smartfile.s3.amazonaws.com · web viewtask 3: success quotes and music lyric discussion. plenary-...

Shevington High School

Scheme of work: KS4 Years 9,10 and 11Year 9Year 9 Term 1 Week 1

Key idea Specification content Learning activity and resources1) Introduction to

GCSE History To understand the

expectations of GCSE History.

To describe how to be successful at GCSE History.

Starter: Class discussion: Why take GCSE History?

Task 1: Expectations and write down three on the whiteboard. Then white down the expectations in the back of their book and sign them.

Task 2: Class discussion of no excuses.

Task 3: Success quotes and music lyric discussion.

1

Plenary- Think, pair, share on the key questions.

Resources- books and whiteboard equipment. 2) Introduction to

Elizabeth 1558-1588 Understanding target

grades and structure/content of the topic.

Embed Literacy and Numeracy skills across the curriculum.

Starter: Date and title

Task 1: Glue in target grade and set three personal targets.

Task 2: Glue in check list for Elizabethan topic.

Task 3: Question structure

Plenary: Q&A and homework.

Resources- books, PPT and worksheets.

Homework- Complete a chronological timeline of key events in Elizabeth’s reign from 1558-1588.

Week 2

Key idea Specification content Learning activity and resources1. What were the

problems facing the “Virgin Queen” in 1558?

The Virgin Queen: the problem of her legitimacy, gender, marriage, her character, and strength.

Silent starter- keyword definition and play Jay-Z 99 problems whilst completing the task. Then go through the answers.

Task 1: Write down five bullet points why each factor was a problem for Elizabeth.

Task 2: Most important problem and solution.

Plenary- 3,2,1

Resources- PPT, video link and textbooks. 2. How did Elizabeth

use propaganda for her image and character?

To understand the secret language of Elizabethan portraits

Silent starter- Inference skills on source analysis

Task 1: Order of sources and analyses of sources to show the problems of gender, character, and legitimacy and how

2

Elizabeth overcame them.

Task 2: Source analysis of objects.

Plenary- Did Elizabeth overcome her problems of character, gender, and legitimacy through propaganda?

Resources- PPT and worksheet.

3. How was marriage a problem for Elizabeth?

To examine marriage as a problem for Elizabeth Silent starter- recap on image source analysis

Task 2: Keyword clue link to marriage

Task 3: PEEL paragraph on pressuring the Elizabeth to marry.

Task 4: Pros and cons of the marriage in a table.

Plenary: What have I learnt.

Resources- PPT and worksheet

Homework- marriage suitor worksheet.

Week 3

Key idea Specification content Learning activity and resources3) To what extent was it

Elizabeth’s England? Elizabethan England in

1558, society and government.

Silent starter- portrait questions.

Task 1: Keyword pyramid grid and mini question and answer session using whiteboards.

Task 2: Matching keywords with the correct definitions and then writing them in vocab book.

Task 3: Government role with differentiated questions

Plenary- Elizabethan Privy Council Pyramid

3

Resources- PPT and. Pyramid worksheet and worksheets from PPT slides.

2) How great was the French threat and financial weakness to Elizabeth’s reign?

2 lessons one for each aspect

Challenges at home and abroad, the French Threat, financial weaknesses.

Lesson 2

Starter: DIRT time and Auld Alliance definition

Task 1: Read pages 15-16 on the Edexcel textbook and

Plenary: Complete the strength and challenge questions questions

Resources- PPT and edexcel textbooks.

Lesson 3:

Starter: Subject knowledge audit test and mark the answers

Task 1: Using the textbook (Hodder) complete the table on pages 19 which uses pages 20-23.

Task 2: Complete a continuum line of challenges to Elizabeth when she accessended to the throne.

Plenary: Tick the checklist- Red= not confident or comfortable, Amber= feel comfortable, green= very comfortable with the topic.

Resources- books, PPT and worksheets.

Homework- Describe two problems Elizabeth faced on her accession to the throne. (4 marks)

Week 4

Key idea Specification content Learning activity and resources1) What were the

religious divisions in Religious division in 1558 Learning check Starter- Picture analysis and link to the topic

4

Elizabethan England? Task 1: Market place game.

Plenary: 5 miniature tests

Resources- PPT, A3 blank paper and worksheet for each table.

2) What is the difference between Catholics, Protestants, and Puritans?

To outline the religious differences between catholics, Protestants and puritans.

Understand key termilogy. Improvements of work.

Starter: Keyword vocab book

Task 1: Picture analysis

Task 2: Recap on keywords using anagrams

Task 3: Difference table

Plenary: DIRT time on 4-mark problem question

Resources- PPT, edexcel textbooks, purple pens, and worksheets.

3) What was the religious settlement?

Elizabeth’s religious settlement (1558) its features and impact

The Church of England, its role in society.

Starter: Wordsearch of key words

Task 1: Complete the questions and answers.

Plenary- 10 minutes onwards watch Elizabeth 1: The Virgin Queen (Episode 2) and make notes.

Resources- PPT, video link and worksheets.

Homework- Create a leaflet on the role of the church in the settlement.

Week 5

Key idea Specification content Learning activity and resources

What was the impact of Elizabeth's religious settlement?

The impact of the Religious Settlment. Starter: Date and title with Q&A session

Task 1: Card sort and glue into their books.

Plenary- Key questions with answers.

5

Resources- PPT, worksheet and glue sticks.

Why did some Puritans and foreign challenge to the Religious Settlement?

The nature and extent of the Puritan threat.

Implementing exam technique

Silent starter- write all keyword definitions into their vocab book.

Task 1: Edexcel textbook reading and questions.

Task 2: Black adder clip with questions.

Plenary- Edexcel textbook with questions.

Resources- PPT, Edexcel textbooks and video link.

Why did some Catholics challenge the religious settlement?

The nature and challenge of the Catholic challenge, including the role of the nobility, Papacy, and the foreign powers.

Implementing exam technique

Starter- Map with question ‘what does this say about how Europe was divided over religion’?

Task 1: Catholic church belief task

Task 2: Class discussion and answering questions.

Task 3: Two-sided activity worksheet.

Task 4: Line of significance

Plenary: Brain task and swap and PA.

Resources-PPT, the Hodder textbook p. 9-11, worksheets print out.

Homework- Describe two features of the Elizabethan religious settlement (4 marks)

Religion was Elizabeth’s main problem in the years 1558-69’ How far do you agree? Explain your answer.

You may use the following in your answer:

The settlement of

Exam practice on a GCSE question.

1) Silent starter- what does a 16 mark question need and class discussion. Task 1: 15 minutes planning the answer and go through a model paragraph. Task 2: Pupils write the answer.

Plenary: DIRT time

6

religion Mary, Queen of Scots’

arrival in England in 1568.

You must also use information of your own knowledge. (16 marks)

Week 6


1) Who was Mary, Queen of Scots and why was she a threat to Elizabeth?

Mary, Queen of Scots, her claim to the English throne, her riviral with Elizabeth.

1) Silent starter- Knowledge audit test Task 1: Card sort of Mary’s life with a story board. Task 2: Information worksheets from Hodder and answers questions on why Mary was a threat. Task 3: Knowledge Test on the whole section (use the Section 1 quiz)Plenary: DIRT time on their work so far.

Resources- PPT, purple pens, worksheets from Hodder textbook.

1) The problem of Mary, Queen of Scots

Relations with Elizabeth and Mary 1568-9

Starter- Options for Elizabeth worksheet

Task 1: Complete the questions using the Hodder textbook p.32-34.

Plenary: Main reason Mary was a problem and PA then act on it.

Resources- PPT, worksheet for starter, Edexcel textbook and purple pens.

7

1) Explain why Mary, Queen of Scots created a problem for Elizabeth when she came to England in 1568. (12 marks)

You may use the following in your answer.

The role of religion Issue of legitimacy

Implemented exam question practise

1. Plan what is included in a tweleve mark question. 2. Go through highlight and give a WWW and EBI to the

model paragraph. 3. Write the answer using the starter prompts on the

board. 4. Plenary- complete the SA section of the feedback

sheet.

Resources- Powerpoint, purple pens and worksheet.

Homework- Explain why the Catholic threat to Elizabeth I increased after 1566.

You may use the following in your answer: The Dutch Revolt Mary, Queen of Scots’ arrival in England in 1568.

You must also use information of your own. (12 marks)

Week 7


The Revolt of the Northern Earls, 1569

The reasons for, and the significance of, The Revolt of the Northern Earls, 1569-70.

Silent starter- Knowledge audit test and Starkey documentary clip with key questions to answer.

Task 1: Look at the cards and in your book, write down evidence which shows religion was the cause of the Revolt of the Northern Earls. Write down which action makes the cause of the revolt religious.

8

Task 1: Colour code the rest of the cards into categories for creating the revolt.

Task 2: Create a timeline using the subheadings of how significance. How did the plot lead to MQS’ execution?

Plenary: Complete the four mark exam question.

Resources- PPT and worksheets

Why were Catholic plots really dangerous? (possibly two lessons)

The features and significance of the Ridolfi, Throckmorton and Babington Plot. Walsingham and the use of spies.

Silent starter- DIRT time on 12 mark questions.

Starter: Write down keywords from Edexcel textbook.43-49

Task 1: Each one, teach each other- Pupils are assigned to one of the plots and they must create a spider diagram with the causes, events, outcomes and significance of the plot. They have to teach each other and get the information down.

Task 2: Using the Hodder textbook p.56 and answering the questions: Describe two features of Walsingham’s method of catching catholic plotters and what do these methods tell us about how fearful Elizabeth’s government was against plots.

Plenary: Pupils choose one of each category- Strength, super strength, challenge, super challenge question.

Resources- PPT, textbook and worksheets

Why was Mary, Queen of Scots executed in 1587?

The reasons for an against the significance of, Mary, Queen of Scots’ execuition in 1587

Silent starter- decision starter.

Task 1: Video clip with key questions.

Task 2: Video clip with key questions.

Task 3: Question task

Plenary: Who posed the greatest threat? The Pope? Philip of Spain? The Dukes? Mary Queen of Scots

Resources- PPT, worksheet and Edexcel textbook

9

Homework- Describe two features of the plots against Elizabeth I in the years 1571-86. (4 marks)

HALF TERM WK 8

Week 8


Relations with Spain

How did England get directly involved in the Netherlands?

(Possibly two lessons)

Politcal and religious rivalry

English direct involvement in the Netherlands: 1585-88.

Starter Task- DIRT time

Task 1: Pirate or pioneer definitions.

Task 2: Read pages 53 and sum up in a table political and religious rivalry which led to decline Ango-Spanish relations.

Task 3: Using the Edexcel textbooks answer the questions on the board.

Plenary- What have you learnt?

Netherlands lesson

Starter: Recap on prior learning

Task 1: Elizabeth thinks- differentiated questions and answer task.

Task 2: Edexcel textbook questions

Task 3: Judgment questions using Edexcel textbook.

Plenary- Judgment line

Resources- Edexcel textbook, Hodder worksheet print out and PPT.

Who was Francis Drake Drake’s pioneering of the New World and the Starter: Write out the keyword definitions from Edexcel

10

and how is he significant to the outbreak of war with Spain?

significance of his activities. textbook p. 51-59

Task 1: Who, hero or villain table whilst watching YouTube clips.

Task 2: Using Edexcel textbooks p.51 complete a timeline of Drake’s actions from 1570-80

Task 3: Think, pair and share the significance of Drake.

Task 3: PEEL paragraph and PA

Plenary- Act on their PA.

Resources- PPT, purple pen and Edexcel textbook.

Outbreak of War with Spain, 1485-88

The role of Robert Dudley Drake and the raid on

Cadiz: ‘Singeing the King of Spain’s beard’

Starter Task- How does war develop?

Task 1: Create a table with Politics, Religion, and Role of the Individual headings. Read pages 59-60 and fill in your table.

Task 2: Video clip and complete a storyboard of the raid on Cadiz or storyboard of the raid.

Task 3: Complete the strength and challenge questions on page 60.

Plenary- Write a PEEL paragraph explaining which factor influenced the decline in Anglo-Spanish relations.

Resources- PPT, worksheets and edexcel textbooks.

Homework- The decline in Anglo-Spanish relations in the years 1569-85 was caused by Elizabeth’ How far do you agree?

You may use the following:

Drake’s voyages of the New World

The Netherlands

You must also use information of your own. 11

Week 9


What were the causes of the Armada?

Reasons why Phillip used the Armada Starter: What was the Armada?

Task 1: Table with the causes of the Armada

Task 2: Timeline of key events in chronological order.

Task 3: Categories for the causes of the Armada

Plenary- PEEL paragraph of the main cause of the Armada.

Why did the Spanish Armada fail?

Spanish Invasion plans The reasons for, and

consequences of, the English victory.

Silent starter- Map analysis

Task 1: Spanish plan questions

Task 2: Paired task of the order of importance.

Task 3: Significance ladder and class discussion of the source.

Task 4: PEEL paragraph of the main reason why it failed.

Plenary- Peer Assess and act on it.

End of topic review Revision for section 2 topic Silent starter- DIRT time

Task 1: Section 2 quiz

Task 2: Revision of section 1 by answering the recall questions using the whiteboards.

Task 3: Working in bars create a bar chart showing the level of threat Elizabeth faced between the years 1569-1588. You will need to do a 20 year horizontal line and use the scale 1-10 years to go up. 0 is not a threat and 10 is a massive threat.

12

Plenary- Explain reasons for Elizabeth’s top three threats between 1569-88.

Homework- Explain why Phillip II launched the Armada against England in 1588. (12 marks)

Week 10


Elizabethan Education Education in the home, schools and universities Starter task- Why do you go to school? Which groups of

people would have been educated?

Task 1: Biggest influence and PEEL paragraph explanation.

Task 2: Round Robin task and filling in the worksheet for the different types of education available.

Task 3: Then summarise the information then write a paragraph explaining how education grew in Elizabethan England.

Task 4: Class discussion of who Elizabeth wanted to educate most and why. Then discuss and jot down why Elizabeth wanted to educate the clergy.

Plenary- Pounce and Bounce question game.

Use Edexcel textbooks

What sports and past times did Elizabethans do?

Sport, past time Starter task- What do you do to have fun?

Task 1: What do the images represent.

Task 2: Plan a weekend of fun for an Elizabethan

Task 3: Group work: pupils are put into groups of 4 and 2 will look at how positive, exciting, and improving Elizabethan

13

pursuits were and two should look at evidence against. Short presentation of their findings and a class debate.

Task 4: Which statement do you agree with?

Plenary: Complete a strength or super strength and a challenge or super challenge question.

What were theatres like in Elizabethan England?

Examining theatres and its impact. Silent starter: What is a theatre?

Task 1: Video clip and making notes on the what life in the theatre.

Task 2: Keyword and matching it with the correct definition and writing all keywords from section 3 in the vocab book.

Task 3: Video clip and discussion as a class of what theatres were like

Task 4: Label the interior of the globe theatre.

Plenary: Act out a play either performed in front of Elizabeth I or Mary Queen of Scots.

Homework- Describe two Elizabethan past times (4 marks)

Week 11


Why did poverty increase in Elizabethan England?

The reasons for the increase in poverty and vagabondage during these years

Silent starter- Discuss of the two key questions

Task 1: Source analysis of the problem of the poor.

Task 2: Go round the room and remember key information.

Task 2: Flow chart of the problems which caused an

14

increase in poverty.

Plenary- challenge or super challenge question

What help was there to the poor?

The changing attitudes and policies towards the poor

Silent starter: Spider diagram on the help available for the poor.

Task 1: Source analysis PPT and jot notes down. Class discussion of provenance.

Task 2: Complete the strengths and challenges questions on the changing attitudes of the law.

Plenary- Exam question- Describe two features of the Elizabethan system of poor relief that were new. (4 marks)

DIRT lesson Enabling better understanding of the topic 30 minutes- DIRT lesson on their 4 mark question

30 minutes- DIRT time on their other work.

Week 12


What led to Elizabeth to explore?

Factors promoting exploration, including trhe impact of new technology, ships and the drive to expand trade.

Starter- Keywords in vocab booklet page 88

Task 1: Youtube clip and key question

Task 2: Mix and match keyword with paragraph

Task 3: Three-way table of motives

Task 4: Main motive paragraph

Plenary- 2 miniature test

Resources- PPT and edexcel textbooks.

Why did Drake circumnavigate the globe?

The reasons for Drake’s circumnavigation of the globe

Starter: Map analysis

Task 1: YouTube clip with reasons task

Task 2: Answer questions 1-4 in textbook.

15

Plenary- Bounce and Pounce game

Resources- PPT, textbook and worksheets.

What was the significance of Drake’s circumnavigation?

The significance of Drake’s circumnavigation of the globe.

Starter- 5 vs 3 people

Task 1: Table of significance

Task 2: Marking the criteria

Plenary- What is the main reason Drake is significant?

Resoirces- PTT and edexcel textbooks.

Homework- Explain the significance of Francis Drake’s circumnavigation of the globe to Elizabethan England. (12 marks)

Week 13


Exam question revision

Explain the significance of Francis Drake’s circumnavigation of the globe to Elizabethan England. (12 marks)

Embedding examination technique Starter- Map analysis with questions

Task 1: Go through the plan of the 12 mark question

Task 2: Write the 12 mark question

Plenary- PA and act on it.

Why did Walter Raleigh colonise Virginia?

To understand why Virginia was colonised Starter: Where is Virginia?

Task 1: Story board

Task 2: Complete Task 3 on page 98

Task 2: DIRT time

16

How did Raleigh colonise Virginia?

To examine how Virginia was colonised. Starter: Think of your own action plan and compare to

Raleigh’s.

Task 1: Carousel of the reasons how he colonized and complete the table.

Plenary- prediction of whether Virginia would be successful.

Homework- ‘The main reason that voyages of exploration were undertaken during Elizabeth’s I’s reign was to increase England’s wealth’ How far do you agree?

You may use the following in your answer. Anglo-Spanish relations Developing trade

You must use information of your own. (16 marks)

Week 14


The significance of colonizing Virginia

The significance of Raleigh’s attempt to colonise Virginia.

Starter task- Why is colonization significant?

Task 1: Interpretation 1 analysis and then class discussion.

Task 2: Making a LOCI of how Virginia is significant.

Plenary- Will Virginia be successful?

Why did the colonization of Virginia fail?

Reasons for the failure of Virginia Starter- Source analysis

Task 1: Create a list of the reasons why Raleigh had bad luck in Virginia

Task 2: Look at the reasons why Virginia failed and write a letter explaining why to Elizabeth.

Plenary: SA your letter. 17

End of topic review Review of the section. Silent starter- DIRT time

Task 1: Section 3 quiz

Task 2: Revision of section 3 by answering the recall questions using the whiteboards.

Task 3: Working in bars create a bar chart showing the level of threat Elizabeth faced between the years 1569-1588. You will need to do a 20 year horizontal line and use the scale 1-10 years to go up. 0 is not a threat and 10 is a massive threat.

Plenary- Explain reasons for Elizabeth’s top three threats between 1569-88.

Homework- Explain why the attempt to colonise Virginia was a failure.

You may use the following in your answer: The colonists Wingina

You must also use information of your own.

Week 15


Perfect Answer 4 marks Implement exam technique Starter- What to do in a 16 mark question

Task 1- Pop, Pair, Mark and Share

Task 2- Plan the answer and complete in class

Plan the answer and write it up

Implement exam technique Go through structure and marking criteria

Plan and write for examples of 4 mark questions 18

DIRT time Correct the areas for development Homework- Revise for their mock

Week 14


Perfect 12 mark answer Implement exam technique Starter- What to do in a 16 mark question

Task 1- Pick, Pair, Mark and Share

Task 2- Plan the answer

Write up their answer Implement exam technique Write up the 12 mark answer

Peer assess their answer using the mark scheme

Homework- Revise for their mock

Week 16


DIRT time on the 12 mark answer

Implement exam technique Give the class 30 minutes to complete DIRT time on

question and in their book.

Teach each other on the areas they are weakest on.

Perfect 16 mark answer and plan it

Implement exam technique Starter- What to do in a 16 mark question

Task 1- Pop, Pair, Mark and Share

Task 2- Plan the answer and complete for homework

Homework-Revise for the mock exam and answer the question below

Population growth was the main reasons why vagabondage increased in Elizabethan England. How far do you agree? Explain your answer. You may use the following in your answer.

19

Sheep farmingrising prices You must also use information of your own. (16 marks

CHRISTMAS BREAK WK 17 & 18Year 9 Term 2Week 19

Key idea Specification content Learning activity and resourcesRevision for the mock Implement exam technique

and revision advice Examination techniques and revision adviceTime to create revision material

Mock exam To revise and complete a mock exam Complete the Elizabeth mock exam

Mock exam and Elizabeth questions

complete a mock exam Implement further

knowledge

First 15 minutes- finish off their mock45 minutes- Elizabeth documentary and notes on key questions.

Week 20Key idea Specification content Learning activity and resourcesIntroduction to the Cold War topic.

Introduction to the key people and key dates, this will be used as an entry point to begin the second part of paper 2.

Expectations for the topic in terms of presentation, homework and behavior will be explained.

The origins of the Cold War

Background and historical context

Students will be given a timeline of key historical dates, beginning in 1941 and ending in 1946, to look

20

at the development of the rivalry between East and West.

The origins of the Cold War


We will spend the first two lessons looking at the theory of Communism. Students will watch the film version of Animal Farm as an entry point to the theory of Communism.

Week 21Key idea Specification content Learning activity and resourcesThe origins of the Cold War


We will spend the first two lessons looking at the theory of Communism. Students will watch the film version of Animal Farm as an entry point to the theory of Communism.

What was the difference between the two superpowers?

1.1 Differences between the superpowers

Students will use two primary sources, one from the East and one from the West, to look at the suspicions each side had of the other.Students will then answer the question, ‘what can this tell us about tensions between East and West?’

What happened at the end of WWII?

1.2 The Grand Alliance The Yalta ConferenceThe Potsdam Conference

Week 22Key idea Specification content Learning activity and resourcesWhat happened to Eastern Europe after WWII?

1.3 Soviet expansion PolandLong and Novikov telegrams

How did the Soviet Union maintain control?

1.4 How Soviet control was carried out

Poland, Romania, Hungary, Bulgaria, Czechoslovakia

21

Exam question 2 1.3 Soviet expansion Students will attempt an eight mark exam question, writing a narrative about Soviet expansion.

Week 23Key idea Specification content Learning activity and resourcesDIRT time 1.3 Soviet expansion Students will be given time to reflect on their answer

and to make amendments, using model answers.What was the ‘iron curtain?’

1.5 Impact on US-Soviet relations

Winston Churchill, iron curtain

‘Points’ test 1.1-1.5 Students will be given a ‘points’ test, those who fail will be expected to re-sit another test.

Week 24Key idea Specification content Learning activity and resourcesWhat was the Truman Doctrine?

2.1 US containment Truman Doctrine

Exam question 1 2.1 US containment Students will attempt an eight mark exam question, two consequences of the Truman Doctrine.

DIRT time 2.1 US containment Students will be given time to reflect on their answer and to make amendments, using model answers.

HALF TERM WK 25Week 26

Key idea Specification content Learning activity and resourcesWhat was the Marshall Plan? 2.1 US Containment Marshall Plan, consequences

22

What was Cominform and Comecon?

2.2 Soviet retaliation CominformComecon

Why was Berlin becoming a problem?

2.3 The Berlin Crisis The division of Berlin

Week 27Key idea Specification content Learning activity and resourcesWhy was Berlin blockaded?

2.3 The Berlin Crisis East-West rivalry, Berlin airlift

What was the role of NATO?

2.3 The Berlin Crisis NATO, consequences

Exam question 3 2.3 The Berlin Crisis Students will attempt an eight mark exam question, explain the importance of NATO for the development of the Cold War.

Week 28Key idea Specification content Learning activity and resourcesDIRT time 2.3 Berlin Crisis Students will be given time to reflect on their answer

and to make amendments, using model answers.What was the role of the Warsaw Pact?

3.1 Reasons for USA and Soviet rivalry

Warsaw Pact, arms race, atomic bomb and the impact of Sputnik.

Why did the Hungarians rise up in 1956?

3.2 The Hungarian Uprising Students will complete a gap-fill activity, looking at the causes, events and consequences of the Hungarian Uprising.They will then explain why the people of Hungary decided to rise up in protest.

23

Week 29Key idea Specification content Learning activity and resourcesWhat were the consequences of the Hungarian Uprising?

3.2 The Hungarian Uprising Students will categorise the consequences of the uprising into, Hungary, the Soviet Union or relations between East and West.Students will then attempt one half of a consequence question, using a PEEL paragraph.


Why was a wall needed to separate Berlin?

4.1 Increased tension over Berlin

To begin the lesson we will complete a graph, looking at the numbers of people who fled East to West, via Berlin.Students will then complete a timeline, looking at the various diplomatic meetings between 1958 and 1961.To end the lesson pupils will explain why a wall was needed in Berlin.

Week 30Key idea Specification content Learning activity and resourcesHow did Berliners react to the Wall?

4.1 Increased tension over Berlin4.2 Construction of the Berlin Wall

Students will look through a selection of primary material, looking at what it tells people about the wall.To finish the lesson students will answer the question, how did Berliners feel about the Wall?

How did Cuba become a Cold War hotspot?

5.1 Increased tension over Cuba

To begin the lesson students will look at background details about Cuba and the USA’s relationship and how it changed after the takeover by Castro.

24

Students will then look at the impact of the Bay of Pigs on both Kennedy and Castro.

What was the Cuban Missiles Crisis?

5.1 Increased tension over Cuba

To begin the lesson students will copy out the thirteen days of tension between East and West in the aftermath of the Crisis.Students will then look at the medium term and long term consequences for Cuba, the USA and the Soviet Union.

Week 31Key idea Specification content Learning activity and resourcesWhy did Czechoslovakia become a problem in 1968?

6.1 Increased tension over Czechoslovakia

To begin the lesson we will complete a timeline of key events studied so far.We will then look at the transition of power between Stalin and Khrushchev.Students will then categorise the causes, events and consequences of the Prague Spring.

What were the consequences of the Prague Spring?

6.1 Increased tension over Czechoslovakia6.2 The Prague Spring reforms

Students will analyse a primary source about the Prague Spring, as a class.Then pupils will complte an eight mark question about the consequences of the Prague Spring (eight marks).

DIRT time 6.2 The Prague Spring reforms

Students will be given time to reflect on their answer and to make amendments, using model answers.

Week 32Key idea Specification content Learning activity and resources

25




EASTER WK 36 & 37

Year 9 Term 3 Week 38

Key idea Specification content Learning activity and resourcesHow did the 6.3 Re-establishing Soviet Students will be given a list of the Prague Spring

26

Czechoslovakians react to the Soviet invasion?

control reforms.They will need to analyse two of them and explain why these two would upset the Soviet Union.Students will then look through a collection of primary source material and have to explain for each how it demonstrations the Czech reaction to the invasion.

How similar were the Hungarian and Czech uprisings?

6.4 Consequences of Soviet invasion

Students will be given a table to complete which compares the Hungarian and Czech invasions.Once done students will read through a copy of the Brezhnev Doctrine.They will then look at the impact of the Brezhnev Doctrine on the USSR, the satellite countries and the East/West relations.


Week 39Key idea Specification content Learning activity and resourcesWhy did the USA get involved in a war in Vietnam?

7.1 Détente in the 1970s Students will be given a number of films which relate to the Vietnam war. With this they will have to identify the titles.We will then go through key background details as regards the pre-WWII History of Vietnam and the power vacuum following WWII.Students will then look through a collection of primary sources to determine the impact the Vietnam war had on the people of both Vietnam and the USA.

27

How did the Vietcong defeat the mighty US army?

7.1 Détente in the 1970s To begin the lesson pupils will explain what a table of casualty numbers explains about the fighting in Vietnam.Students will then create a mind-map looking at four key elements of the Vietnam war, the Vietcong, US tactics, booby traps and the Ho Chi Minh Trail.Then students will have to explain how the USA managed to loose to the Vietnamese fighters.

How did Détente descale the Cold War?

7.1 Détente in the 1970s Students will categorise reasons why Détente was desirable for the USA, the USSR and both countries.Students will then complete a gap-fill looking at the SALT I negotiations.

Week 40Key idea Specification content Learning activity and resourcesHow else did Détente help East-West relations?

7.1 Détente in the 1970s Students will carousel through other examples of Détente, looking at the Middle East, Nixon’s visits to Moscow and the Space link-up.Once complete we will complete a true or false quiz, looking at the reasons for Détente and the process itself.

What were the Helsinki agreements?

7.1 Détente in the 1970s The Helsinki agreements, SALT II

What was Gorbachev’s ‘new thinking?’

7.2 Mikhail Gorbachev: changing attitudes

Perestroika, glasnost


28

What impact did the ‘new thinking’ have on the Cold War?

7.2 Mikhail Gorbachev: changing attitudes

The Summit ConferencesINF 1987

Exam question 2 7.1 Détente in the 1970s7.2 Mikhail Gorbachev: changing attitudes

Students will attempt an eight mark exam question, writing a narrative attempts to reduce tension between the 1970s and the 1980s.

DIRT time 7.1 Détente in the 1970s7.2 Mikhail Gorbachev: changing attitudes

Students will be given time to reflect on their answer and to make amendments, using model answers.

Week 42Key idea Specification content Learning activity and resources‘Points’ test 7.1-7.2 Students will be given a ‘points’ test, those who fail

will be expected to re-sit another test.Why did the Soviet Union invade Afghanistan?

8.1 Soviet invasion of Afghanistan

BackgroundFundamentalist Islam

Why did the Soviet Union invade Afghanistan (2)?

8.1 Soviet invasion of Afghanistan

BackgroundFundamentalist Islam

HALF TERM WK 43

Week 44Key idea Specification content Learning activity and resourcesWhat was the significance of the Soviet invasion?

8.2 Significance of the invasion

Carter DoctrineMoscow Olympics

29

End of DétenteWhat role did Ronald Reagan play in the Cold War?

8.3 Reagan and the ‘Second Cold War’

Foreign policy, defence policy, Polish Solidarity

What was the Strategic Defence Institute?

8.4 The Strategic Defence Institute

What was the SDI, how did the Soviets react to it?

Week 45Key idea Specification content Learning activity and resourcesHow did the Soviet Union begin to collapse?

9.1 Impact of Gorbachev’s ‘new thinking’ on Eastern Europe

East Germany, Poland, Hungary, Czechoslovakia, Romania and Bulgaria map and match-up

How did the Berlin Wall fall down?

9.2 The fall of the Berlin Wall Primary source material

How did the Soviet Union collapse?

9.3 The collapse of the Soviet Union

End of the Warsaw Pact

Week 46Key idea Specification content Learning activity and resourcesHow to answer Paper 2 Entire course Students will then be given a ‘walking, talking’ GCSE

paper. They will have the week to read the model answers and complete the extra elements required.

How to answer Paper 2 Entire course Students will then be given a ‘walking, talking’ GCSE paper. They will have the week to read the model answers and complete the extra elements required.


30

Week 47Key idea Specification content Learning activity and resourcesRevision booklet, paper 2 Entire course Students will be given a revision booklet with a

number of tasks to cover the key content of the course.Each task will then be reviewed in lesson.

Revision booklet, paper 2 Entire course Students will be given a revision booklet with a number of tasks to cover the key content of the course.Each task will then be reviewed in lesson.


Week 48Key idea Specification content Learning activity and resourcesMock examination Entire specification Students will complete a mock examination for paper

2.Mock examination Entire specification Students will complete a mock examination for paper

2.DIRT lesson Entire specification Students to be given model answers and time to

reflect on their paper.

Week 49Key idea Specification content Learning activity and resourcesPaper 3 preperation time Background detail to Background detail to Germany after WWI

31

Germany after WWIPaper 3 preperation time Background detail to

Germany after WWIBackground detail to Germany after WWI

Paper 3 preperation time Background detail to Germany after WWI

Background detail to Germany after WWI

Week 50Key idea Specification content Learning activity and resourcesPaper 3 preperation time Background detail to the

main political partiesCommunist, Fascist, Proportional Representation, Reichstag

Paper 3 preperation time Background detail to the main political parties

Communist, Fascist, Proportional Representation, Reichstag

Paper 3 preperation time Background detail to the main political parties

Communist, Fascist, Proportional Representation, Reichstag

Week 51Key idea Specification content Learning activity and resources‘Points’ test Entire Students will be given a ‘points’ test, those who fail

will be expected to re-sit another test.Summer work setting Entire Students will then be given an independent research

task, to be completed at home.

Year 10Year 10 Term 1 Week 1

Key idea Specification content Learning activity and resources32

Introduction to Weimar and Nazi Germany topic.

Introduction Key people and key dates will be used as an entry point to begin paper 3.

Expectations for the year in terms of presentation, homework and behavior will be explained.

What impact did the First World War have on Germany?

1.1 The legacy of the First World War

What was the Weimar Republic?

1.2 The setting up of the Weimar Republic

Week 2Key idea Specification content Learning activity and resourcesHow was the Weimar Republic Governed?

1.2 The setting up of the Weimar Republic

Proportional representation

Weimar constitutionHow was Germany treated after WWI?

2.1 The unpopularity of the Republic

Treaty of Versailles

What was the Treaty of Versailles?


Week 3Key idea Specification content Learning activity and resourcesWhat was the impact of the Treaty of Versailles on Germans?


The Stab in the Back TheoryClemenceau cartoon, possible exam question 1 (4 marks)

DIRT lesson 2.1 The unpopularity of the Students to be given a model answer and time to 33

Republic reflect on their work.What political parties challenged the Weimar Republic?

2.2 Challenges to the Republic from the left and right

Breakdown of political ideologies Communism and Fascism

Week 4Key idea Specification content Learning activity and resourcesWhat were the threats to Weimar from the Left?


The Spartacist Uprising

What were the threats to Weimar from Right?


The Kapp Putsch

Why was 1923 a bad year for Germany

2.3 Challenges of 1923 The French Occupation of the Ruhr

Week 5Key idea Specification content Learning activity and resourcesWhat was hyperinflation? 2.3 Challenges of 1923 Hyperinflation, possible exam question 3a (8 marks)DIRT lesson 2.3 Challenges of 1923 Students to be given a model answer and time to

reflect on their work.‘Points’ test Knowledge test Knowledge test on topic 1 and 2, pass mark, re-sit for

those who do not pass

Week 6Key idea Specification content Learning activity and resourcesHow did Weimar recover from hyperinflation?

3.1 Reasons for economic growth

The Dawes Plan, Rentenmark, US loans and the Young Plan

34

How important was Gustav Stressemann (domestic)?

3.1 Reasons for economic growth

Gustav Stressemann, the Dawes Plan

How important was Gustav Stressemann (abroad)?

3.2 Stressemann’s policies abroad

Gustav Stressemann, the Locarno Pact, the Kellogg-Briand Pact and the League of Nations

Week 7Key idea Specification content Learning activity and resourcesHow did Germany change between1924-1929?

4.1 The standard of living4.2 The position of women

Wages, housing, unemployment, politics, employment and leisure

What role did Weimar have on culture?

4.3 Cultural changes Art, architecture, cinema, theatre, literature

Revision lesson 1.1-4.3 Students have this lesson to revise, ready for their next points test and the 12 mark question coming up.


Key idea Specification content Learning activity and resources‘Points’ test Knowledge test Knowledge test on topic 3 and 4, pass mark, re-sit for

those who do not passWhy was there a ‘golden age’ in the Weimar Republic?

4.1 The standard of living4.2 The position of women 4.3 Cultural changes

12 mark exam question, ‘explain why 1924-1929 was a golden age in the Weimar Republic.’

DIRT lesson 4.1 The standard of living Students to be given a model answer and time to 35

4.2 The position of women 4.3 Cultural changes

reflect on their work.

Week 10Key idea Specification content Learning activity and resourcesWhat was Adolf Hitler’s early life like?

5.1 Hitler’s early career Failure as an artist, moving to Vienna, Munich

20 mins ‘Rise of Evil’ DVD at the start or end.How did the Nazi Party develop?

5.2 The early growth of the Nazi Party

NSDAP20 mins ‘Rise of Evil’ DVD at the start or end.

What were the early Nazi ideals?

5.2 The early growth of the Nazi Party

The Nazi twenty-five point manifesto20 mins ‘Rise of Evil’ DVD at the start or end.

Week 11Key idea Specification content Learning activity and resourcesHow did Hitler spread the Nazi message?

5.2 The early growth of the Nazi Party5.3 The Munich Putsch

Munich, Beer Halls, the Munich Putsch20 mins ‘Rise of Evil’ DVD at the start or end.

What was the Beer Hall Putsch?

5.3 The Munich Putsch The Munich Putsch20 mins ‘Rise of Evil’ DVD at the start or end.

Why was the Munich Putsch important?

5.3 The Munich Putsch Hitler being arrested, Mein KampfPossible exam question 120 mins ‘Rise of Evil’ DVD at the start or end.

36

Week 12Key idea Specification content Learning activity and resourcesDIRT lesson 5.3 The Munich Putsch Students to be given a model answer and time to

reflect on their work.What progress did the Nazis make between 1924 and 1928?

5.4 The Lean Year, 1924-1928

Re-organisation of the Nazi Party20 mins ‘Rise of Evil’ DVD at the start or end.

‘Points’ test Knowledge test Knowledge test on topic 5, pass mark, re-sit for those who do not pass

Week 13Key idea Specification content Learning activity and resourcesWhat was the Wall Street Crash?

6.1 Unemployment and its impact

American stock market collapse20 mins ‘Rise of Evil’ DVD at the start or end.

What impact did the Wall Street Crash have on Germany?

6.1 Unemployment and its impact

Communist Party, Nazi Party20 mins ‘Rise of Evil’ DVD at the start or end.

How did the Wall Street Crash help Hitler?

6.2 Growth in support for the Nazis

Goebbels, election success

Week 14Key idea Specification content Learning activity and resourcesHow did the Wall Street Crash help Hitler (2)?

6.2 Growth in support for the Nazis

Goebbels, election success, financesPossible exam question 1 (4 marks)

DIRT lesson 6.2 Growth in support for the Nazis

Students to be given a model answer and time to reflect on their work.

How important was Hitler 6.2 Growth in support for the Hitler’s charisma, the SA and financial support37

to Nazi election success? Nazis

Week 15Key idea Specification content Learning activity and resourcesHow did Hitler become Chancellor in 1933?

6.3 Political Developments in 1932

Political instability

How did Hitler become Chancellor in 1933 (2)?

6.3 Political Developments in 1932

The ‘uneasy triangle’ source


Week 16Key idea Specification content Learning activity and resources‘Points’ test Knowledge test Knowledge test on topic 6, pass mark, re-sit for those

who do not pass16 mark exam question 6.1, 6.2, 6.3 and 6.4 16 mark exam question about German recoveryDIRT lesson 6.1, 6.2, 6.3 and 6.4 Students to be given a model answer and time to


CHRISTMAS BREAK WK 17 & 18

Year 10 Term 2Week 19

Key idea Specification content Learning activity and resourcesHow did Hitler go from 7.1-7.5 the creation of a Overview lesson, looking at the Reichstag Fire, the

38

Chancellor to Fuhrer? Dictatorship Enabling Act, the Night of the Long Knives, the death of Hindenburg, the Concordat and the Law Courts.

How did the Reichstag Fire help Hitler?

7.1 The importance of the Reichstag Fire

The Reichstag Fire, Van Der Lubbe

What was the importance of the Enabling Act

7.2 The importance of the Enabling Act7.3 The Removal of Opposition

Students will be looking at the key events of the Enabling Act and how Hitler was able to use it to his advantage.They will use p. 56 in the textbooks to help access the relevant information.Students will then answer 1/3 of a 12 mark question, looking at how the Enabling Act helped Hitler to take power.

Week 20Key idea Specification content Learning activity and resourcesHow significant was the Night of the Long Knives?

7.4 The importance of the Night of the Long Knives

Students will analyse the ‘Oath of Allegience’ as a source, before watching the BBC documentary about the Night of the Long Knives.Students will then analyse the David Low cartoon about the event.The class will then answer the second 1/3 of the 12 mark question about how Hitler took power.

How did Hitler go from Chancellor to Fuhrer?

7.1-7.5 Students will then look at the remaining elements in Hitler’s rise to power.We will make notes using the information around the room to go back through the four key stages, Hindenburg’s death, the Night of the Long Knives, the Reichstag Fire and the Enabling Act.

39

Students will then write their own answer as to which one event was the most significant.

How did the Nazi Party begin to discriminate?

8.1 The development of the Nazi police state

To begin the lesson the class will be given a map of Germany and Poland. They will plot the death and concentration camps, using a map.We will then read through two case studies, Friedrich-Paul Von Groszheim and Helene Melanie Lebel. Students will create a timeline of their lives and the discrimination they faced.Students will then summarise how opposition groups were dealt with by the Nazi Party.

Week 21Key idea Specification content Learning activity and resourcesHow did the Nazis create a police state?

8.1 The development of the Nazi police state

The class will look at a collection of primary sources, relevant to the role of the SS, SA and the SD.Students will then attempt a question 1 (4 mark) answer about the Nazi police state.

DIRT lesson 8.1 The development of the Nazi police state


How did the Nazis treat people who broke their rules?

8.2 The Nazi control of the legal system

As a class we will analyse two written sources.With this we will then complete a table to ‘mimic’ a 3a, nature, origin and purpose question.Once complete, students will then write their conclusion to the question.


40

How did the Nazis challenge the law courts and the Church?

8.2 The Nazi control of the legal system

To begin the lesson students will complete a gap-fill of key background information, relevant to the Nazi take-over of the courts.Students will then draw comparisons between the teaching of Nazism and the teachings of the Christian Church.Students will then answer the question, why did the Nazi Party try to take control of the English Church?


Week 23Key idea Specification content Learning activity and resources‘Points’ test Knowledge test Knowledge test on topic 7-8.2, pass mark, re-sit for

those who do not pass.How did the Nazi party make use of Propaganda?

8.4 Goebbels and the Ministry of Propaganda

Students will spend the lesson looking at six strands of Nazi propaganda, newspapers, rallies, radio, film, posters and literature.The class will then write their opinion as to how effective the propaganda was in taking control of the German people.

How did the Nazis take control of sport and the arts?

8.5 Nazi control of the arts8.6 Nazi control of sport

Students will move around the room to collect information about art and architecture, sport and music and theatre.The class will then look at why sport played such a key role in creating the ‘ideal’ Nazi state.


41

4 mark exam question 8.1 The development of the Nazi police state

4 mark exam question about the Gestapo.

DIRT lesson 8.1 The development of the Nazi police state


Revision lesson 7.1-8.7 Students have this lesson to revise, ready for their forthcoming exam questions.


Key idea Specification content Learning activity and resourcesWhat opposition was there to Hitler and the Nazi Party?

9.1 The extent of support for the Nazi regime9.2 Opposition from young people to the Nazis

Students will watch the BBC education video about the rise of opposition in Nazi Germany.We will then analyse a primary source about the Edelweiss Pirates.

What opposition was there to Hitler and the Nazi Party (2)?


Students will look at three vehicles of opposition, the Edelweiss Pirates, the Swing Youth and the Church.With this students will look at the names of key people, what they did to oppose the Nazi Party and how they were treated by the Nazis.

How were opposition groups treated in Nazi Germany?


To begin the lesson students will answer a question 1 (4 mark) about opposition in the Nazi Party.As a class we will then look at the July Plot to assassinate Hitler, before having a true or false quiz.


42



To begin the lesson students will have time to revise for their next ‘points’ test.We will then watch the DVD about opposition to the Nazi regime, Swing Kids.



To begin the lesson students will have further time to revise for their next ‘points’ test.We will then continue to watch the DVD about opposition to the Nazi regime, Swing Kids.



We will then continue to watch the DVD about opposition to the Nazi regime, Swing Kids.Students will then complete a worksheet, asking them questions about the Swing Youth movement.

Week 28Key idea Specification content Learning activity and resources‘Points’ test Knowledge test Knowledge test on topic 8 and 9, pass mark, re-sit for

those who do not passWhat was the role of women in Nazi Germany?

10.1 The Nazi view of the role of women

To begin the lesson students will analyse primary source material, looking at the ‘ideal’ family in Hitler’s Germany.Students will then look at the expectations of women in Nazi Germany.

4 mark exam question 10.1 The Nazi view of the role of women

4 mark exam question about the role of women in Nazi Germany.

Week 29Key idea Specification content Learning activity and resourcesDIRT lesson 10.1 The Nazi view of the Students to be given a model answer and time to

43

role of women reflect on their work.How successful were Nazi policies towards women?

10.1 The Nazi view of the role of women

Students will use the Honour Cross of German Motherhood as an access point to analyse what was expected of women.We will then look through a number of primary sources, analsying how successful the policies were.To finish the lesson, pupils will write their conclusion in a PEEL paragraph.

How did the Nazis change education in schools?

11.1 Control of the young through education

Students will use pp. 90-91 to analyse how the school system was changed by the Nazi Party.The class wil then answer a question about the purpose and focus of education in Nazi Germany.

Week 30Key idea Specification content Learning activity and resourcesHow successful were the Nazi youth movements?

11.2 The Hitler Youth To begin the lesson students will watch the BBC education documentart about the Hitler Youth.Students will then analyse a primary source, from a mock examination, looking at the role of the youth groups.

How successful were the Nazi youth movements?

11.2 The Hitler Youth To begin the lesson students will analyse a graph, looking at the % of people who joined a youth movement.Students will then write a list of the different youth movements, before writing their opinion as to how successful Nazi youth initiatives were.

How successful was Hitler in getting German people

12.1 Policies were introduced to reduce unemployment

Students will start the lesson by looking at unemployment figures for Germany between 1929

44

back into work? and 1939.We will then match-up keywords, such as ‘autarky’ to ensure students can access key content.Students will then carousel across four key areas, public works programs, the car industry, conscription and rearmament and autarky.

Week 31Key idea Specification content Learning activity and resourcesHow successful was Hitler in getting German people back into work?

12.1 Policies were introduced to reduce unemployment

Students will go back through the four carousel areas, public works programs, the car industry, conscription and rearmament and autarky.We will then answer the question, ‘how successful was Hitler in getting Germany back to work?’The answers will then be peer assessed, using a template on the board.

‘Points’ test Knowledge test Knowledge test on topic 10, 11 and 12.1, pass mark, re-sit for those who do not pass



45



EASTER WK 36 & 37Year 10 Term 3 Week 38

Key idea Specification content Learning activity and resourcesRevision lesson All parts studied so far Students have this lesson and the next lesson to

revise, ready for their forthcoming exam questions.Revision lesson All parts studied so far Students have this lesson and the next lesson to

revise, ready for their forthcoming exam questions.Mock examination preperation

Exam questions Students will have a lesson, looking specifically at the types of exam questions they will study for paper 3.

Week 39Key idea Specification content Learning activity and resourcesMock examination All parts studied so far Students will complete a mock examination.Mock examination All parts studied so far Students will complete a mock examination.

46

DIRT lesson All parts studied so far Students to be given model answers and time to reflect on their paper.

Week 40Key idea Specification content Learning activity and resourcesWhat does propaganda teach us about Nazi anti-Semitism?

13.1 Nazi racial beliefs13.2 The persecution of Jews

Students will look at four anti-Semitic cartoons that appeared in Nazi Germany.Students will identify the anti-Semitic features and analyse the message of each source.

How did the Nazis discriminate against their own people?

13.1 Nazi racial beliefs13.2 The persecution of Jews

Students will split their page into four and look at key stages in the development of anti-Semitism.We will consider the boycott of the Jews, the Nuremberg Laws, Kristallnacht and the development of the ghettos.Students will then link this rise of anti-Semitism to the Enabling Act of 1933.

Revision lesson 13.2 The persecution of Jews Students will have this lesson to revise, ready for their 12 mark exam question next lesson.

Week 41Key idea Specification content Learning activity and resourcesTo what extent did lives change for Germany’s Jews 1933-1939?

13.2 The persecution of Jews Students will attempt a question 2, twelve mark answer about the discrimination against Jews.

DIRT lesson 13.2 The persecution of Jews Students to be given model answers and time to reflect on their twelve mark answer.

Revision lesson Entire course Students have this lesson and the next lesson to revise, ready for their forthcoming ‘points’ test.

47

Week 42Key idea Specification content Learning activity and resourcesRevision lesson Entire course Students have this lesson and the next lesson to

revise, ready for their forthcoming exam questions and ‘points’ test.

‘Points’ test Knowledge test Knowledge test on topic 3 and 4, pass mark, re-sit for those who do not pass


Key idea Specification content Learning activity and resourcesHow to answer Paper 3 Entire course Students will then be given a ‘walking, talking’ GCSE

paper. They will have the week to read the model answers and complete the extra elements required.



Week 45Key idea Specification content Learning activity and resourcesRevision booklet, paper 3 Entire course Students will be given a revision booklet with a


Revision booklet, paper 3 Entire course Students will be given a revision booklet with a 48



Week 46Key idea Specification content Learning activity and resourcesRevision of Key Topic 1 Part 1-4 As a class we will go through revision PowerPoint

material that goes thorugh all key content in key topic 1.

Revision of Key Topic 2 Part 5-6 As a class we will go through revision PowerPoint material that goes thorugh all key content in key topic 2.

Revision of Key Topic 3 Part 7-9 As a class we will go through revision PowerPoint material that goes thorugh all key content in key topic 3.

Week 47Key idea Specification content Learning activity and resourcesRevision of Key Topic 4 Part 10-13 As a class we will go through revision PowerPoint

material that goes thorugh all key content in key topic 4.

Revision lesson Entire specification Students will spend a lesson preparing for a final mock examination on this topic.

Mock examination Entire specification Students will complete a mock examination for paper 49

3.

Week 48Key idea Specification content Learning activity and resourcesMock examination Entire specification Students will complete a mock examination for paper

3.DIRT lesson Entire specification Students to be given model answers and time to


Week 49Key idea Specification content Learning activity and resourcesPreperation time for Crime and Punishment

Parts 1, 2, 3 and 4 Students to be given time to prepare for next year’s topic, using timelines and key character cards.

Preperation time for Crime and Punishment




Preperation time for Crime and Punishment




Preperation time for Parts 1, 2, 3 and 4 Students to be given time to prepare for next year’s 50

Crime and Punishment topic, using timelines and key character cards.

Year 11Year 11 Term 1 Week 1

Key idea Specification content Learning activity and resourcesWhich periods will we be studying?

Introduction Key people and dates will be placed into a timeline.

Expectations for the year in terms of presentation, homework and behavior will be explained.

How was law and order kept in History?

1.2 The big story of crime and punishment

Students will spend the lesson looking at an overview of the four key periods of the course and how laws were enforced and how criminals were punished.

What laws were being broken in Britain?

1.3 Why changes happened and didn’t happen

Students will explore the key criminal activies, methods used to enforce the law and methods used to punish criminals.

51

Week 2Key idea Specification content Learning activity and resourcesWhat did society look like in Medieval England?

2.1 Understanding Medieval England 1000-1500

The King NoblesThe ChurchThe Peasants

What did law and order look like in Saxon England?

2.2 Criminal moment in Saxon Village

Saxon laws, crimes and punishments

Was Anglo-Saxon justice violent and superstitious?

2.3 Was Anglo-Saxon justice violent and superstitious?

TithingsHue and cryTrial by local juryTrial by ordealWergildCapital/corporal punishment

Week 3Key idea Specification content Learning activity and resourcesWas Anglo-Saxon justice violent and superstitious (2)?

2.3 Was Anglo-Saxon justice violent and superstitious?

Students to spend time looking at the various types of anglo-Saxon justice.

How far did the Normans change Anglo-Saxon justice?

2.4 How far did the Normans change Anglo-Saxon justice?

Norman change and continuity

How far did the Normans 2.4 How far did the Normans Students to put the various Norman forms of justice

52

change Anglo-Saxon justice (2)?

change Anglo-Saxon justice? into a Venn diagram, change, continuity, both.

Week 4Key idea Specification content Learning activity and resourcesHow far did Kings change justice during later Medieval England?

2.5 How far did Kings change justice during later Medieval England?

Escape, sanctuary, the Royal Court, the noose

Did the Church help or hinder justice?

2.6 Did the Church help or hinder justice in the early 13th century?

Students will examine whether the Catholic Church helped justice in the Medieval period.



those who do not passDid the Church help or hinder justice?

2.6 Did the Church help or hinder justice in the early 13th century?

12 mark exam question, ‘explain why the Church sometimes hindered justice in the period 1000-1500.’

DIRT lesson 2.6 Did the Church help or hinder justice in the early 13th century?


Week 6Key idea Specification content Learning activity and resourcesWhat crimes were happening in England in

3.1 Criminal moments in time

Tithings, theft

53

1600?

Which social changes affected crime and punishment?

3.2 Which social changes affected crime and punishment 1500-1700?

Population growth, economic changes, printing, religious turmoil, political change and landowners’ attitudes

Why were people being executed in the 1600s?

3.3 An execution: early 1600s

Primary sources, to look across reasons why people were being executed

Week 7Key idea Specification content Learning activity and resourcesWhat was the Gunpowder Plot?


What was the Gunpowder Plot, why did it happen?

What were the consequences of the Gunpowder Plot?


How were the plotters treated afterwards?

4 mark exam question 3.3 An execution: early 1600s

Describe two features of justice in the early 1600s (4 marks).


Key idea Specification content Learning activity and resourcesDIRT lesson 2.6 Did the Church help or

hinder justice in the early 13th century?


Were vagabonds really a threat to respectable society?

3.4 Were vagabonds really a threat to respectable society?

How the Government treated vagabondsBBC Bitesize clips

What was life like as a 3.4 Were vagabonds really a Fears surrounding vagabonds54

vagabond? threat to respectable society?

Week 10Key idea Specification content Learning activity and resourcesWhat methods were used to enforce the law 1500-1700?

3.5 (2) How effective was law enforcement 1500-1700?

Hue and cry, town watchmen, justices of the peace, trials and the clergy

What was the Bloody Code?

3.6 How can we explain the development of the Bloody Code?

Range of punishments, Bloody Code

‘Points’ test Knowledge test Knowledge test on topic 3, pass mark, re-sit for those who do not pass

Week 11Key idea Specification content Learning activity and resourcesWhat crimes were happening in England in 1800?

4.1 Criminal moments in time 1840

Australia, transport

Why did highway robbery become such a serious crime?

4.2 Why did highway robbery become such a serious crime?

Highway robbery

Was the law too harsh on poachers?

4.3 Was the law too harsh on poachers?

Poaching

Week 12Key idea Specification content Learning activity and resourcesWhy was smuggling a 4.4 Why was smuggling ‘a Smuggling

55

problem in the eighteenth century?

long time uncontrolled?’

Why were the Tolpuddle Martyrs punished so harshly?

4.5 Why were the Tolpuddle Martyrs punished so harshly?

Tolpuddle Martyrs

Revision lesson 4.1-4.5 Students have this lesson to revise, ready for the 16 mark question coming up.

Week 13Key idea Specification content Learning activity and resourcesWhich crime had the biggest impact 1700-1900?

4.2-4.5 16 mark exam question, ‘‘the crime that was the biggest problem in England 1700-1900 was smuggling.’ How far do you agree? Explain your answer.’

DIRT lesson 4.2-4.5 Students to be given a model answer and time to reflect on their work.

How did society change in the industrial period?

4.6 How did society change in the industrial period?

Travel, education, wealth and taxes

Week 14Key idea Specification content Learning activity and resourcesHow did society change in the industrial period?

4.6 How did society change in the industrial period?

Travel, education, wealth and taxes

Why did England decide to form a police force?

4.7 How far should we thank Robert Peel for the police force in 1829?

Ireland, London, Robert Peel, Police

Why did England decide to form a police force?

4.7 How far should we thank Robert Peel for the police force in 1829?

Ireland, London, Robert Peel, Police

56

Week 15Key idea Specification content Learning activity and resourcesWhy was the Bloody Code abolished in the 1820s and 1830s?

4.8 Why was the Bloody Code abolished in the 1820s and 1830s?

Bloody Code, Robert Peel

Was transportation a success or failure in the 1820s and 1830s?

4.9 Was transportation a success or failure in the 1820s and 1830s?

Transportation

Was transportation a success or failure in the 1820s and 1830s (2)?

4.9 Was transportation a success or failure in the 1820s and 1830s?

Transportation

Week 16Key idea Specification content Learning activity and resources‘Points’ test Knowledge test Knowledge test on topic 4, pass mark, re-sit for those

who do not passDIRT lesson 4.1-4.9 Students to be given a model answer and time to


CHRISTMAS BREAK WK 17 & 18

Year 11 Term 2Week 19

Key idea Specification content Learning activity and resourcesWhat crimes were happening in England in

5.1 Criminal moments in time 2007

Courts, terrorism, internet

57

2007?How far did crime change during the twentieth century?

5.2 How far did crime change during the twentieth century?

Terrorism, car crime, theft, computer crime

Why did people refuse to fight in WWI?

5.3 Were conscientious objectors really cowards?

What conditions were like in WWI, why some people refused to fight

Week 20Key idea Specification content Learning activity and resourcesWhy did people refuse to fight in WWI (2)?


What conditions were like in WWI, why some people refused to fight

Why did people refuse to fight in WWII?


What conditions were like in WWII, why some people refused to fight

How have the police changed since 1900?

5.4 What have been the biggest change to policing since 1900?

Basic training, vehicles, computer records

Week 21Key idea Specification content Learning activity and resourcesHow have prisons changed since 1900?

5.5 How have prisons changed since 1900?

Prison populations

Explain why prisons have changed since 1900.


12 mark exam question

DIRT lesson 5.5 How have prisons changed since 1900?



58

How else are criminals punished in England?


Tags and other forms of punishment

How effectively do we deal with young offenders?

5.6 How effectively do we deal with young offenders?

Juvenile prisons

Week 23Key idea Specification content Learning activity and resourcesWho was Derek Bentley? 5.7 Why is the Derek Bentley

case remembered today?Derek Bentley

Why was the death penalty abolished in 1965?

5.8 Why was the death penalty abolished in 1965?

Examples of the death penalty in action

Why was the death penalty abolished in 1965 (2)?

5.8 Why was the death penalty abolished in 1965?

Reasons why the dealth penalty was abolished

Week 24Key idea Specification content Learning activity and resourcesRevision lesson 7.1-8.7 Students have this lesson to revise, ready for their

forthcoming exam questions.12 mark exam question 5.8 Why was the death

penalty abolished in 1965?Explain why the death penalty was abolished in 1965.

DIRT lesson 5.8 Why was the death penalty abolished in 1965?


59


Key idea Specification content Learning activity and resourcesHow has the nature of criminal activity changed through History?

6 How has the nature of criminal activity changed through History?

Students will create a timeline of the types of crime committed, violent and petty over the different periods.

How has the nature of criminal activity changed through History?


Students will create a timeline of the types of crime committed, violent and petty over the different periods.

How has the nature of law enforcement changed through History?


Students will create a timeline of the attempt to prevent crime across the period.

Week 27Key idea Specification content Learning activity and resourcesHow has the nature of law enforcement changed through History?


Students will create a timeline of the attempt to prevent crime across the period.

How has the nature of punishment changed through History?


Students will create a timeline of the attempt to punish those who committed crimes.

How has the nature of punishment changed through History?


Students will create a timeline of the attempt to punish those who committed crimes.


60

those who do not passWhat was Whitechapel like in Victorian Britain?

1.1 Whitechapel: murderes and bad mothers

Students will look at conditions in Whitechapel

What happened to Sarah Fisher and her baby?


Sarah Fisher’s baby will be used as a case study

Week 29Key idea Specification content Learning activity and resourcesWhat happened to Sarah Fisher and her baby (2)?


Sarah Fisher’s baby will be used as a case study

What was Whitechapel like?

1.2 What was Whitechapel like?

Students will look at the Geography of Whitechapel

What was the criminal underclass?

1.3 Victorians and the fear of crime in the East End

Students will look at the class system that developed in Victorian Britain

Week 30Key idea Specification content Learning activity and resourcesWhat was the role of the Police?

1.4 The working of the Metropolitan Police

Students will create a timeline of notable dates, involving the police

How were the police viewed

1.4 The working of the Metropolitan Police

Students will look at a number of ‘Punch’ cartoons about the role of the police at this time

How was Whitechapel policed?

1.5 The organization of policing in Whitechapel

The role of police

Week 31Key idea Specification content Learning activity and resourcesWhy was Whitechapel 1.6 Difficulties of policing Problems, solutions

61

difficult to police? WhitechapelHow did the police try to capture the Ripper?

1.7 How did the police try to capture the Ripper?

Jack the Ripper





62

EASTER WK 36 & 37Year 11 Term 3 Week 38

Key idea Specification content Learning activity and resourcesHow did the police try to capture the Ripper (2)?

1.7 How did the police try to capture the Ripper?

Jack the Ripper

How did the press make it more difficult for the police?

1.8 How did the press make it more difficult for the police to investigate the Ripper case?

Jack the Ripper, Punch, the Police

Did the police and the city work together?

1.9 Did the city and metropolitan police work well together?

Police, London, Whitechapel

Revision lesson All parts studied so far Students have this lesson and the next lesson to revise, ready for their forthcoming exam questions.

Revision lesson All parts studied so far Students have this lesson and the next lesson to revise, ready for their forthcoming exam questions.

Week 39Key idea Specification content Learning activity and resourcesMock examination All parts studied so far Students will complete a mock examination.Mock examination All parts studied so far Students will complete a mock examination.DIRT lesson All parts studied so far Students to be given model answers and time to



63

REVISION – paper 1REVISION – paper 1REVISION – paper 2

Week 41Key idea Specification content Learning activity and resourcesREVISION – paper 2REVISION – paper 3REVISION – paper 3

Week 42Key idea Specification content Learning activity and resourcesWalking, talking mock, paper 1Walking, talking mock, paper 2Walking, talking mock, paper 3



64






65



66

smartfile.s3.amazonaws.com · web viewtask 3: success quotes and music lyric discussion. plenary-...

Documents