Year 9 — History

Term 1: Why was Europe at war 100 years ago?

Why was Europe at war 100 years ago?

- What were the causes of the First World War?

- What was life like on the Western Front?

- Lions led by Donkeys?

- Was the Somme a disaster?

- Why were some soldiers shot at dawn?

- Why are the war poets so famous?

- What was life like in Britain during the First World War?

GCSE-style mini exam on the causes of the First World War and the Western Front.

Alliance

a union formed for mutual benefit between countries or organisations

Imperialism

a policy of extending power through using military force to colonise other lands.

Militarism

a policy of extending power by expanding the army, navy and air force of a country.

Nationalism

an extreme form of patriotism, having superiority over other countries

Assassination

the deliberate murder of a person or people

Shell-shock

The type of post-traumatic stress disorder experience by WW1 soldiers.

Trench-foot

a painful condition of the feet caused by being in cold water or mud for a long time.

Veteran

an ex member of the armed forces.

Treaty

a formal agreement between states that usually leads to peace after a war or battle.

Economic

a feature of something which is related to finances or money.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Considering and exploring how causes of events can be complex and interlinked.

Create a supportive community:

Develops the empathy and historical understanding to appreciate war as a feature of modern societies and the reasons behind Remembrance Sunday.

Term 2: World War II

In term 2, the students learn about the causes, the main events, and the impact on society of World War II. Within the course, there is a fascinating combination of political, military, social, and cultural history with a focus on the second-order concepts of cause and consequence and change and continuity. There is a focus on the use of primary sources, in the scheme of work, to help the students understand the events and the impact of the war through the eyes of those who were there.

The following topics are taught in the module:

1. Appeasement

2. Dunkirk

3. The Blitz

4. The Evacuation

5. Operation Barbarossa

6. Alan Turing

7. Pearl Harbor

8. D-Day

9. Victory in Europe

10. Hiroshima and Nagasaki

GCSE-style assessment on the rise on a major event of WWII.

Propaganda

information that is used primarily to influence an audience and further an agenda.

Democracy

a government or leader who is elected into power.

Appeasement

policy of giving someone what they want to avoid conflict.

Nuclear bomb

An extremely powerful explosive device designed to kill huge numbers of people.

Lebensraum

‘Living Space’- what Hitler wanted for Germanic people: an Empire in Eastern Europe.

The Blitz

The attack by Germany via dropping bombs from aircraft on England’s cities.

Persecution

deliberate hostility and ill-treatment, especially because of someone’s race or political or religious beliefs

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Writing in depth concerning the causes of events and interpretation of different events.

Create a supportive community:

The students learn about the impact of WWII on a wide range of cultures and their future relationships.

Term 3: The Holocaust and Migrations

In term 3, the students learn about the Holocaust. The students are taught about the early persecution of the Jews by the Nazis and how the persecution turned into a genocide, as the course of World War II unfolded. The students then learn how the Jews were sent to ghettos and then concentration/death camps and the terrifying conditons they had to endure. The students are taught through historical sources produced at the time of the Holocaust to provide them with a vivid experience of what the Jewish victims endured. The course is broken down into several sub-topics: the persecution of Jews in Germany, life in the ghettos, the Final Solution, Holocaust rescuers and non-Jewish victims.

The students also learn about migrations to Britain from abroad. This includes: Kindertransport, transportation of convicts and migration of members of the Commonwealth.

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

Transportation

the removal of British criminals to a British colony.

Holocaust

The murder of 6 million Jews by Nazi Germany

Emigration

when people leave a country for another.

Auschwitz

A concentration and death camp where over a millions Jews were murdered.

Colonise

to send settlers to a place and establish (political) control over it

Kristallnacht

The "night of broken glass" where thousands of Jewish homes and businesses were destroyed in 1938.

Caribbean

A region of sea and islands between North and South America.

Subhuman

the idea people (e.g the Nazis) believe one race is lower than the other.

Ghetto

A part of a city that is segregated for certain people where the conditions are appalling to live.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Understand the way in which life stories can be interpreted.

Create a supportive community:

The students are exposed to the consequences of persecution of minorities in a society.

Term 4: Migration to Britain and the Cold War

In Term 3, the students continue (for three lessons) the module on migration to the United Kingdom. There is a focus on how the new migrants coped with life in Britain after their arrival, how they were treated by the existing inhabitants, and how they prospered in their new home.

The students then begin their module on Cold War. This is an exciting, seven-lesson, course where the students learn about the key events of the Cold War and the conflict between the USSR and the USA. The students learn about the early conferences of Yalta and Potsdam, the Berlin Blockade, the Berlin Wall, the Cuban Missile Crisis, and the period of relative peace, 'Detenté'. The students also explore the conflicting ideologies of capitalism and communism and how they were promoted by both the United States and the Soviet Union. The students are taught by the use of primary source material in conjunction with a wide range of historical interpretations. The students are taught how to evaluate and analyse these sources and make judgements on their utility and value.

GCSE-Style assessment that include an 8 mark importance question and a 4 mark source question..

HMS Windrush

The ship that carried the the first immigrants from the Caribbean to the UK.

Idi Amin

A Ugandan dictator.

Communism

A far-left political ideology where the state controls everything.

Capitalism

Where property and businesses are largely privately owned.

Mutually Assured Destruction

When two superpowers know that to destroy the other would be to destroy themselves.

NATO

The North Atlantic Treaty Organisation, involving the United States and its western allies.

Hydrogen bomb

A very powerful nuclear weapon.

Detenté

A period of relative peace between the USSR and the United States.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Source and interpretation skills in relation to the Cold War.

Create a supportive community:

The students learn about different cultural ideologies across the world and the importance of acceptance, intergration and tolerance.

Term 5: The Civil Rights Movement in the United States

In term 5, the students learn about the Civil Rights Movement in the United States. This is a fascinating course that explores the roles of key individuals, such as Martin Luther King, Rosa Parks, and Malcolm X, as well as key events such as the Montgomery Bus Boycott and the assassination of King. The students are taught the discrimination and segregation African Americans faced in the 20th century, such as the "Jim Crow" laws. Furthermore, the students are taught from first-hand accounts and are expected to evaluate the value of these accounts to a historian studying the period.

The students will be assessed on a GCSE 16-mark interpretation question.

Segregation

Separating groups of people, usually by race or religion.

Discrimination

Treating people unfairly because of their race, religion or sexuality. .

Jim Crow laws

These were the laws of segregation in the southern states.

Boycott

To refuse to use a service if you believe it is doing something wrong.

Filibuster

A tactic used by politicians in debates to stop a law being voted on.

Militant

In favour of confrontation or violence in support of a cause.

Propaganda

A way of controlling public attitudes, via posters, film and radio.

Public schools

Schools that are funded by the state. In the UK they are called state schools.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The students develop their source skills to judge utility.

Create a supportive community:

The students learn about systematic prejudice and the importance of tolerance and equality in societies.

Term 6: GCSE Medicine Through Time

The students will be introduced to their GCSE course. The first module the students are taught is the Medicine Through Time paper. This a comprehensive breath-study of the development of medicine and the approach to disease and the human anatomy.

In this part of the course, the students will be focusing on the approach to medicine in the medieval period. This includes both natural and supernatural ideas of the cause, prevention, and treatment of disease.

The students will be assessed by a knowledge-based examination including 12 and 16 mark questions.

Galen

A Roman physician.

Hippocrates

An ancient Greek physician.

Theory of Opposites

The idea that a disease is cured by treating the symptoms with something that is the opposite.

Miasma

Bad smells that cause disease.

Pomander

A neckless that has sweet smelling herbs.

Monasteries

Religious houses where the majority of writing took place.

Four humours

The body is made up of four humours, blood, yellow bile, black bile and phlegm.

Lezar

A home for people who have leprosy

The Black Death

A period between 1346-1351 where 30-60% of Europe's population died out because of the plague.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

The students develop their change and continuity essays skills.

Create a supportive community:

The students learn about different cultural approaches to medicine.