Year 11 — History

Term 1: Weimar and Nazi Germany - Part 3

Students will consider the following:

The creation of a dictatorship, 1933–34.

The police state.

Controlling and influencing attitudes.

Opposition, resistance and conformity.

Nazi policies towards women.

Nazi policies towards the young.

Employment and living standards.

The persecution of minorities.

GCSE Style-assessment under exam conditions on:

Life in Nazi Germany, 1933–39.

Nazi control and dictatorship, 1933–39.

Great Depression

The period between 1929-1939 where there was worldwide economic recession.

Reichstag

German parliament.

National Socialism

Hitler's interpretation of fascism.

Night of the Long Knives

The event where key Nazi opponents were purged from the party and killed, most notably Ernst Rohm.

Fuhrer

The German word for 'leader' or 'guide'. Hitler was proclaimed Fuhrer after the death of President Hindenburg.

Gestapo

The secret police of Nazi Germany.

Kristellnacht

The event where thousands of Jewish homes are businesses were destroyed.

Lebensborn

A programme where aryan children were bred by blond men (usually SS Officers) and women.

Lebensraum

The Nazi idea of a German Empire in Eastern Europe and European Russia.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The students learn the integral skills of understanding, evaluating and comparing historical interpretations as well as inference of sources and analysing source utility.

Create a supportive community:

The students learn about the importance of the manipulation of the democracy and anti-semitism in Germany and the consequences that can be manifested due to the cause of it.

Term 2: Paper 2 The Cold War option 26/27

Students will consider:

Early tension between East and West.

The development of the Cold War.

The Cold War intensifies.

Increased tension between East and West.

Cold War crises.

GCSE Style-assessment under exam conditions on:

The origins of the Cold War, 1941–58.

Communism

A political organisation where wealth is divided and the state is highly in control.

Capitalism

When the state has limited control and wealth is maintained by a minority of businessmen and elites.

Grand Alliance

The Alliance between the USA, UK and the USSR during WWII.

Yalta and Potsdam

The treaties where the future of Europe and Germany was decided after WWII.

Truman Doctrine

The policy where communism was to be contained.

Comecon

Where resources and technology within the Iron Certain were to be shared with USSR led countries.

NATO

The Western 'North Atlantic Treaty Organisation' against the threat of the USSR and communism.

Warsaw Pact

The treaty signed by the countries within the Iron Certain against NATO aggression.

Mutually Assured Destruction

Where country's nuclear policy is to accept a nuclear exchange with the belligerent with the full knowledge of both sides being totally destroyed.

Hydrogen Bomb

An extremely powerful nuclear weapon. It works by fusing (combining) two hydrogen atoms to form a helium atom with immense heat.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The students learn how to place historian substantive content into historical narrative accounts and well as understand the second order concepts of significance and cause and consequence.

Create a supportive community:

The students are assessing different political ideologies which broaden the political horizons of the students. Furthermore, they learn about the devastations of war and political extremisms.

Term 3: Paper 3 - Nazi Germany revision & Paper 2 The Cold War option 26/27

Students will consider the following:

Nazi Germany content (Employment, minorities and Antisemitism) and exam technique revision.

Reaction to crisis.

Attempts to reduce tension between East and West.

Flashpoints.

The collapse of Soviet control of Eastern Europe.

Students' classwork and homework will be assessed by teachers and students given feedback on their work.

Hungarian Uprising

The rebellion against USSR style communism and the suppression of Hungarian culture.

Brezhnev Doctrine

The Soviet demand that all Warsaw Pact countries have the same variation of communism as the USSR.

Prague Spring

The liberation of rights provided in Czechoslovakia that resulted in an invasion by the USSR.

Cuban Missile Crisis

The near-nuclear war event that took place over the Soviet deployment of nuclear weapons in Cuba.

Berlin Wall

The wall built in Berlin to ensure that key workers were not leaving East Germany for the West.

Detente

A period of relative peace.

Perestroika

Some elements of capitalism introduced to the Soviet Union.

Glasnost

Freedom of speech within the Soviet Union.

Carter Doctrine

The American policy to protect the Persian Gulf from Soviet expansionism.

SDI Defense

"Strategic Defense Initiative". A space based defence against nuclear weapons planned but not completed by the Ronald Reagan administration.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The students learn how to place historian substantive content into historical narrative accounts and well as understand the second order concepts of significance and cause and consequence.

Create a supportive community:

The students are assessing different political ideologies which broaden the political horizons of the students. Furthermore, they learn about the devastations of war and political extremisms.

Term 4: Revision

The Students will be revising the exam technique and substantive content for Paper 1 and the Anglo-Saxon component of Paper 2.

The students will be assessed with subject knowledge test and exam questions each week.

Provenance

nature, origin, purpose.

Subjective

biased, opinionated

Objective

unbiased, factual

Standpoint

an attitude to a particular issue

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The student learns valuable analytical skills required to answer high level questioning demanding the evaluation of substantive knowledge and assessing change and continuity. The students gain a strong development of key skills involving source inference, essay structure, analysis of source utility and evaluation of historical interpretations.

Create a supportive community:

Students revise in groups and pairs, using peer assessment. This reinforces resilience and a caring supportive community.

Term 5: Revision

The students revise the exam technique and subject knowledge of the Cold War section of Paper 2 and Paper 3.

The students will be assessed with subject knowledge test and exam questions each week.

Narrative account

A three paragraph account where an event is outlined in chronological order.

Source

A piece of information (e.g. diary, photograph) taken at the time of the specific period.

Interpretation

A historian's take on something that has happened in the past.

Inference

a conclusion reached on the basis of evidence and reasoning.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The students learn the integral skills of understanding, evaluating and comparing historical interpretations as well as inference of sources and analysing source utility. The students learn how to place historian substantive content into historical narrative accounts and well as understand the second order concepts of significance and cause and consequence.

Create a supportive community:

Students revise in groups and pairs, using peer assessment. This reinforces resilience and a caring supportive community.