupation in Afghanistan, with American funding and support. Some members of the mujahideen were later associated with the Taliban and Osama bin Laden’s al-Qaeda.
Mutually assured destruction
‘Mutually assured destruction’ was a Cold War principle which suggested that a premeditated nuclear attack was unlikely, since both sides knew that the other would retaliate.
Prague Spring
The Prague Spring refers to a liberal reform movement in socialist Czechoslovakia in 1968. The Prague Spring reforms were ultimately suppressed by Moscow.
Marshall Plan
The Marshall Plan was a name given to the European Recovery Plan (ERP). This US-financed relief package provided funds to European nations to assist their reconstruction after World War II.
Reagan Doctrine
The Reagan Doctrine refers to the foreign policy implemented by US president Ronald Reagan, which aimed to “rollback” communism. The granting of support and aid to “freedom fighters” (anti-communist groups and movements) was at the core.
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 crimes, punishments and those who enforced the law change from 1000-1700, and how did a Virgin Queen change the lives of ordinary people in 1558?
During this half term students will study the change and continuity of crime and punishment between the Anglo-Saxon and Middle Age period. Students will study how a lack of policing system led to the harsh and brutal punishments of the periods used as a deterrent. Along with this, students will uncover how trials were held and how God’s will played a vast role in whether or not someone was found guilty/innocent of a crime. Students will link this to a study of Church influence on both Crime and Punishment in the two periods. A book that complements this unit is: Execution: A History Of Capital Punishment In Britain by Simon Webb. Alongside this study, students will also begin to learn about early Elizabethan England, looking at the immediate challenges Elizabeth faced when becoming Queen in 1558. Where possible, we also run a GCSE History trip to visit Berlin in this term to increase students' enjoyment of and interest in History. The trip is also designed to aid students' understanding of our GCSE topics.
End of Unit Exam: GCSE Crime and Punishment Paper - assessing change, causation and judgement.
Corporal Punishment
Punishment of an offender by causing them physical pain – now illegal in the UK.
Death Penalty
Capital punishment; a form of punishment in which a prisoner is put to death for crimes committed.
Punishment
Something legally done to somebody as a result of being found guilty of breaking the law.
Community Service
A way of punishing offenders by making them do unpaid work in the community.
Crime
An offence which is punishable by law, for example stealing, murder.
Sanctity of Life
All life is holy as it is created and loved by God; Christians believe human life should not be misused or abused.
Free Will
The ability of people to make decisions for themselves without constraint
Hate Crimes
Crimes, often including violence, that are usually targeted at a person because of their race, religion, sexuality, disability or gender.
Penance
A punishment inflicted on yourself to show that you are sorry for their sins.
Scourge
A person or thing that causes great suffering.
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 crimes, punishments and the way which the law was enforced change from 1700-1900, and why did Elizabeth kill her own cousin?
In this unit students will study the change and continuity of crime and punishment from 1500-1700. Students will study the changing definitions of crime exemplified in the ending of witchcraft prosecutions and treatment of the Tolpuddle Martyrs. A book that complements this unit is: Execution: A History Of Capital Punishment In Britain by Simon Webb. Alongside these studies, students will also learn about the challenges which Elizabeth faced when becoming queen, including the Ridolfi and Babington plots.
End of Unit Exam: GCSE Crime and Punishment Paper - assessing change, causation and judgement.
The Englightenment
A movement in Europe during the 18th century that promoted the idea that people could think for themselves and that traditional authorities, like the nobility and the Church, should not be able to control everyday life.
Gallowers
Were corrupt and not all criminals were treated the same.
Young Criminals
Turned into hardened criminals by being taking example from the adults in the prison.
Colonists
In Australia began to complain against colonies being used as a dumping ground for England's unwanted criminals.
Trial by Battle
Norman custom, Accused and Accuser fought with identical weapons until one loss the fight. The loser was hanged.
John Howard
Inspected the country's gaols. He recommended more space, better food, and PAID gaolers.
Prisons
Normal way of punishing criminals. Conditions were damp and overcrowed and diseases spread.
William the Conqueror
Had to convince the Saxon people that he was the rightful king after he won the crown in the Battle of Hastings.
Early Release
Good behavior meant convicts could be released from their sentences early (Ticket of leave).
Elizabeth Fry
Focused on conditions Women and Children were kept in. A number of her ideas were taken up by later reformers.
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: How did crime, law enforcement, and punishment change from 1900 to the present day and how was the world opening up to Elizabeth I and her people?
In this unit students will study the change and continuity of crime and punishment from 1900 until the present day. Students will uncover the changing views on the purpose of punishment and analyse the treatment of conscientious objectors in the First and Second World Wars. Furthermore, they will learn of the immigration to Britain from Commonwealth countries in the 1950s, increasing multiculturalism in society, and the 1968 Race Relations Act. They will also analyse changes to the prison system. Where possible, this unit will also include the visit of a local police officer to aid student understanding of this topic. A book that complements this unit is: The Time Traveller's Guide to Elizabethan England by Ian Mortimer. Students will also continue with their students of early Elizabethan England, looking closely at education, leisure, exploration and poverty in this period.
End of Unit Exam: GCSE Elizabeth Paper - assessing knowledge, causation and judgement.
Feudalism
a social system existing in medieval Europe in which people worked and fought for nobles who gave them protection and land in return.
Demesne
A piece of land attached to a manor and retained by the owner for their own use.
Fyrd
the English militia before 1066.
Hierachy
A system in which members of an organization or society are ranked according to relative status or authority.
Homage
Special honour or respect shown publicly.
Housecarl
(Before the Norman Conquest) a member of the bodyguard of a Danish or English king or noble.
Itinerant kingship
From the Frankish period and up to late medieval times, the usual form of royal or imperial government.
Motte and Bailey
A castle consisting of a fort on a motte surrounded by a bailey.
Papacy
The office or authority of the Pope.
Sheriff
The chief executive officer of the Crown in a county, having various administrative and judicial functions.
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: How can we effectively revise our Year 10 learning?
In this unit, students will revise the content which they have studied this year and embed their knowledge. They will spend more time practising their exam technique and completing practice questions. They will then complete their Year 10 Exam Week assessment. After the assessment, time will be spent reviewing their performance and addressing any misunderstandings before continuing to study the Crime and Elizabeth course.
End of Year Exam: Paper 1 (Part B) and Paper 2.
Notoriety
The state of being famous or well known for some bad quality or deed.
Salient
An area of a battlefield that extends into enemy territory, so that it is surrounded on three sides by the enemy and is therefore a vulnerable position.
Murder
The unlawful premeditated killing of one human being by another.
Immigrant
A person who comes to live permanently in a foreign country.
Whitechapel
A district in the East End of London. It once had a reputation as one of the poorest areas of central London, and many immigrants settled there, including many Jewish people in the late 19th and early 20th centuries.
Neurosurgery
Surgery carried out on the nervous system, especially the brain and the spine.
Local anaesthetic
Keeping a patient awake during an operation, with the area being operated on numbed to prevent pain.
General anaesthetic
Putting a patient to sleep during an operation.
Shell-shock
Psychological disturbance caused by prolonged exposure to active warfare, especially being under bombardment.
Jack the Ripper
Best-known name for an unidentified serial killer generally believed to have been active in the largely impoverished areas in and around the Whitechapel district of London in 1888.
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 did Jack the Ripper escape the rule of law and how did quadrants and astrolabes change the way Elizabethans navigated the world?
Following their Year 10 Exams last half term, in this unit, students will study the historical environment of Whitechapel and Jack the Ripper's victims, including Mary Ann Nichols, Elizabeth Stride and Annie Chapman. They will develop their source analysis skills in particular. Furthermore, students will also learn of how in early Elizabethan England, society was characterised by extremes of rich and poor. An increasing population and rising poverty became a big problem and students will judge how effectively Elizabeth dealt with these problems. A book that complements this unit is: The Five: The Untold Lives of the Women Killed by Jack the Ripper by Hallie Rubenhold. Where possible, a walking tour of Whitechapel will also take place during this half term to allow students to see some of the site which they learn about.
End of Unit Exam: GCSE Elizabeth Paper - assessing knowledge, causation and judgement.
Thegn
An English thane.
Welsh Marches
An imprecisely defined area along and around the border between England and Wales in the United Kingdom.
Witan
The council of an Anglo-Saxon king.
Writ
An order or mandatory process in writing issued in the name of the sovereign or of a court or judicial officer commanding the person to whom it is directed to perform or refrain from performing a specified act.
Edward the Confessor
One of the last Anglo-Saxon kings of England. Usually considered the last king of the House of Wessex, he ruled from 1042 to 1066.
William of Normandy
The first Norman King of England, reigning from 1066 until his death in 1087.
Uprising
An act of resistance or rebellion; a revolt.
Harrying of the North
Series of campaigns waged by William the Conqueror in the winter of 1069–70 to subjugate northern England. The presence of the last Wessex claimant, Edgar Atheling, had encouraged Anglo-Danish rebellions.
Harald Hardrada
King of Norway, was one of the claimants to the English throne following the death of Edward the Confessor in January 1066.
Harold Godwinson
Often called Harold II, the last Anglo-Saxon king of England. His death marked the end of Anglo-Saxon rule over England.
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.