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History

 “History is a discipline widely cultivated among nations and races. It is eagerly sought after. The men in the street, the ordinary people, aspire to know it. Kings and leaders vie for it.”

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change,

the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Year 7 History Curriculum

Year 8 History Curriculum

Theme

Content

Assessment

Unit 1: c.15th A World of Separate Empires in 1480 How did the spread of empires change between 1480 and 1820?

1. The World in 1480 – sheets on individual empires

What was the original position in this period? (Science and Technology, Religion, Ideas, War, Economic Resources)

2. The World in 1820 – sheets on individual empires

Nature of revolution and suggestion of ‘revolutions’ to come.

 

Unit 1: Introductory exercise: How did the spread of empires change between 1480 and 1820? One developed paragraph to show clear and significant changes.

Unit 2: c.15th – c.16th Exploration and Exploitation Which was the most important turning point in exploration?

1. Chinese Exploration Under Zheng He

2. Portuguese and Magellan’s route east – India and China – Economic Motive – the Route to the Spice Islands

3. Columbus and his Impact – Was 1492 a turning point?

4. Columbian Exchange

5. Conquistadors in the Americas

6. Rehearsal and modelling of essays skills to allow successful performance of the assessment task.

 

Unit 2: Relative Significance: How far was Columbus’ ‘discovery of America’ a turning point in World History? Criteria of ‘turning point’ to be given, change (yes) and continuity (no) followed by a conclusion.

 

Unit 3: c.16th Religion and Reformation  How far did the Reformation change the religion of England and Europe?

1. Martin Luther

2. How did the Reformation threaten the HRE?

3. Henry VIII and Break with Rome

4. Edward VI

5. Mary I

6. Elizabeth I and Church

7. Rehearsal and modelling of essays skills to allow successful performance of the assessment task.

Unit 3: Interpretations: Religious Change in c.16th

 

Unit 4a: c.17th Revolution and Restoration

1. Military Revolution in Europe – explaining the ability of Europe to overwhelm other empires

2. ‘Gunpowder Empires’ shows limits of imperialism of West in c.18th

3. James’s Problems

4. Attractions of Absolutism

5. How did Finance lead to Civil War?

6. How did Religion lead to Civil War?

7. How did Politics lead to Civil War?

8. Trigger Causes of War

9. Rehearsal and modelling of essays skills to allow successful performance of the assessment task.

Unit 4a: Relative Significance: “Religion was the main factor in the Origins of the Civil War.” How far do you agree? 

 

Unit 4b: c.17th Revolution and Restoration

9. Why did Parliament win the Civil War

10. Interregnum

11. Restoration

12 Glorious Revolution

13. Rehearsal and modelling of essays skills to allow successful performance of the assessment task.

Unit 4b:  Interpretation: Cromwell at Drogheda

 

Unit 5: c.18th Capitalism and Industry

1. Africa Kingdoms by 1700

2. How did the Columbian Exchange affect the nature of Slavery?

3. Africa to America – How did the slave trade work?

4. How did the Plantation system work in Barbados

5. What were the consequences of the slave trade in Africa and the West Indies? (arrested development, commercialization, resistance)

6. What were the consequences of the slave trade for Britain?

7. Rehearsal and modelling of essays skills to allow successful performance of the assessment task.

Unit 5: Significance: How was the development of the sugar industry significant for Britain and the World? Flow diagram with illustration – Poster.

Unit 6: First Industrial Nation How did Britain become the First Industrial nation?

1. Why did Britain have an Agricultural Revolution in the c.18th?

2. Why was Britain the ‘First Industrial nation’?

3. Why did Britain develop Factories?

4. Impact of Industrialisation on the people.

5. What were the consequences of industrialization for the people of Britain and the World?

6. Rehearsal and modelling of essays skills to allow successful performance of the assessment task.

Unit 6: Source Evaluation: What can we learn from these sources? Cruikshank’s Meatgrinder plus others. 

 

Unit 7: c.18th Liberty and Equality

 

1. American Revolution

1. Ancien Regime

2. Nature of the Revolution

3. Rise and Fall of the Terror

4. Consequences and Assessment

2-5. French Revolution – depth study on the revolution and its consequences FFG

6. Haitian Revolution

7. Rehearsal and modelling of essays skills to allow successful performance of the assessment task.

Unit 7: Source Evaluation: How useful is this source for an enquiry into how ‘enlightened’ the French Revolution was?

 

Unit 8: Review of the Impact of Revolutions

Need to gather the evidence from previous units.

 

Synoptic: Change and Continuity: How far had the revolutions of this period changed the World? Which was the most significant of these revolutions? Group debate: discovery, reformation, industrial revolution, French Revolution, Haitian Revolution (Carousel or balloon debate)