Term 1: Completion of a coursework enquiry, and how did 'Radical Jack' change the British Empire, and why does it matter what we call the 1857 conflict in India?
With one teacher, students will explore the development of the British Empire. They will look at topics such as: the importance of the Earl of Durham's appointment as High Commissioner; the roles of Charles Buller and Edward Gibbon Wakefield; the main recommendations and importance of the Durham Report. Furthermore, they will study Britain's role in India, learning about: the Indian Rebellion; the reforms of Dalhousie; the annexation of Awadh; outbreak and events in Meerut, Cawnpore and Delhi; the siege and relief of Lucknow and reasons why the British retained control. With their second teacher, students will write their coursework. The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment. They will also take part in a trip to Portsmouth Historic Dockyards and visit the HMS Warrior alongside other ships.
Empire: 20 mark questions - one source and one knowledge question.
Missionaries
Religious people sent to convert natives of another country to a religion (usually Christianity).
Partition
Dividing something into parts.
Self Government
Government of a country or area by its own people.
Slave Trade
The trading of slaves between Africa, the Americas and Europe.
Legacy
What someone or something is remembered for or what they leave behind that is remembered.
Alliance
A close connection made between two or more countries or rulers.
Bantu
A group of African peoples who live in most of central and southern Africa.
Bengal
A large province of India.
Bigot
A person who will not change an unreasonable opinion, e.g. person who is prejudiced against another group of people for no good reason.
Britannia
A name and symbol used to represent Britain.
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: Completion of a coursework enquiry, and how did the British intervene in the Nile valley, and what was the problem of the Sudan?
With one teacher, students will explore the development of the British Empire. They will learn about topics including: the reasons for intervention in Egypt in 1882; Egypt as a 'veiled protectorate'; the problem of the Sudan and the role of Kitchener. The focus of this topic is on the acquisition of a vast new area of territory in north-east Africa at the end of the nineteenth century and the role played by the then new forces of Arab nationalism in Egypt and of militant Islam in the Sudan. Students should understand why the anti-imperialist government of W E Gladstone felt impelled to send an expedition to occupy Egypt in 1882 and then, despite his protestations to the contrary, stay there. With their second teacher, students will write their coursework. The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment.
Empire: 20 mark questions - one source and one knowledge question.
British Columbia
Territory of Canada.
Cash Crop
A crop grown to be sold rather than being grown for food.
Confederation
A country made up of the union of smaller states (e.g. Australia).
Ghandi
An Indian nationalist leader.
Indenture
A type of contract, which usually involved a worker working for a number of years to pay off a loan or debt.
Irrigation
A system for bringing water to crops to stop them drying out.
Khedive
The ruler of Egypt.
Raj
The name given to British rule of India in the late 1800s and early 1900s.
Sultan
The ruler of the East African port of Zanzibar (the title was used by many rulers in East Africa and Arabia).
Tariff
A tax placed on trade.
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: Completion of a coursework enquiry, and how did the nature and extent of trade and the Royal Navy transform 1763-1914?
With one teacher, students will explore the development of the British Empire with a specific focus on the changing nature and extent of trade, and the changing nature of the Royal Navy. Students will analyse the reasons for, and nature of, the changing patterns of trade, including the trade in enslaved Africans. They will also learn about the importance of the acquisition and retention of key strategic bases around the globe, such as Gibraltar and Cape Town. With their second teacher, students will write their coursework. The purpose of this coursework is to enable students to develop skills in the analysis and evaluation of interpretations of history in a chosen question, problem or issue as part of an independently researched assignment. Where possible, this unit will also include a visit to Portsmouth Historic Dockyards where students will be able to visit the HMS Victory and see Nelson’s legendary warship, as well as HMS Warrior whose fame worldwide made her the jewel in the British crown.
Empire: Two 20 mark questions - one source and one knowledge.
Angevin
A person from the region of Anjou in France.
Dominion
A country ruled by a single ruler. A self-governing colony of the British Empire.
Whig Historian
English historians of the 19th and early 20th century, who believed that England's history was a steady, inevitable and destined march from monarchy to democracy, and that this is what had made Britain ‘Great’.
Mandate
The power
conferred upon a state by the
League of Nations to govern
and protect a region.
League of Nations
An organisation, similar to the
present-day United Nations,
established in 1919 to help
preserve world peace.
Anthony Eden
A successful foreign secretary
in the Second World War and
under Churchill from 1951 to
1955, Eden became
Conservative prime minister
in 1955. He was forced to
resign in 1957 after the failure
of British intervention in Egypt
in 1956.
Little Englanders
Opponents of British imperialism.
Executive Power
The right to administer and manage.
Autocratically
Nondemocratic rule which is often conducted by one person.
Civilise
To make people ‘better’- more polite, peaceful and less savage.
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 can I effectively prepare for my A-Level examinations?
In this unit, students will revise all of the topics they have studied over the past two years. They will complete practice questions, look over model answers, analyse historical interpretations, and memorise key knowledge.
A range of exam questions from all units of the course.
Ticket of leave
A ticket given to convicts in Australia which they could use to get home after serving their sentence or exchange for some land and settle in Australia.
Trade route
The way from one place to another by land or sea, by which trade goods were transported.
Virginia
An area of British North America which became part of the USA after 1783.
Volksraad
The South African Parliament.
Wampum
A type of belt used by Native Americans to show an agreement or treaty had been agreed.
Viceroy
British official who ruled India in the place of the British monarch.
Explorer
Someone who goes to unknown places for reasons such as to map the land, to spread religion, to look for wealth etc.
Indenture
A type of contract, which usually involved a worker working for a number of years to pay off a loan or debt.
Indolent
Lazy.
Irish Free State
Dominion created in 1922 which was made of up 22 counties of Ireland (the remaining 6 counties became Northern Ireland).
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 I effectively prepare for my A-Level examinations?
In this unit, students will revise all of the topics they have studied over the past two years. They will complete practice questions, look over model answers, analyse historical interpretations, and memorise key knowledge.
A range of exam questions from all units of the course.
Agent provocateur
An agent provocateur is an individual hired to incite or provoke illegal actions among revolutionary or political groups, usually with the aim of identifying and arresting individual suspects.
Agrarian
Agrarian refers to agricultural production, crops, methods of farming or workers employed on the land.
Anarchism
Anarchism is a left-wing political ideology that supports the removal or reduction of government. During the Russian Civil War, most anarchist groups came to oppose the Bolshevik regime.
Batrak
A batrak is a landless peasant or a peasant labourer who works for a wage. They were the lowest class of peasant in tsarist Russia.
Democratic centralism
The framework and procedure for decision-making within the Bolshevik Party. Its central tenet was that major decisions would be made democratically by party leaders – but once made they were to be followed rigidly by all in the party.
Left-Wing
An ideological position concerned with minimising or eliminating class differences and achieving economic equality, such as socialism, communism or Marxism.
Kulak
A peasant who is wealthier than other peasants. A kulak is usually distinguished by his ownership of large tracts of land; his ability to produce and sell surplus produce for profit; or his employment of other peasants as labourers.
Oblast
An area of administration in imperial Russia, the equivalent of a province or county.
Proletariat
A term used to describe all working classes, particularly those in capitalist systems. In Marxist contexts, the proletariat usually refers to industrial or factory workers.
Socialism
In Marxism, the political and economic system installed after the overthrow of capitalism. Socialism is a transitional phase between capitalism and communism.
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.