Year 7 History Scheme of Work Week Key Question Content Vocabulary Skills / Concepts Resources / Activities AUTUMN TERM Medieval England, 1066 – 1500 Control 1A L1 Introductions Expectations Issuing books 1A L2 How do we measure history? Test previous knowledge How to name centuries BC AD Century Decade Millennium Chronology ‘How do we measure history’ questionnaire Ordering dates exercise H/W: Timeline of their life with images 2B 3A Why did William win the Battle of Hastings? Death of Edward the Confessor Claimants for throne Battle of Stamford Bridge Battle of Hastings Oath Claimant Succession Conquest Causation Claimant speeches – work in three groups to put together speech/debate. OR 3 contenders to be backed by other class members – ‘race’. Role play of the Battle of Stamford bridge followed by cartoon strip creation. Card-sort timeline leading to Hastings – use for understanding causes Living graph of successes for both teams throughout the battle.
4B L1 ASSESSMENT 1 Why did William win the Battle of Hastings? Causation Analytical Communication 4B L2 5A 6B L1 How did William keep control of the English (1)? Motte & Bailey Square Keep Concentric Strengths / weaknesses Methods of attack Attack Defence Siege Change & Continuity Castles on Powerpoint for class to label Motte & Bailey worksheet Castles ICT lesson ‘Active History’ exercise on designing a Castle Castles & Sieges Video (Bloody Britain Siege of Rochester castle video) Concentric Castles textsheet Castle Building Competition in groups of 3 6B L2 How did William keep control of the English (2)? The Feudal System Hierarchy Service Loyalty Landlords Tenants Lord Baron Knight Villein / Peasant Role-play Feudal System in class Fill in Feudal System pyramid Feudal Day – Divide classes into roughly proportionate groups of Royal family, Barons, Knights, and Peasants & Slaves. Take oaths of commendation & rank must be acknowledged all day. Pupil feedback next lesson 7A L1 Assessment 1 feedback 7A L2 What makes a successful Medieval King? Aspects of Kingship Reign Succession Evaluation Ranking of characteristics Campaign speech – what characteristics they have to make a good King/Queen. HALF TERM
8B L1 How was Thomas Becket killed? Accounts of Becket’s Murder Canterbury Martyr Saint Cross-referencing Murder investigation – body outline on the floor, church music playing, sources. Creation of police report. 8B L2 Why was Thomas Becket killed? Relationship between Henry II & Becket Causes of his murder Link between murder of Becket and power struggle between church and king Causation: Cause (LT & ST) Consequence Divide causes into short and long term Sort causes into chronological order Sort causes from consequences Town crier announcement OR Role play activity 9A 10B L1 Was King John an Evil King? John’s problems Magna Carta Interpretations of John Magna Carta Excommunication Crusade Interpretation Disney’s Robin Hood clip. Interactive PowerPoint Creation of a Box Hill Magna Carta Good/Bad/Unlucky card sort Chinese whispers to discuss how information changes over time. 10B L2 Assessment 2 Was John an Evil King? Interpretation Evidence Medieval Realms, 1066 – 1500 Religion 11A What did Medieval people believe about how to get to heaven? Hand in castles Medieval beliefs Heaven & Hell Life of Monks and Nuns Faith Confession Mass Pilgrimage Pardon Purgatory Sins Monk/Monastery Nun/Convent Abbot/Abbey Prior/Priory Inference Re-creation drawing (in teams) of a Doom painting Examine and interpret Medieval paintings/images (Medieval Doom paintings) Create your own doom painting with explanatory labels and colour ‘How to get to heaven’ game to learn what beliefs medieval people held Monk/Nun medieval chat show
16B L1 Why did the Peasants revolt in 1381? Reasons for the riot Poll tax Work service Causation Re-write ‘I predict a riot’ 16B L2 17A L1 What happened when Wat Tyler met the King? Events of the Smithfield meeting Eye witness evidence, reliability Evidence/ reliability Create an event which needs testimony to then discuss it’s effectiveness. Role play 3 different sources and compare 17A L2 Assessment 3 What happened when Wat Tyler met the King? Evidence 18B Medieval weapons Different types of weapons How they would be used Advantages and disadvantages of each Halberd Mace Warhammer Quarterstaff Comparison Evaluation Students create a pitch to ‘sell’ the medieval weapon they research to the class. Medieval Realms, 1066 – 1500 Conflict 19A The Wars of the Roses York vs. Lancaster Battle of Bosworth Field Monarch Monarchy Civil War Regent Chronology Timeline of Monarchs 1066 - 1603 Timeline of the Wars Bosworth powerpoint Battle of Bosworth roleplay HALF TERM 20B What really happened to the princes in the Tower? Princes Edward & Richard Richard III Tower of London Coronation Illegitimate Evaluation Change & Conspiracy, 1500 – 1750 Religion 21A What was the church like before the reformation? Key features of the Catholic Church Purgatory Reformation Monarch Inference Question race (using textbooks and mini white-boards) Taboo of key words/people
Change in Britain, 1750 – 1900 Change 1A Introductions Expectations Issuing books 1A L2 2B 3A 4B L1 Was Oliver Cromwell a Hero or a Villain? Re-cap of Civil War, use of Pike/Musket. New Model Army Changes to everyday life Drogheda Levellers Roundhead Parliamentarian Cavalier Puritan Change and continuity Significance Interpretation Oliver Cromwell Fact File Recruitment speech for New Model Army Mini books on using a Pike/Musket Charades and posters of Cromwell’s changes to life Source exercise on Drogheda Levellers Quizdom Making of the UK – Oliver Cromwell video (15 minutes) 4B L2 Assessment 1 Why do people have such different views of Oliver Cromwell? Interpretation 5A L1 What was England like by 1750? Set the scene for the Industrial revolution Details of inventions etc up to 1750 Significance Change List of invention to be put into chronological order and then ranked according to importance. Worksheet challenge on changes (using textbooks) 5A L2 In what ways did Britain change between 1750 and 1900? Changes in Britain in different categories Category Change & Continuity Britain 1750-1900, pp. 2 – 9 Compare two pictures in Britain 1750 – 1900 Community of Enquiry – students come up with their own enquiry questions from the pictures Using connectives to make comparisons Research in pairs different categories of change
Introduce Town that is observed as it changes over time 6B What was farming like in 1750? Methods of 1750 farming Jethro Tull’s Seed Drill. Inference Demonstration of 1750 farming. Draw a diagram of the farmer and label all the problems. Design competition, trying to solve the problems of 1750 farming. 7A Why were so many huge mills built in the North of England after 1750? Cotton-making process Differences between domestic and factory systems Locating a factory Inventions Analyse interpretation of cotton mills presented in ‘North and South’ Domestic System Factory System Weaving Spinning Loom Change & Continuity Evaluation Cotton-making process cardsort Saltaire source & questions Saltaire research North and South DVD HALF TERM 8B 5 Nov 9A L1 How bad were working conditions for children? Mines Workhouse Working conditions in factories Overlooker Scavenger Cross-referencing Evaluation Set up tables to show the conditions in the mines. Sources about child labour – cross-referencing these. Oliver film clip (workhouse) Writing a diary in the workhouse. Story about cotton mills 9A L2 Assessment 1 feedback. 10B Were the Factory Acts any good? Factory reform Act of Parliament Reform Reformer Change & Continuity Change Questionnaire BBC History File Video: Britain 17050-1900 (4. Work & Wages) Analyse factory acts
13A L2 ASSESSMENT 2 In what ways did Britain change between 1750 and 1900? Group presentation – not written. Change & Continuity Analytical Communication SPRING TERM 14B What did the Victorians value? Victorian fashion Victorian homes – the divide between rich and poor Victorian education Mourning Comparison Inference ‘Mind reader’ activity using picture sources. Victorian Values box. Drawing of a house, divided in half, one showing a rich home and one showing a poor home. Labelled. Re-creation of a Victorian lesson – students prepped in advance? 15A 16B 21 Jan Who was Jack the Ripper? Jack the Ripper’s victims and their injuries – what this tells us about his modus operandi. Witness statements and their reliability. A consideration of possible suspects. Modus Operandi Autopsy Motive Cross reference Reliability Bloody Britain DVD – Jack the Ripper (30 minutes) Victim sheets, to be filled in/diagrams shown using autopsy reports. Witness statement boxes, leading to wanted posters being designed. Detective notebooks to jot down any findings. 17A L1 Assessment 3 Who was Jack the Ripper? Reliabilty Cross reference 17A L2 ASSESSMENT 2 FEEDBACK 18B What was unfair about democracy in the 1820s? Democracy in the 21st Century Democracy in the 1820s Democracy Parliament Government H of Commons Change & Continuity ‘Are you a good British citizen’ questionnaire ‘Who decides how Britain is run?’ worksheet
Comparison of both House of Lords Constituency MP Act of Parliament Lobby Election Electorate Borough County Reform Ballot Weighing scales – good / bad aspects of democracy in the 1820s. Table to compare 21st century and 1820s democracy Match-up / scrambled definitions Political cartoons on pages 90 & 91 of Britain 1750 – 1900 Use of education pages and videos on parliament.gov.uk 19A How far did Women go to get the vote? Suffragettes vs Suffragists. The militant actions of the suffragettes Black Friday The Women’s Pilgrimage Emily Wilding Davison Cat and Mouse Act Women in wartime and getting the vote Suffragette Suffragist Liberal Significance Change Sufragette/suffragist quiz ICT task on Black Friday/Women’s Pilgrimage Planning an event using the suffragette tactics Recruitment leaflets Sources on the Cat and Mouse Act – discussion of the humanity of this. Source investigation into the effect of Emily Wilding Davison’s death. HALF TERM 20B 21A How far did Women go to get the vote? (Continued) Suffragettes vs Suffragists. The militant actions of the suffragettes Black Friday The Women’s Pilgrimage Emily Wilding Davison Cat and Mouse Act Suffragette Suffragist Liberal Significance Change Sufragette/suffragist quiz ICT task on Black Friday/Women’s Pilgrimage Planning an event using the suffragette tactics Recruitment leaflets Sources on the Cat and Mouse Act – discussion of the humanity of this.
Women in wartime and getting the vote Source investigation into the effect of Emily Wilding Davison’s death. 22B L1 Assessment 3 feedback Empire & Slavery 22B L2 23A Why did a slave trade develop? The Triangular Slave Trade (13 Colonies/West Indies) The Middle Passage Causes of slavery Slave Civilisation Trade Import Export Causation Cross-referencing Re-creation of triangular trade in the classroom (need props). Roots Slave memoirs/recollections of the Middle Passage based on learning & showing ‘Roots’ (‘Middle Passage’) Middle passage sources sheet, requires cross-referencing. Whole class cause card sort – group in paragraphs, explain connections within paragraph, decide relative importance. Colour code PEE. 24B L1 Who was involved in the Slave trade? Direct, indirect and partial involvement. Zones of involvement sheet Role cards 24B L2 What was it like to be a slave? Continued after Easter Slave auctions Plantation life Work, housing, religion and discipline The Underground Railroad Slave songs Plantation Overseer Negro Spiritual Christianity Gospel Fugitive Insurrection Evidence ‘Black peoples of the Americas’ textbook BBC Video Episode 2 Uncle Tom’s Cabin Negro Spirituals text sheet Write & perform a slave song (or scrap and do something on
abolition? – see choosing freedom pack) Slave diaries SUMMER TERM 25A 26B L1 What was it like to be a slave? Slave auctions Plantation life Work, housing, religion and discipline The Underground Railroad Slave songs Plantation Overseer Negro Spiritual Christianity Gospel Fugitive Insurrection Evidence ‘Black peoples of the Americas’ textbook BBC Video Episode 2 Uncle Tom’s Cabin Negro Spirituals text sheet Write & perform a slave song (or scrap and do something on abolition? – see choosing freedom pack) Slave diaries 26B L2 27A Can you get the slave trade abolished? Abolition Key characters - Olaudah Equiano Methods to abolish slavery Abolition Evidence Significance Students work in groups to try and find a way to get the slave trade banned 28B L1 Assessment 4 Can you get the slave trade abolished? Presentation – not written. Peer assessed and students must prepare and ask questions of other groups as part of this. 28B L2 29A How did slavery divide America? Arguments for and against slavery in the South and North Causes of US Civil War Abolition Abolitionist Union Confederacy Secession Civil War Causation ICT exercise on causes of slavery Chart of Northern and Southern arguments
30B What was the experience of black people in the Civil War? 54th Massachussetts Infantry (Col. Shaw) Discrimination in the Civil War by Union and Confederacy Discrimination Segregation Inference Evaluation Inference from painting of 54th Massachussetts Infantry Film ‘Glory’ HALF TERM 31A How united was the United States after 1865? Emancipation of slaves ‘Jim Crow’ laws Aims of KKK Migration (if time) Emancipation Assassination Reconstruction Constitution Sharecropper Lynching White Supremacy Segregation Migration Ghetto Racism Inference ‘Black peoples of the Americas’ textbook Sources on aims of KKK ‘Consequences of the Civil War’ textsheet ‘Strange Fruit’ The French Revolution Impact 32B Why were many French people angry about the way their country was run? France before the revolution Long-term causes of Revolution: -Estates System (poverty, privileges, taxes, feudal rights & dues) -Louis XVI -Marie Antoinette Revolution Ancien Regime Absolute Monarch Clergy Politics Economy Aristocrat Causation: Causes (LT & ST) Community of Enquiry using information about the Estates General and Storming of the Bastille as a stimulus 3 Estates role-play 3 Estates cartoons Letter of complaint to Louis XVI 33A L1 What was the significance of the The fall of the Bastille, July 1789 Cross-referencing Evaluation Report on attack on Bastille Reporter interviews
4B Characteristics of the Great Powers Alliances Imperialism Empire Industry Technology Nationalism Socialism Militarism Colonies Imperialism Alliances Hot seat the Great Powers Table/Map of Great Powers Interactive Empire Alliance strength comparison sheets. Alliance maps 5A 6B L1 Why did war break out in August 1914? Geography of Europe Long & short term causes of war Assassination of Archduke Ferdinand Role of the Kaiser Naval Race Assassination Causation OHP maps of Europe ‘Twentieth Century World’, pp. 4 – 8 Pass the Bomb game Newspaper article/radio programme on shooting of Archduke Franz Ferdinand Cardsort of events in 1914 Naval race using students. Role play of the assassination 6B L2 ASSESSMENT 1 Who should we blame for the outbreak of WW1? Causation The Twentieth Century World Warfare 7A The Western Front in the First World War To be continued after Half Term.... Reasons for stalemate Structure of trenches Life in trenches Research techniques Western Front Stalemate Total War Front Line Parapet Parados Duckboard Firing step Dugout No man’s land Over the top Inference Synthesis Twentieth Century World’ People’s Century Video Research structure of a trench using information from Spartacus, and label a cross-section of a trench WW1 Experience - session with experts and artefacts???? Writing letters home from the trenches Labelled diagram of the trench system.
Video on Stalin’s Russia Racism in the USA – really important as 2012 Year 9 didn’t do Civil rights at the beginning of the year. 17A L1 ASSSESSMENT 3 In what ways were the USSR and USA different/similar? Explain why they were different. Similarity & Difference Analytical Communication 17A L2 Who was Hitler and how did he get to power? Brief introduction to Hitler’s aims, personality and reasons for his rise to power (link to Treaty of Versailles) Nationalism Socialism 18B L1 Why did war break out in 1939? Hitler’s actions Failure of appeasement Appeasement Causation Twentieth Century World’, pp. 46-56 Causes of Second World War Video (67) The Twentieth Century World Conflict 18B L2 Why was Hitler winning WW2 by 1940? Blitzkrieg tactics Blitzkrieg Significance Opening sequence to Dad’s army. Role play of Blitzkrieg 19A L1 Was Dunkirk a failure? Dunkirk Judgement Dunkirk Sources Churchill’s speeches 19A L2 Assessment 3 feedback HALF TERM 20B L1 Why did so many owe so much to so few? The Battle of Britain – strengths and weaknesses of both sides. Radar Turning point Analysis Battle of Britain poster
Analysis of the event as a turning point. 20B L2 21A What was it like to live in Britain through the Blitz? Blitz project = Assessment 4 Air raid precautions Evacuation The Blitz Government propaganda Women at war Rationing The Blackout Propaganda Conscription Morale Evaluation ‘War diaries of a disillusioned housewife’ Government posters Oral history IT research 22B Why did Japan bomb Pearl harbour? Causes of the attack Damage caused Consequences of the attack – as a turning point. Causation Significance Pearl harbour film Pearl Harbour fact-files 23A How did the allies plan for D-Day? Preparations Strategy Inventions Experiences Intelligence Paratroopers Decoy D-Day: The Ultimate Conflict Video D-Day Museum Documents 24B Can the A-bombing of Japan in 1945 be justified? Effects of bombing Reasons for bombing Justify Kamikaze A-bomb Radiation Surrender Causation Synthesis Evaluation Whole-class debate on the question, with different students as experts on different aspects Video of dropping of bomb Twentieth Century World’, pp. 96-103 Worksheets using textbook and sources – could be completed in ICT room. Powerpoint introducing topic and key question SUMMER TERM
ASSESSMENT 5 SUMMER EXAM HALF TERM 31A 32B Why did the USA and USSR, wartime allies, end up in the Cold War? Causes of the Cold War Mutual Assured Destruction Vietnam Proxy war Causation ‘We will all go together when we go’ song (Tom Lehrer) Role play MAD Speeches to an American state regarding America having nuclear missiles. 33A Did the USA really put man on the moon? Space race The moon landings Evidence Analysis Sources on the moon landings. Class debate on whether the moon landings were faked. 34B Assessment 5 feedback (and spare lesson in case of missing days etc) 35A Expedition week.