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Outlinecontent

KeyConceptsand Processes

Term1 Wk1 Wk2 TermstartsforallyearsonThursday8Sep

Overview: Thebookwithnoname Enquiry:asking Thisenquiryprovidesabroadoverviewofthe questionsgenerating chronologicalspantobecoveredinY8.Itis hypotheses intendedtobetakenrapidly,withplentyof Chronology: questions, discussionandremindersofearlier understandingandusing periodsandtheirkeyfeatures. dates. BigStoryOrdinaryLife: WhatdidtheIndustrialRevolutiondoforus?Pupilswill investigateordinarylivesinthethreeperiodsintowhichtheyears15001900were dividedintheoverview. Wk1 OrdinaryLives15001750 Evidence:inferencefrom ThissectionestablisheslinkswithworkdoneinY7 inventories andwillleadontoenquiriesinY9.Pupilsmake Changeandcontinuity: inferencesusinganewkindofsourcewhichhas linkedtotheideaof beenmadeavailabletousonlysincethesixteenth progress/regress century inventoriestoaskthequestion:Which Diversity:of peoples homewouldyouliketolivein? livesandexperiencesin Rollup!Rollup!Takeachanceonlife!isagame thepast whichmakesclearthatordinarylivesarenotall thesame,anddifferencesofwealth,aswellas chancefactors,affectwhathappenstofamilies.

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WhatdidtheIndustrialRevolutiondoforus?1750 1850 TheIndustrialRevolutionissometimestaughtasif itwasaboutmachines,orcapital,butthisenquiry focusesontheimpactonpeopleslives.Themain activityisasourceinvestigationofpeoplein Manchester,theirwork,homesandqualityoflife.It alsointroducessomenewsources.

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Evidence: comprehension,inference andsynthesisofsources evaluationofutilityfor purpose Causeandconsequence: multiplecausesandhow theyarelinked Changeandcontinuity: Rapidandprofound change Abettertimeforall?18501900 Evidence: Anenquiryinto,first,theimpactofrailwayson comprehensioninference VictorianBritain,thenseveralotheraspectsoflife crossreferencingutility inthisimportantlaterindustrialphase.Theactivities Changeandcontinuity: pulltogethertheimportantideasinthissection overshortandverylong evidence,changeandcontinuity. periods Wefinishwithaninvestigationofhowideasand Communication:an beliefs,aswellasmaterialconditions,changedover abilitytopresent thefourhundredyearsofthisbook. knowledgeand understanding inavarietyofways Abettertimeforall?18501900 Abettertimeforall?18501900

HalfTermWeek BigStoryMovement,Settlement&Empire:WhyweretheEuropeansmadabout empires?ThisstudybuildsonthethematicstoryofEmpirestartedinY7andincludesthe compulsorytopicoftheslavetrade. ThekeyconceptsofCause, Consequenceand Interpretationsaredevelopedfrompriorlearningandpupilsaregiventheopportunityto improvetheirenquiryskills.

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TheSpanishEmpire Thissequencemakeslinksbacktothestoryof empiresintheY7bookbyusingthesamekey questions.Itfocusesonthedevelopmentofthe SpanishEmpire, lookingatthemotivesandattitudes oftheconquistadorsandthewinnersandlosersin theirconquest.Finally,DoingHistorylooksat Interpretations, highlightingtheneedforcautionin tellingthestoriesofempire. TheBigStory:EmpirepartTwo HowdidtheSpanishEmpireaffectpeople? DoingHistory:Interpretations TheBritishEmpireandtheSlavetrade Thisenquirystartswithabriefintroductiontothe BritishEmpirebutthegreaterpartofthesequenceis astudyoftheslavetrade,slaveryandthestruggle fortheirabolition.Thesearerevealedthrough ThomasClarksonscampaignandthenby considerationofthepartplayedbyWilliam Wilberforce.Theimportantroleofblackmenand womenandabrieflookatmoderndayslaveryare included.Pupilshavetomakeaspeechandplana documentarytoexplaintheirlearning. WhyweretheBritishsoworriedabouttheir Empireinthe1780s? WhatmadeThomasClarksonsoangry? Howdidtheslavetradework? TheClarksonChallenge:WhywasClarksons challengesodifficult? TheClarksonChallenge:Usingtheevidencetowin support TheStoryofAbolitionhowshoulditbetold? TheStoryofAbolitionhowshoulditbetold? Page3of 8 Document1 Monday,11July2011

Causeandconsequence: theSpanishconquestof Mexico Interpretations:of empires UsingEvidence:the Aztecwayoflife

Interpretations:versions ofthestoryoftheslave trade EnquiryEvidence:the ClarksonChallenge Communicatingabout thepast:makinga speechpreparinga documentary Anopportunityto explorewaysinwhich thepasthashelpedto shapeattitudestoday

Term2 BigStoryConflict:Whichwarsshouldweknowabout?Thisinvestigation providesanoverviewofwarsbetween1500and1900,lookingatcauseand consequencethroughthestudyoftwoexamplesindepth.ThenTopTrumps cardsgivepupilsachancetodecidewhichwarstheythinkweremostsignificant andworthy ofstudy. TermstartsforallyearsonThursday5Jan. InvasionAttempts Thisenquiry,includingDoingHistory,isabout causationandthelinksthatcanbemadebetween reasonsforhistoricalevents.Therearetwocase studies,onPhilipIIsattemptedinvasionofBritain in1688andNapoleonsin1805,thatinclude interestingdetailsaboutgunsandmilitarytactics, andprovidegoodopportunitiesforactivelearning. Themainaimistodeveloppupilsskillsinthe creationandtestingofhypothesesandaclear structureisgivenforthis,leadingtothefinalwrite up. How(not)toinvadeBritain! DoingHistory:Causes WhydidtheSpanishArmadafail? InvasionAttempts:WasNelsonthemainreasonwhy Napoleonsinvasionfailed? Causation:reasonsfor failureofinvasion attempts Historicalenquiry: makingandtesting hypotheses

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Whichwars?Aquickhistoryofwarandpeace Ashortlessonsequencethatgivesanoverviewof 24warsinwhichBritainhasbeeninvolved,from theNormanConquestin1066tothe21stcentury IraqWar.Thereisthenadevelopmentofthe conceptof significancefromY7inDoingHistory andfinallyaconsideration ofhowwarfareand attitudestowardsithavechangedsincetheMiddle Ages. Whichwars?Aquickhistoryofwarandpeace

Significance:whatwars shouldbestudiedand whatcriteriaappliedto makethatdecision? Changeandcontinuity: whathaschangedabout warfareand attitudestowardsit?

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BigStoryPower: WhenandwhydidKingslosecontrol?Anoverviewofthe fluctuatingfortunesoftheEnglishmonarchybetween1500and1900,following onfromthemedievalrollercoasterofY7andfocusingonChangeandContinuity. EnquiryskillsaredevelopedfurtherthroughstudyofCharlesI. WouldyouhavesignedCharlesIsdeathwarrant? Historicalenquiry: Thisenquirylooksatthefourmainchargesbrought acquiringknowledgeand againstCharlesIandaskspupilstoweighupthe selectingevidenceto evidenceandmaketheirownjudgementaboutthe reachandjustify outcome.Itprovidespupilswithasummaryofthe conclusions causesandeventsof theEnglishCivilWars, encouragingtheselectionandrecordingof information,whichwillenablepupilstojustifytheir answerstotheenquiryquestion. HalfTermWeek WouldyouhavesignedCharlesIsdeathwarrant? WouldyouhavesignedCharlesIsdeathwarrant?

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TheRoyalRollercoaster Changeovertime:when, Thisenquiryexamineswhen,howandwhytherole howandwhytheroleof ofthemonarchyinBritainchangedsoradically themonarchy sincetheMiddleAges.Usingsummariesofseveral changed ofthemonarchsandtheirrelationshipswith Parliamentfromtheperiod15001900,pupilshave tocreatetheirownrollercoasterimage.The sequenceendsbyaskingwhyattitudes changed. TheRoyalRollercoaster HeroorVillain?WhydoReputationschangeover Interpretation: time? Cromwell,heroor Thisshortenquirylooksatwhyattitudesto monster? Cromwellhavechangedsincehisdeath.Doing Changeandcontinuity: HistoryisaboutchangeandcontinuityandtheBig Kingv.Parliament Storysummarisesthechangesinroyalpower betweenHenryVIIIandQueenVictoria. BigStoryPower: Howdidordinarypeoplewintherighttovote? Thisinvestigationconcentratesonthepowerofthepeople,asopposedtothe monarchy,andthedemandforthevote,thatgrewfromthelateeighteenth century.Pupilsdecidewhetheritismoreeffectivetobringaboutreformthrough violentornonviolentaction, lookingattheconsequencesofcampaignsfor changeintheeighteenthandnineteenthcenturies.Theyhavetopresenttheir conclusionsinapowerfulandconvincingspeech. Howcanyouchangethingsforthebetter? Causeandconsequence: Thislessonsequenceintroducesideasaboutviolent makingexplanatorylinks andnonviolentcampaignsforreformwhichwillbe Communicatingabout thefocusofaspeechwhichisthechallengeforthe thepast:develop wholesection.Thecontentdetailstheevents speakingskills,organising andoutcomesoftheFrenchRevolution,seenfrom informationaccuratelyin thepointofviewofthreeeyewitnesses, astructuredand representingdifferentclassesofFrench substantiatedexplanation society.

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Term3 Wk1 Wk2 Howcanyouchangethingsforthebetter? WinningthevoteinnineteenthcenturyBritain Thisenquirylooksattheattemptsinthefirsthalfof thenineteenthcenturytogiveordinaryBritish peopleapoliticalvoice,sotheycouldimprovetheir livingandworkingconditions.ThePeterloo Massacreandthecampaignof1832arecase studiesprovidingmoreevidenceforthespeech aboutthebestmethodsforachievingreform. WinningthevoteinnineteenthcenturyBritain Causeandconsequence: considertheimpactof violenceontherate ofreform

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Causeandconsequence: considertheimpactof violenceontherate ofreform Consequences:shortand longtermintendedor unintended,so unpredictable Communicatingabout thepast:develop speakingskillsorganising informationaccuratelyin astructuredand substantiatedexplanation

Wk2 HowdidtheChartiststrytowinthevote? ThisenquirydescribestheChartistcampaigntowin thevoteforworkingmen.Itdrawstogetherallthe informationneededtowritethespeechaboutthe mostsuccessfulmethodsofprotestandprovidesthe DoubleHamburgermodelforstructuringan argument.DoingHistoryisaboutconsequencesand thesequencefinishesbytyingupthelooseendsof thenineteenthcenturystoryofelectoralreform. Wk1 HowdidtheChartiststrytowinthevote?

BigStoryMovement,Settlement andEmpire:IntotheunknownThissection continuesthethematicstoryofmovementandsettlementintroducedinY7and givespupilsanopportunitytoconsiderthediversityofdifferentpeoples experiencesatdifferenttimes.

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Wereallemigrantsbraveandadventurous? Thisenquiryfocusesonthereasonsfor,andresults of,emigrationfromBritainbetween15001900. ThreecasestudiesthePilgrimFatherseighteenth centuryCanadianScotsandnineteenthcenturyIrish emigrationareusedtoprovideanswerstothe questions.DoingHistoryisaboutdiversityand generalisation.Part2ofMovementandSettlement isasummaryoftheBigStoriesaboutemigration. Theenquiryendsbymakinglinksbetweenthe storiesofMovementandSettlementandthoseof OrdinaryLife,Conflict,EmpireandPower. Wereallemigrantsbraveandadventurous? HalfTermWeek Conclusion Whathaveyoulearnedthisyear? Theconclusionsummarisesthelearningpointsfrom thebook aboutsourcessignificancethekey peopletheBigStoriesideasandbeliefs.Building theHistoryWalllinksthecontenttopicsand enquiryquestionswiththeconceptsandprocesses. Thefinaltaskrefersbacktothestartofthebook, askingpupilstothinkofanengaginganddescriptive title. Whathaveyoulearnedaboutsources? Whathaveyoulearnedaboutsignificance:whatand whoshouldberemembered? WhowouldyouliketomeetattheHistoryparty? Studyofthehistoricalpersonalitiesinvestigated duringtheyear.Whowouldpupilsmostliketotalk to?Whatwouldyouaskthem? Thebookwithnoname! Summingupsomeofthebigideasfromtheyear. Whatwouldpupilsadvisethepublisherstocallthe Y8textbook? SettingthesceneforY9 Page8of 8 Document1 Monday,11July2011

Causeandconsequence: reasonsandresultsof emigration Diversity:varied experiencesofdifferent groupsofpeople