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History Secondary: Key Stage 4
Curriculum plan 2020-21
1. Curriculum Principles
Coherence and flexibility Our history curriculum will use enquiry questions to build substantive knowledge across a series of lessons and
develop pupils’ disciplinary thinking. We have provided a recommended sequence for the enquiries so that they
build on each other. However, in order to provide schools with the flexibility to use some Oak resources in the way
that is most useful to them, we aim to design our enquiries to be relatively short (4-6 lessons) and to be
self-contained. Unavoidably, certain enquiries will rely on some prior knowledge. Where this is the case, we will flag
this up so that teachers can either direct their pupils to more than one enquiry or be confident the enquiry will be
accessible because of previously learnt content in school.
Knowledge organisation The enquiries are organised around the substantive concepts, such as empire, trade, tax and rebellion. Broadly, the
enquiries will use a narrative to help pupils make sense of the substantive concepts. Each enquiry will have a
disciplinary focus of at least one second order concept, such as causation or change and continuity. This disciplinary
focus is made explicit for each enquiry. Within each enquiry, pupils will encounter substantive concepts which will
be illustrated through concrete examples. If pupils follow the proposed Oak sequence of enquiries, then they will
develop a sophisticated understanding of key substantive concepts by studying them in different contexts. Our
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proposed sequence of enquiries is broadly chronological, each enquiry is self-contained so that teachers are able to
develop their own thematic sequence if they wish.
Knowledge selection Decisions about what to include in a history curriculum are always difficult and must take into account a number of
different curricular aims. In making decisions about what to include and what to omit, we have tried to balance the
following aims across the KS4 curriculum.
● Adoptability – we want to ensure that materials are available for the most commonly-taught topics in UK
schools, so that our resources will be useful to all schools.
● Diversity and representativeness – we want to pay meaningful attention to the diversity of past societies,
represent the lived experiences of different groups and explore the interconnectedness of British and wider
world history.
● Overview and coherence – we want pupils to build secure and coherent narratives of the past. We have tried
to balance overview and depth.
● Preparation for future learning – Oak is not about giving pupils something to do, it is about educational
continuity. Whether pupils follow the curriculum as a whole, or access individual lessons or units, we have
foregrounded knowledge, concepts and ideas which will be most useful for pupils’ learning in future.
There can be tension between these principles, and we know that we cannot expect everyone to agree with all of
our choices. However, we have applied these principles across the curriculum as a whole and made content
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selection decisions in good faith. We are confident that our curriculum builds a wide range of important historical
knowledge for pupils.
Inclusive and ambitious We want Oak’s history lessons to support all children. Our lessons are pitched so that all pupils can get an early
sense of success. Our enquiries are designed to gradually develop pupil knowledge so that they are able to produce
substantial pieces of work. Our worksheets are written in a style which minimises potential barriers to
comprehension. Where possible, activities will either be modelled, or sample answers will be given after work is
complete so that pupils can develop a conception of good historical writing.
Pupil engagement We want to develop pupil thinking through a sequence of lessons. Each enquiry is designed to be an emergent
puzzle and each lesson is designed to promote pupil thought about this emergent puzzle. In order to achieve this,
lessons will include mini-activities to try to promote some of the pupil thinking that is fostered through class
discussion and skilful teacher questioning.
Motivation through learning Through careful knowledge selection and crafting engaging narratives our teachers will reveal the intrinsic value in
learning about the past without overwhelming pupils. Tasks and activities will be carefully designed so that pupils
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can get a sense of success, and, therefore, feel motivated to keep learning more. The hope is that pupils feel so
motivated that they feel the need to answer the enquiry question for themselves.
How will pupils make progress? Pupils get better at history by building up knowledge of the past, which is increasingly complex and secure. As they
study particular periods, events and people from the past, they develop a rich understanding of these places and
times. Through studying these topics, pupils also build their chronological knowledge, developing secure
chronological frameworks, a sense of period and a coherent narrative of broad developments. Through repeated
encounters in different historical contexts pupils also develop their knowledge of important substantive concepts
like empire, trade, tax and rebellion. These layers of knowledge, built over time, give pupils the foundation to learn
new, and increasingly complex information in history, and the Oak curriculum is designed to build this knowledge
effectively and secure it in memory, whether pupils access single lessons or whole units.
With secure knowledge of the past, pupils are also able to learn about the discipline of history. Through these units,
pupils will use their knowledge to engage with valid historical questions and learn how historians make sense of the
past.
Exam board alignment The planning of Oak’s KS4 examined units of work has evolved using a range of exam specifications across several
boards, which cover a large amount of central content. The teachers planning and presenting these lessons deliver
GCSE history with Edexcel, AQA, OCR and Eduqas, so all lessons have been designed primarily for pupils to develop
and strengthen their substantive and contextual knowledge rather than having one exam board in mind.
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Exam-specific language At KS4 some second order concepts are being treated differently from KS3:
● Similarity and difference between periods is included as an aspect of change and continuity.
● Significance is used by the exam boards as an evaluation of the consequences within the period of particular
issues or development.
● Interpretations are used to focus on where it is specifically asking pupils to examine historians’ accounts, short
extracts at least, not just single sentence claims, looking at how and why they differ as well asking pupils to
evaluate the claim.
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2. Subject structure overview
Unit title Length of unit Prior knowledge required*
Unit 1: Medicine through time, c.1250-present day
30 lessons Useful knowledge ● Periods of time: medieval, renaissance,
industrial ● The role of the Church and its influence
Unit 2: Elizabeth I: Meeting the challenge, 1558-1588
30 lessons Useful knowledge ● The English Reformation ● Henry VIII and the Mid-Tudor crisis
Unit 3: Weimar and Nazi Germany, 1919-1939
32 lessons
Useful knowledge ● The formation of Germany ● WWI: causes, events, consequences ● Individual: Bismarck and the Kaiser
Unit 4: The Cold War: Superpower relations from 1941-1991
30 lessons Useful knowledge: ● Russian Revolution ● WWII: causes, events, consequences ● Ideologies: Communism, Western democracy
*Lessons have been planned without assumptions about previous learning at KS3, context lessons have been built
in, and substantive concepts will be explained when they are introduced.
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3. Suggested sequence
Units have been designed so they can be taught in any sequence. There is a proposed sequence in the grid below
that follows a chronological route. Within each unit there is a strongly advisable lesson sequence to support the
accumulation of powerful knowledge and chronological pathways, reflecting the overarching history principles.
KS4 year groups Unit 1 Unit 2 Unit 3 Unit 4
10 and 11 Medicine through time, c.1250-present
Elizabeth I: Meeting the challenge, 1558-1602
Weimar and Nazi Germany, 1919-1939
The Cold War: Superpower relations between 1941-1991
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4. Unit specifics
Unit 1: Medicine through time, c.1250 to present, KS4 History
Lesson number
Period and enquiry focus
Lesson content Substantive knowledge
Disciplinary focus
1 Sequencing timeline, with explicit introduction of key periods How much medical progress did ancient Greece and Rome make?
Big picture of the unit: ● Timeline and sequencing overview
of all periods ● Introduce language around
‘change’, ‘turning point’ and ‘continuity’
How much medical progress did the ancient Greeks and Romans really make?
● Broad context: o Greeks and Romans
● Hippocrates ● Aristotle ● Galen – begin to consider
continuity from Greeks
Supernatural tradition Rational tradition Influence Clinical observation Four humours Symptoms Public health Causes of disease Anatomy Prevention
Change and continuity
Enquiry: How much medical progress was made during Medieval Britain?
2 Medieval, causes: What did people think about where
● The supernatural ● Religious: the power of the Church
in spreading ideas ● Rational explanations (influences)
The Church The Supernatural Doctrine of signatures
Change and continuity
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disease came from in medieval Britain?
o Hippocrates o Galen – why was he backed
by the Church
3 Medieval, prevention and treatment: How did people in medieval times try to prevent and cure diseases?
● Understand religious action ● Bloodletting and purging and use
of remedies ● Home and hospital treatments
Purging Anatomy Dissection Monasteries
Change and continuity
4 Medieval, treatment: Who did people go to for medical help in medieval times?
● The treatment of wounds ● The view of pus ● Roles of physician, apothecary and
barber surgeons
Surgeons Physician
Change and continuity
5 Medieval, case study: What can the Black Death tell us about Medieval medicine?
● Dealing with the Black Death 1348–49
● Approaches to treatment ● Attempts to prevent its spread
Epidemic Endemic Lack of scientific thinking
Change and continuity
6 Explore the enquiry How much medical progress was made during medieval Britain?
Change and continuity
7 Renaissance, context:
Link to previous enquiry: What limited progress in the medieval period?
● Matching time frames, review
Reformation Protestantism
Change and continuity Causation
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Why was there greater medical progress between 1500-1700?
● Communication o Printing press
● Scientific approach o Technological advancements
Communication of ideas Technology leading to change
How quickly did ideas about what caused disease change? Why did ideas about causes of disease change over time?
8 Renaissance, causes of disease: Why did ideas about causes of disease change between 1500-1700?
● A greater scientific approach ● Sydenham ● The Royal Society
Observation Empiricism
Change and continuity Causation
9 Renaissance, roles of individuals: How did individuals change medical understanding between 1500-1700?
● Challenges to Galen o Vesalius – Fabric of the
human body o Harvey o Limitations
Circulation Challenge Authority Amphibians
Change and continuity
10 Industrial, science and technology: How did ideas about the cause of disease change between 1700-1900?
● Spontaneous Generation ● Germ theory
o Louis Pasteur o Robert Koch
Bacteria Germs Pasteurisation Vaccination Experimental approach
Change and continuity
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11 Industrial, factors affecting the understanding of the causes of illness and disease: Why did ideas about causes of disease change between 1700-1900?
● Why could Pasteur and Koch achieve what they did?
o Science and technology o Attitudes in society
Scientific Revolution Microscope Petri dish Enlightenment Reformers
Change and continuity Causation
12 Modern, science and technology and communication, 20th century causes: How did ideas about causes of disease change after 1900?
● DNA – James Watson and Francis Crick
● Lifestyle factors ● Developments in diagnosis, e.g.
blood tests and medical scans
Lifestyle Hereditary Genetics
Change and continuity
13 Explore the enquiry
How quickly did ideas about causes of disease change and why did ideas change over time?
Change and continuity Causation
How quickly did ideas about prevention and treatment change over time? Why did ideas about prevention and treatment change over time?
14 Renaissance, prevention, and treatment:
● Continuity in approaches to prevention, review medieval period P&T
● Treatment and care in community and hospitals,
Dissection Rebirth- classical Surgeon Anatomist
Change and continuity Causation
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Did ideas about prevention and treatment change between 1500-1700?
● Changes in training o Vesalius
15 Renaissance, case study: How did approaches differ in dealing with the Great Plague compared to the Black Death?
● Dealing with the Great Plague in London, 1665: approaches to treatment and attempts to prevent its spread
● Comparison with Black Death
Epidemic Quackery Plague Quarantine
Change and continuity
16 Industrial, prevention and treatment: When did vaccination really start to make a difference to health in Britain?
● Development of vaccines o Jenner and smallpox o Discovery, reactions and
impact o Role of government in
enforcing vaccination
Vaccination Inoculate Cowpox Public vaccinators
Change and continuity
17 Industrial, prevention and treatment: How far did John Snow change ideas about the
● Cholera in London – John Snow ● Discovery, reactions and impact ● Role of government in preventing
cholera
Bacteria Slums Dehydrated Role of the government v role of the individual
Change and continuity
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prevention of disease?
18 Industrial, Social, and political reforms: How did ideas about responsibility for public health change?
● The Great Stink, Bazalgette ● Government intervention including
the Public Health Act 1875 ● How were laissez faire attitudes
overcome?
Public Health Malnourish- ment Slums Welfare state
Change and continuity
19 Industrial, treatment and improvements in hospitals: How did hospitals change over time and improve prevention and treatment of illness and disease?
● Recap of hospitals; Medieval/Renaissance
● Hospitals in 18th century Improvements in hospitals
o Nightingale ● Hospitals by 1900
Infectious Pavilion style Hygiene
Change and continuity
20 Industrial, treatment and Improvements in surgery: Why were there improvements in surgery?
● Surgery impact of anaesthetics, Simpson
● Surgery impact of antiseptics, Lister
Anaesthetic Antiseptic Carbolic Operations Asepsis - Sterilisation Hygiene
Change and continuity Causation
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21 Modern, prevention: Did the NHS transform medicine in Britain?
● Impact of NHS, access to care ● Government lifestyle campaigns
NHS Welfare state Lifestyle
Change and continuity
22 Modern, advances in treatment, and the discovery: How far did treatment advance in the 20th century?
● Magic bullets and antibiotics ● High tech treatments (medical and
surgical) in hospitals
Magic bullets Hereditary
Change and continuity
23 The discovery and development of penicillin: How important was the role of chance in the discovery and development of penicillin?
● Penicillin and antibiotic ● Fleming and WWII
Antibiotics World War
Change and continuity
24 Modern, prevention: How has the use of science and technology changed ideas around prevention of lung cancer?
● Case study: Government action in prevention
o Lung cancer
Welfare state NHS Ethics
Change and continuity
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25 Explore the enquiry
How quickly did ideas about prevention and treatment change over time? Why did ideas about prevention and treatment change over time?
Change and continuity Causation
Enquiry: What impact did the Western Front have on medical development?
26 WWI, Trench warfare: How were trenches designed and why did battles on the Western Front lead to medical advancement?
● Trench design and organisation ● Battles: Arras, Somme, Ypres,
Cambrai
Warfare Military strategy Trenches Campaigns
Change and continuity
27 WWI, Wounds and injuries: What medical conditions were there on the Western Front?
● Bad conditions in the trenches ● Gas attacks, tear, chlorine,
phosgene, mustard ● Emotional trauma, shell shock ● Gunfire and shell explosion wounds ● Wound infection, tetanus, gas
gangrene ● What sources from the time tell us
about conditions and injuries in the trenches
Technology Artillery Biological warfare Infection
Change and continuity Evidence
28 WWI, Development in surgery:
● Dealing with infection ● Carrel Dakin method ● Development of X-rays ● Plastic and brain surgery
Technology Warfare Reconstructive surgery
Evidence
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How did war on the Western Front give rise to new techniques in medical treatment?
● Thomas Splint ● Blood transfusions ● What sources from the time tell us
about the development of surgery in the trenches
Splint Transfusion
29 WWI, The work of the RAMC and FANY: How were wounded soldiers helped on the Western Front?
● Chain of Evacuation ● The role of RAMC ● The role of FANY ● What sources from the time tell us
about medical aid on the Western Front
RAMC FANY
Evidence
30 Explore the Enquiry
How far did WW1 accelerate medicine and treatment in the 20th century?
Change and continuity
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Unit 2, Elizabeth I: Meeting the challenge, 1558-1588, KS4 History
Lesson number
Period & Enquiry focus
Lesson content/ideas Substantive knowledge
Disciplinary focus
To what extent were Elizabeth’s early years as monarch challenging? What was the biggest challenge Elizabeth faced between 1558-1569?
1 Why did Elizabeth’s background and character impact on her early reign?
● Outline the background of Elizabeth, her birth to Anne Boleyn and the influence this had on her governance
● How did this influence her policy towards:
○ Ministers ○ Government ○ Religion ○ Marriage
Protestant Heir Legitimacy Succession
Chronology Cause and Consequence
2 How did society help and hinder Elizabeth?
● Outline key groups in society and government
● Outline Elizabeth’s aims, in relation to society, and compare those to the role/aims of the social groups considered
● Consider how each group could challenge Elizabeth and ways in which they could help her
Nobility Gentry Yeoman Tenants Landless or labouring poor Merchants Courtiers
Causation and Consequence Use of Evidence
3 How did the Elizabethan government help
● A consideration of different areas of government
Extraordinary taxation Laws
Significance
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and hinder Elizabeth?
● Outline Elizabeth’s aims as monarch in relation to her structures of government
● What was the purpose of each group in government?
● An assessment of areas of government and where they could challenge the aims of the monarch
● Profiles of her key advisors: ○ Lord Burghley, Walsingham,
Dudley, and Hatton ● Assess potential ways in which they
would be both useful to Elizabeth and problematic
Privy council JP’s Lord Lieutenants
Causation and Consequence
4 How bad were Elizabeth’s financial problems?
● Sources of income: ordinary and extraordinary
● Outline the financial position of the crown in 1558
● What problems might this cause for Elizabeth in gaining support and keeping England safe?
Customs duties subsidies, rents profits of justice and loans Role of Parliament Royal Prerogative (Catholics, Protestants and Puritans are outlined as groups to consider in context of Parliament)
Significance Change and continuity Evidence
5 What challenges did Elizabeth face from abroad?
● Outline the challenges from Spain, France, and Scotland
Auld Alliance Mary Queen of Scots
Significance Change and Continuity
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● Reiterate religious distinctions, prior to a more in depth consideration in the following unit
● Outline each country’s traditional relationship with England and how this compared to the situation Elizabeth found herself in in 1558
6 Explore the enquiry
Link back to the enquiry questions ● To what extent were Elizabeth’s early
years as monarch challenging? ● What was the biggest challenge
Elizabeth faced between 1558-1569?
Causation and Consequence Change and Continuity Significance
7 Why did the different religious groups concern Elizabeth?
● Protestant, Puritan and Catholic beliefs
● Consider different religious groups and why their beliefs made it difficult for Elizabeth to ‘settle religion’
Examples of attitudes to consider: o Attitudes towards the
Communion o Church organisation o Priests’ clothing/vestments o Language of the Bible o Geographical divisions
Communion Transubstantiation Bible Latin Vernacular Miracles Vestments
Causation and Consequence Change and Continuity Significance
8 How did Elizabeth’s settlement try to resolve the religious issue?
● Outline the key features of the Act of Supremacy, Act of Uniformity, and the Royal Injunctions
Act of Supremacy Act of Uniformity Royal Injunctions Enforcement Recusancy
Cause and consequence Change and Continuity
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● Consideration of the reactions of the differing religious factions to settlement
9 How hard was the settlement to enforce?
● Outline key features of the clergies’ response
● The role of Church Courts ● Visitations of churches by bishops and
their findings
Clergy Outward conformity Recusancy
Cause and consequence Change and Continuity
10 To what extent did Catholics and Puritans challenge the settlement in England?
● Crucifix controversy ● Vestment controversy ● The Papacy and the
Counter-Reformation ● Outline each threat and match to a
criterion for significance
Puritans Papacy Book of Advertisements
Cause and consequence Significance Evidence
11 How did the key foreign powers react to the settlement?
● Mapping activity to outline the role of each country and to help pupils form a geographical/historical point of view
● Outline Elizabeth’s relationship and involvement in France and Spain including the Spanish Netherlands
● Consequences of her actions towards France and Spain (with significant focus on the Dutch Revolt)
Dutch Revolt Trade embargo Spanish Netherlands Huguenots
Cause and Consequence Significance Evidence
12 Why was Mary Queen of Scots a Problem?
● Mary’s profile and claim to the throne ● A timeline of Mary’s actions up to her
arrival in England in 1568 ● Consider Elizabeth’s options to decide
what she ought to have done with Mary Queen of Scots
Treaty of Edinburgh Legitimacy
Cause and Consequence. Chronological understanding
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● Why would some see her as more or less of a threat?
o What knowledge pupils have used to construct this view
13 Explore the enquiries
Judgement of the enquiries: ● To what extent were Elizabeth’s early
years as monarch challenging? ● What was the biggest challenge
Elizabeth faced between 1558-1569?
How was Elizabeth threatened by plots and revolts at home between 1569-1588? At what point was the threat to Elizabeth the most severe between 1569-1588?
14 What made the Northern Earls revolt in 1569?
● Profiles of each Earl and why he might rebel
● Causation exercise on issues from the removal of their political influence and geographical isolation to their religious beliefs and those of the area
Northern Earls The role of the Duke of Norfolk’s
Cause and Consequence Significance
15 How significant a threat did the Revolt of the Northern Earls pose to Elizabeth?
● Outline events and judge against a significance criterion
● Pupils encouraged to formulate their own criterion but offered a structured example as support
● Focus on their mass at Durham Cathedral and the punishments from Elizabeth
● 1570 Papal Bull of Excommunication
Durham Cathedral Papal Bull
Significance Change and Continuity Evidence
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How threatening were Catholic plots after 1570?
● Outline key individuals and events of each plot
● Ridolfi Plot ● Throckmorton Plot ● Babington Plot
Ciphers Agent provocateurs Seminary priests
Significance Change and Continuity Evidence
17 Why was Mary Queen of Scots executed in 1587?
● Why 1587 and not in response to an earlier plot?
● What had changed by this point to make it more likely?
● The consequences for Elizabeth’s relationship with Spain
1585 Act for the Preservation of the Queen’s Safety
Cause and Consequence Change and Continuity Significant
18 How did developments in the New World contribute to the breakdown of relations between England and Spain?
● Commercial rivalry and New World exploration
● Resources available in Spanish controlled areas
● Drake’s circumnavigation ● Assess the impact of these actions for
Anglo-Spanish relationships
Circumnavigation Privateer Commercial rivalry New World
Cause and Consequence. Significance
19 Why did Elizabeth’s relationship with Spain deteriorate owing to political challenges?
● Elizabeth’s decision to intervene in the Netherlands and failure to capitalise on Spanish weaknesses
● The significance of these events for Elizabeth’s relationship with Spain
Spanish Fury. Pacification of Ghent. Sacking of Antwerp Treaty of Joinville
Cause and Consequence Change and Continuity
20 How did Elizabeth’s direct action provoke all-out war with Spain?
● Elizabeth’s further intervention in the Netherlands and how such direct-action provoked war
● Role of the Duke of Alba
Treaty of Nonsuch Governor General of the Netherlands
Cause and Consequences Significance Evidence
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● Drake’s ‘singeing of the King of Spain’s beard’
● Outline the reasons for the failure of Leicester’s mission to the Netherlands and the consequences for Anglo-Spanish relationships
21 Why was the Armada defeated in 1588?
● Identifying key causes for the defeat: ship design, supplies, leadership on both sides and weather
● Outline the key consequences of the war with Spain and the Armada for Elizabeth, both financially and for her relationship with Spain
Battle of Gravelines Armada Beacons Ship designs Fireships
Cause and Consequence
22 Explore the enquiries
● Final judgement of the enquiries:
● How was Elizabeth threatened by plots and revolts at home between 1569-1588?
● At what point was the threat to
Elizabeth the most severe between 1569-1588?
Cause and Consequence Change and continuity
How did Elizabethan society change during her reign? How successful was Elizabethan exploration during her reign?
23 How were people educated in Elizabethan Society?
● Explain how the education system changed from 1558-1588
● Outline the types of education available and the extent to which education improved
Grammar schools Petty Schools and schools for girls
Significance Change and continuity Cause and Consequence
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● Assessment of the motivations for Elizabeth, and her ministers, in having more education and a protestant education
Education for the poor and Universities
24 How did leisure time change during the Elizabethan period?
● Highlight the key developments within these spheres
● Assess ways in which a growth in leisure activities occurred
● Assess the extent to which different groups benefited or otherwise
Sports enjoyed, e.g. hunting, hawking, fencing, real tennis, cock fighting Pastimes, literature theatre, music and dancing.
Significance Change and continuity Cause and Consequence
25 Why did poverty and vagabondage increase in Elizabethan England?
● Outline the range of different causes ● Assess or rank the significance of each
cause
Vagabondage Poverty Itinerants Enclosure Population increase Rising prices Urban poor
Cause and Consequence Significance Change and Continuity
26 How well did Elizabeth deal with the problems of the poor?
● Outline the key features of the groups who suffered from poverty during the Elizabethan period
● Outline the key features of each act designed to relieve poverty
● Outline the strengths of each act and the limitations that they had
● Use these and regional variations to form a judgement on the
Impotent and able-bodied poor. Poor relief Poor rate 1563 Statute of Artificers 1572 Vagabonds Act 1576 Poor Relief Act
Cause and Consequence Significance Change and Continuity
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effectiveness of Elizabethan policies towards the poor
27 What drove the Elizabethans to explore the New World?
● Outline causes of exploration ● Role of John Hawkins in the Slave
Trade ● Outline the motivations for Drake’s
circumnavigation ● Outline consequences of these
voyages being mindful of human consequences
● What did Drake’s circumnavigation of the globe mean for Elizabeth’s relationship with Spain?
Triangular trade Technology Trade opportunities Rivalry with Spain Navigation Nova Albion
Cause and Consequence Change and Continuity
28 Why did the English want to colonise Virginia and how did Raleigh organise the project?
● Profile of key colonists ● What did colonisation mean for
England’s role in the wider world, domestically and the relationship with Spain?
● Outline the reasons for failure ● What did Drake’s circumnavigation of
the globe mean for Elizabeth’s relationship with Spain?
Economic benefits The role of Manteo and Wanchese The Algonquian Raleigh’s planning
Cause and Consequence Change Significance
29 Why did Raleigh attempt to colonise Virginia?
● Outline how Raleigh persuaded wealthy people to fund his colonisation project
● Outline how he hoped that this would benefit England and Elizabeth
● Make the arguments for and against clear
The voyage Undermining Spain Native American Resistance Roanoke 1587-1590
Cause and consequence Change and Continuity
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30 Explore the enquiries
● How successful was Elizabethan exploration during her reign?
Unit overview: Did Elizabeth meet the challenges she faced? (revisit society enquiry)
Roots of the British Empire Undermining Spain Economic benefits Attacks from other settlers The role of Native Americans
Change and Continuity
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Unit 3: Weimar and Nazi Germany, 1918-1939, KS4 History
Lesson number
Central content Lesson enquiry and content focus
Substantive knowledge
Disciplinary focus
Weimar Republic, 1918-1929
1 Context, pre-period What was the vision of the new Germany?
● 1870-90: The creation of a nation ● Franco-Prussian war ● Bismarck
Kaiser Empire Imperialism Nationalism Authoritarian Monarchy
Causation
2
The origins of the Republic
Why had Germany worked with communists in 1917?
● WWI; Russian Revolution and Brest-Litovsk
● Germany’s defeat in WWI
Communism Left wing Right Wing Revolution Militarism
Causation
3 The origins of the Republic
How democratic was the new constitution?
● The abdication of the Kaiser, the armistice and revolution, 1918–19
● The setting up of the Weimar Republic
● The strengths and weaknesses of the new Constitution
Abdication Armistice Constitution Checks and balances Democracy Emergency decrees Franchise Proportional Representation
Evidence
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4 The impact of WWI Why did most Germans feel ‘stabbed in the back’?
● The Treaty of Versailles ● Social and economic impact of
war ● Political impact, review Weimar
constitution
Unemploy- ment Poverty Depression Constitution Democracy Treaty Reparations Diktat Dolschtoss
Evidence
5 The Early challenges to the Republic
Why was there a rise in political extremism after WWI?
● Challenges to the Republic from Left and Right
● How the Weimar Republic dealt with differently
o Spartacists o Kapp Putsch
▪ Freikorps
Extremism Putsch Strikes Mercenaries Uprising Revolution- aries Fear of ‘The Left’
Causation
6 Why was 1923 known as a ‘year of crisis’?
● The year of crisis 1923: militarism, reparations and strikes
● The challenges of 1923 o Hyperinflation o The reasons for, and effects
of, the French occupation of the Ruhr
Hyperinflation Strikes Sabotage
Causation
7 The recovery of the Republic 1924-1929
How did Germany begin to recover? ● Reasons for economic recovery
Recovery Stability
Evidence
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● The work of Stresemann o Rentenmark o Dawes and Young Plans o American loans and
investment (horizon knowledge)
Currency Investment Loans Diplomacy Trade deals
8 What was the ‘spirit of Locarno’? ● The impact on domestic policies
of Stresemann’s achievements abroad:
o Locarno Pact o Joining the League of
Nations o Kellogg-Briand Pact
International diplomacy Easing of tensions League of Nations Domestic policies
Evidence
9 Changes in society Were the twenties a ‘golden age’ for Germans?
● Changes in the standard of living, including wages, housing, unemployment insurance
● Changes in the position of women in work, politics, and leisure
● Cultural changes: developments in architecture, art, and the cinema
Liberalism Employment Standard of living Bauhaus culture Insurance Leisure Jazz
Evidence
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10 How far had the Weimar Republic recovered by 1929?
● Unemployment statistics ● Urban/ rural divide
Stability Employment Living conditions Urban Rural Fragile
Evidence
11 Economic crisis Why was 1929 a significant turning point for Germany?
● Wall Street Crash ● German unemployment
increases, fear of a return to 1923 ● The rise in support for extremists
(Right and Left)
Depression Inflation Loans Interest Debt Reparations Extremism Fear of hyperinflation Middle class
Change and continuity Causation
The growth and key features of the Nazi Party
12 Early develop- ment of the Nazi Party, 1920–22
● Revisit timeline as we are ‘going back’ to post WWI review key learning: ToV, Dolschtoss
What did Hitler believe in?
● Hitler’s early career: joining the German Workers’ Party
● Setting up the Nazi Party, 1919–20
Dolschtoss Ideology Nationalism Establishment Monarchists
Chronology
13 Who were the SA and what was their role?
● The early growth and features of the Party
Political parties Traditionalism Family values Role of genders
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● The Twenty-Five Point Programme
● The role of the SA (set up horizon learning SA)
Ideology Lebensraum Racial stereotyping Antisemitism Reich
14 The Munich Putsch and the lean years, 1923–29
What was the Munich Putsch?
● Understand the causes of the Munich Putsch
● Examine the reasons for its failure
Putsch Failure Beer Hall
Cause and Consequence
15 What were the consequences of the Munich Putsch?
● The consequences of the Munich Putsch
● Impact of restructuring party
Putsch Rebellion Kangaroo court Orator Charisma
Cause
16 Rallies and radio: what were the Nazi party strategies during the lean years of 1924-28?
● Review existing knowledge 1924-28 – parallel, why were they ‘lean’ for Hitler and the Nazis?
● Reasons for limited support for the Nazi Party, 1924–28
● Party reorganisation and Mein Kampf
● The Bamberg Conference of 1926
Propaganda Regional differences Urban Rural Electorate
Cause
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17 The growth in support for the Nazis, 1929–32
Why were the Nazis so successful after 1929?
● The reasons for growth of support for the Nazi Party
o The appeal of Hitler and the Nazis
o The effects of propaganda
o The work of the SA ● The fear of the left and the
increase support of the KPD
Propaganda Indoctrination Slogans Bully-boy tactics Intimidation Mass appeal Socialism Fear of the left Extremism
Cause
18 How Hitler became Chancellor, 1932–33
What do the 1932 elections tell us? ● Political developments in 1932,
elections ● The roles of Hindenburg,
Brüning, von Papen and von Schleicher
Backstairs intrigue Proportional representation Coalition
Evidence
19 Why was Hitler ‘invited’ into power? ● The part played by Hindenburg
and von Papen in Hitler becoming Chancellor in 1933
Coalition President Chancellor Decree
Cause
Nazi control and dictatorship
20 The creation of a dictatorship, 1933-34
How did the Nazis remove political opposition?
● The Reichstag fire ● The Enabling Act ● Trade unions ● Banning other political parties
Censorship Scapegoat Communists Concentration camps Persecution
Consequence
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Conformity
21 How did Hitler consolidate power by 1934?
● The threat of Rohm and the SA, the Night of the Long Knives
● The death of von Hindenburg ● Hitler becomes Fuhrer ● The army and oath of allegiance
Fuhrer Dictatorship Totalitarian state Military state Authoritarian state Emergency powers Decree Coercion
Consequence
22
The police state How far did the Nazi party create an authoritarian state?
● The role of the Gestapo, the SS, the SD and concentration camps
● Nazi control of the legal system, judges and law courts
● Nazi policies towards the Catholic and Protestant Churches including the Reich Church and the Concordat
Authoritarian state Totalitarian state Police State Concentration camps Law courts Judges Oath Allegiance Loyalty The role of the Pope
Evidence
23 Controlling and influencing attitudes
How did the Nazi Party control the state through propaganda?
● Goebbels and the Ministry of Propaganda: censorship. Nazi use of media, rallies and sport
o Berlin Olympics of 1936 ● Nazi control of culture and the
arts
Propaganda Censorship Traditionalism Free Press Freedom of speech Coercion Rallies Culture
Evidence
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o art, architecture, literature, and film ▪ Burning of the books
(horizon knowledge minorities)
24 Opposition, resistance, and conformity
How much resistance existed in Nazi Germany before 1939?
● The extent of support for the Nazi regime
● Opposition from the Churches, including the role of Pastor Niemöller
● Opposition from the young, including the Swing Youth and the Edelweiss pirates
State Opposition
Evidence
Life in Nazi Germany, 1933-1939
25 Nazi policies towards women
What were the Nazi policies towards women?
● Review roles of women in Weimar knowledge
● Nazi views on women and the family ‘mother role’ as central
● Nazi policies towards women, including
o Marriage and family o Employment o Appearance
Traditional Liberal Conservative Incentives Rewards Propaganda Reproduction
Evidence
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26 How successful were the policies towards women?
● Nazi policies towards women, including
o Marriage and family o Employment o Appearance
● Connect to opposition ● Consider the range of responses
by different individuals/ groups of women
Cause and consequence
27 Nazi policies towards the young
Why were young people so important to the Nazi Party?
● Nazi aims and policies towards the young
o The Hitler Youth o The League of Maidens
Youth movements Education Curriculum Indoctrination Eugenics
Cause and consequence
28 Why was controlling education so important to the Nazi party?
● Nazi control of the young through education
o The curriculum and teachers
o Connect to youth opposition, different responses
Cause and Consequence
29 Employment and living standards
How successful were Nazis policies at reducing unemployment?
● Nazi policies to reduce unemployment
Rearmament Unemployment schemes Incentives
Cause and consequence
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o The labour service o Autobahns o Rearmament o Invisible unemployment
Labour Coercion
30 How far did the lives of German workers improve after 1933?
● Changes in the standard of living, especially of German workers
● The Labour Front ● Strength Through Joy ● Beauty of Labour
Change and continuity
31 The persecution of minorities
How did the Nazi party view and portray minorities in society?
● Nazi racial beliefs and policies ● The treatment of minorities:
Slavs, ‘gypsies’, homosexuals and those with disabilities.
Persecution Boycott Laws Pogrom Concentration camps Antisemitism Minorities Roma Slavs Disabilities Genocide
Evidence
32 How did the persecution of the Jews escalate after 1933?
● Recap Hitler’s antisemitic views and how the mechanisms of dictatorship had magnified this sentiment in Germany
● The persecution of the Jews, o The boycott of Jewish
shops and businesses (1933) o The Nuremberg Laws o Kristallnacht o Plans for the Final Solution
Change and continuity
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● End with an overview of key moments over time, sequencing
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Unit 4, The Cold War: Superpower relations between 1941-1991, KS4 History
Lesson number
Period & Enquiry focus
Lesson content Substantive knowledge
Disciplinary focus
How did early tensions develop between the Soviet Union and the United States between 1943- 1947? When were early tensions between the Allies at their worst?
1 Grand Alliance- 1941- 1945: Why were they unlikely allies?
● Context of the Grand Alliance ● Outline of key countries/leaders ● Outline of communist and capitalist
beliefs ● Identifying key differences
Grand Alliance Soviet Union /USSR United States Capitalism Communism Democracy Autocracy Liberties
Chronology Cause and Consequence Change and Continuity
2 Why did tension develop at the wartime conferences?
● Wartime Conferences 1943-1945 ● Outline key leaders at each
conference and their aims ● Outline events- comparison with
their key aims ● How much had the relationships
changed by the end of the wartime conferences?
Tehran Yalta Potsdam
Change and Continuity Cause and Consequence
3 Why did the atomic bombs damage US-Soviet relations?
● Atomic bombs- 1945 ● Outline the physical consequences
of the bomb, and the Soviets’ response to it
Atomic bomb Nuclear policy Arms Race
Change and Continuity Cause and Consequence Evidence
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● The consequential strain on US-Soviet relations. Source activity to evidence
4 Why did the 1946 telegrams increase the tension?
● Long and Novikov Telegrams. o Outline the contents of the
telegrams and their chronology
● Consider the impact of the different telegrams on the US-Soviet relationship
Telegrams Ambassadors
Cause and Consequence Significance
5 Did Churchill officially announce the beginning of the Cold War?
● Iron Curtain Speech o Outline the role Churchill played
in the post war/1945 election World
Churchill Iron Curtain
Evidence
6 What were the consequences of Soviet Expansion into Eastern Europe?
● Soviet expansion into Eastern Europe
● Show a map of the different areas of expansion
● Consider the effects on the aims of America (containment) and the Soviet Union (expansion)
● Consider source material to assess the reactions to this expansion
Satellite states Containment Expansionism
Cause and Consequence Significance evidence Use of Evidence
7 Explore the enquiries How far did early tension begin to show in the
Explain task/narrative account question of the build-up of tension: ● How did early tensions develop
between the Soviet Union and the United States between 1943- 1948?
Cause and Consequence Change and continuity
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breakdown of the Grand Alliance?
● When were early tensions between the Allies at their worst?
Why did early tensions become more severe between 1947-1950? When were tensions at their worst between 1947- 1950?
8 Why did the Truman Doctrine increase the tension between the Superpowers?
● Truman’s Doctrine. o What was the reasoning
behind it o Source material from Truman
to explain his position o Consider opposition to the
doctrine, using source material to draw out ideas
o Descriptions of the consequences for American-Soviet relations
Truman Doctrine Marshall Plan Congress
Cause and Consequence Significance Use of Evidence
9 Why was the Soviet response to the Truman Doctrine significant?
● Truman Doctrine and Soviet Response
● Outline the formation of Cominform 1947 and Comecon 1949
● Significance exercise relating to the impact of these actions in increasing tensions
Cominform Comecon
Cause and Consequence Change and Continuity
10
What was the Berlin Blockade?
● The Berlin Blockade and Western response
o Why Berlin? ● Provide context of the four western
zones. Opportunities for interleaving back to conferences
Zones of occupation ACC (Allied Control Commission) Bizonia Trizonia Blockade
Cause and Consequence Significance
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● Questioning relating to map: how could the Soviets cause problems for the other zones?
11 What were the consequences of the Berlin blockade?
● Formation of the two Germanys o Outline the events leading to the
creation of two different countries
o Significance exercise ● How does this compare to previous
turning points?
GDR FRG Warsaw Pact Propaganda victory Arms Race
Cause and Consequence Significance Change and continuity Use of evidence
Why did the Cold War intensify between 1950-1958? When was the Cold War at its most intense between 1950-1958?
12 How significant were events in Asia for superpower relations?
● Growth of communism and the Korean War:
o China’s move to communism 1949
o Korean War ● Consequence and significance of
these changes
Korean War North Korea Treaty of Friendship 1950
Significance Cause and Consequence
13 How did the Arms Race increase tensions?
● Arms Race between the Superpowers
● Comparison of the pace of the creation of nuclear weapons
● Consider how this increased tension
ICBMs Hydrogen bombs ‘Missile Gap’
Significance Change and Continuity Cause and Consequence
14 Why did the Space Race make US-Soviet relations worse?
● Space Race between the Superpowers
V2 rockets Sputnik NASA
Significance Change and Continuity
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o Establish key aims of the Superpowers in the Space Race
o Comparison of the actions of both sides in the Space Race
o Source discussion of American publicity regarding the Space Race, and the deteriorating relationship between the Americans and the Soviets
Explorer Vostok rocket
Use of evidence
15 Why did the Hungarians challenge communist control?
● The Hungarian Rising’s impact on Superpower relations
o Outline key figures in chronological order owing to the quickly changing relationships in this narrative.
o Causes and decision-making tasks
Shortages, reiterating the role of Soviet states in resourcing the Soviet Union Liberties Khrushchev ‘Destalinisation’
Cause and Consequence Significance
16 How significant was the Hungarian Rising?
● Hungarian Rising’s impact on Superpower relations
o Outline international response
o Outline Soviet Response ▪ For both options,
describe what impact the events had on the Superpower relationships
o Did it improve the position of the Soviet Union?
Thaw Rebels
Significance Cause and Consequence Change and Continuity
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17 Explore the enquiry
Judgement relating back to overarching ‘enquiry questions’ for this section: ● Why did the Cold War intensify
between 1950-1958? ● When was the Cold War at its most
intense between 1950-1958?
Causation Change and Continuity Significance
To what extent did the Cold War reach crisis levels between 1958-1970? At what point were Superpower relations at their worst between 1958-1970?
18 Why was the Berlin Wall built?
● Events leading to the construction of the Berlin Wall
● East German concerns regarding refugees
● The Berlin ultimatum and the summit meetings of 1959-1961
Refugees Ultimatum Summit
Causation and Consequence Significance
19 What were the consequences of the building of the Berlin Wall?
● The Significance of the Berlin Wall o The building of the Wall and
what this tells us about attitudes towards the superpowers
o Impact on US-Soviet relations. Select positives and negatives on the relationships between the two superpowers
● Narrative account question, ideally suited to the Berlin Wall topic
Berlin Wall
Significance Cause and Consequence Change and Continuity Evidence
20 Why did the Cuban Revolution change
● The impact of the Cuban Revolution CIA Exiles
Change and Continuity
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relationships between the Superpowers?
o Bay of Pigs: what the Bay of Pigs meant for Kennedy.
o Source activity to show consequences
Trade Revolution Bay of Pigs
Significance Evidence
21 How was the Cuban Missile Crisis resolved and with what significance?
● Review impact of the Cuban Missile Crisis
● Kennedy’s options and how events unfolded
● Identify key events and assess the outcomes for each country
● What lessons did the Superpowers learn from this?
U2- Spy Plane Brinkmanship Test-Ban Treaty Nuclear Non-Proliferation Treaty
Change and Continuity Significance
22 What were the cause and consequences of the Prague Spring?
The impact of the Prague Spring ● Outline key figures involved and
their attitudes towards the Soviets
● Soviet response to Czech opposition
● The Brezhnev Doctrine and the Soviet Union
● Impact on the Soviet Union and on Superpower relations
Prague Spring Purges Censorship ‘Socialism with a human face’ Brezhnev Doctrine
Change and Continuity Significance Cause and Consequence
To what extent were tensions reduced between 1970 and 1985? Why did tensions increase after 1979?
23 What was Détente and why did it happen?
● The impact and breakdown of Détente
● Outline key features of Détente o Salt 1, Helsinki Accords, and
Salt 2
Détente Civil Rights MAD Baskets
Cause and Consequence Significance Change and Continuity
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● Table task to discuss how far tension was decreasing: agreements, positives and limitations
Human rights European borders
24 Why did détente not last?
● The end of détente o Key figures and ideologies
outlined from the beginning owing to the number of personalities involved
o Key causes: decision/ranking o Afghanistan: politics and war o American reaction and the
impact on USA-Soviet relations including boycotts
Mujahideen Afghan War Shah Olympic boycotts
Change and Continuity Cause and Consequence Evidence
25 Why did Reagan’s policies increase tension?
● The impact of Reagan’s policies o Outline Reagan’s policies o ‘Evil Empire’ speech to extract
views and consider the Soviet reaction as potential source work
o How significantly did this damage US-Soviet relations?
Reagan Empire Congress Trident Stealth bombers SDI
Significance Cause and Consequence Change and Continuity Evidence
26 Explore the enquiry Address the enquiry questions: ● To what extent were tensions
reduced between 1970 and 1985? ● Why did tensions increase after
1979?
Significance Change and Continuity
Why did the Soviet Union lose control of Eastern Europe? Why did the Cold War come to an end?
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27 How did Gorbachev’s ‘new thinking’ reduce tension between the Superpowers?
● Gorbachev’s new thinking o Outline Gorbachev’s new
thinking o Decide what impact this had
on communist controlled areas, and superpower relations
o Identify key summit agreements
● How was tension reduced and were there limitations?
Perestroika Glasnost Summit meetings from 1985-1989
Significance Use of evidence Cause and Consequence
28 How did the Soviet Union’s hold on Eastern Europe come to an end?
● The fall of Soviet controlled territories
o Map of the fall of the Soviet Union
o Romanian Revolution is a useful example of the pace of this change
o For each country consider what the consequences were for the Soviet Union,Communism and Superpower relations?
Revolution (identify different names)
Change and Continuity Evidence
29 What did the fall of the Berlin Wall mean for the Cold War?
● The Fall of the Berlin Wall o Outline events that led to the
wall coming down and link to Gorbachev’s new thinking and occurrences elsewhere (review)
Warsaw Pact Iron Curtain
Change and Continuity Cause and Consequence Significance Evidence
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o Outline key consequences for the Warsaw Pact, Europe and Gorbachev’s demise
o How far was the demise of communist control down to Gorbachev or Reagan’s policies?
30 Explore the Enquiries
Judgement against the key questions: ● Why did the Soviet Union lose
control of Eastern Europe? ● Why did the Cold War come to an
end? ● Consolidation overview: sequencing
and turning point focused on key themes and events
Cause and Consequence Change and Continuity
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